Student Psychological Need Satisfaction and College Teacher-Course Evaluations

Filak, Vincent F.; Sheldon, Kennon M.

doi:10.1080/0144341032000060084

Cited by 145 publications

(128 citation statements)

References 42 publications

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“…They probably rank alongside professional knowledge and skills, center competencies, educational resources and strategies as the veritable determinants of educational success and performance. Professional knowledge, skills and center competencies occur when one feels effective in one's behavior (Filak & Sheldon, 2003).…”

Section: Introductionmentioning

confidence: 99%

Teacher Motivation: A Study of Work Motivation of the Primary Stage Teachers in Jordan

Al-Salameh¹

2014

AJAP

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Abstract:This study aims to investigate the work motivation of the primary stage teachers in relation to age, type of school, educational qualifications, and gender. To fulfill this, three hundred and twelve participants were selected randomly by stratified method from government and private schools in Balqa governorate. The finding of the study revealed: i) The primary stage teachers in Jordan have relatively good level of work motivation ii) No significant difference was found in the work motivation among teachers working in government and private schools iii) No significant difference was found in the work motivation of teachers due to the age iv) There were significant differences in the work motivation of male and female teachers, specifically, our results suggest that female teachers were found to be more motivated to their work than male teachers v) Significant difference was reported in the work motivation of teachers having bachelor and high diploma qualification, the analyses revealed that the teachers having bachelor were found to be more motivated to their work than the teachers having high diploma.

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Section: Introductionmentioning

confidence: 99%

Teacher Motivation: A Study of Work Motivation of the Primary Stage Teachers in Jordan

Al-Salameh¹

2014

AJAP

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“…Dalam konteks hubungan antara guru dan murid, dukungan terhadap kebutuhan keterkaitan memberikan rasa penerimaan, dihargai, diperhatikan dan rasa kebersamaan (Filak & Sheldon, 2003). Furrer dan Skinner (2003) mengatakan bahwa kebutuhan keterkaitan memiliki peranan penting terhadap motivasi dan performa siswa.…”

Section: Kepuasan Kebutuhan Dasar Psikologisunclassified

“…(2013) menemukan bahwa staf pengajar yang dipersepsikan mahasiswa menghargai mahasiswanya, bersedia berbagi, tidak menjaga jarak, dan ramah akan meningkatkan perilaku mahasiswa dalam mencari bantuan. Dukungan sosial ini merupakan bentuk pemuasan kebutuhan keterkaitan yang dimaknai sebagai perasaan menjadi bagian dari komunitas (Baumeister & Leary, 1995), rasa memiliki (Niemic, dkk., 2006), terkoneksi dengan yang lain (Osterman, 2000), rasa penerimaan, dihargai, diperhatikan dan rasa kebersamaan dalam konteks hubungan pendidik dan peserta didik (Filak & Sheldon, 2003). Newman (2002) menjelaskan bahwa salah satu tantangan dalam belajar berdasar regulasi diri adalah keterlibatan atau persistensi yang tetap ketika menghadapi masalah dan potensi kegagalan.…”

Section: Zimmermanunclassified

Peranan Kepuasan Kebutuhan Dasar Psikologis dan Orientasi Tujuan Mastery Approach terhadap Belajar Berdasar Regulasi Diri

Tekeng¹,

Alsa²

2016

jpsi

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Abstract. This research aims at empirically examining the role of basic psychological need satisfaction and mastery approach goal orientation toward the self-regulated learning of the university students. The subject of this research consisted of 240 students the third, the fifth, and the seventh semester students of the faculty of education and teaching at the State Islamic University Makassar derived from eight departments. The sample taken by using multi stage cluster random sampling tecnique. The research instruments used were the self-regulated learning scale, the psychological basic need scale, and the mastery approach goal orientation scale. The data analyzed by using multiple regression analysis. The result shows that the value of Fregression = 115.303, and the value of p < 0.001. This means that the hypothesis of this research is accepted or the basic psychological need together with the mastery approach goal orientation can significantly predict the selfregulated learning of the university students with effective contribution R 2 = 0.493 or 49.3%. Partially, the two predictors showed a different contribution where the basic psychological need satisfaction contributed 4.9% and the mastery approach goal orientation contributed 44.4% to the self-regulated learning of the university students.Keywords: basic psychological need satisfaction, goal orientation, mastery approach, selfregulated learningAbstrak. Penelitian ini bertujuan untuk menguji secara empiris peranan kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach sebagai prediktor belajar berdasar regulasi diri mahasiswa. Subjek penelitian berjumlah 240 mahasiswa semester III, V, dan VII Fakultas Tarbiyah dan Keguruan di Universitas Islam Negeri Makassar yang berasal dari delapan prodi. Teknik pengambilan sampel menggunakan multi stage cluster random sampling. Instrumen penelitian yang digunakan adalah skala belajar berdasar regulasi diri, skala kepuasan kebutuhan dasar psikologis, dan skala orientasi tujuan mastery approach. Data dianalisis dengan menggunakan uji regresi berganda. Hasilnya menunjukkan nilai Fregresi = 115,303 dan nilai p < 0,001. Ini berarti bahwa hipotesis penelitian ini dapat diterima atau dengan kata lain kepuasan kebutuhan dasar psikologis dan orientasi tujuan mastery approach secara bersama dapat secara signifikan memprediksi belajar berdasar regulasi diri mahasiswa dengan sumbangan efektif sebesar R 2 = 0,493 atau 49,3%. Secara parsial, kedua variabel memberikan nilai kontribusi yang berbeda, dimana kepuasan kebutuhan dasar psikologis memberikan sumbangan efektif sebesar 4,9% dan orientasi tujuan mastery approach memberikan sumbangan efektif sebesar 44,4% terhadap belajar berdasar regulasi diri mahasiswa.Kata kunci: belajar berdasar regulasi diri, kepuasan kebutuhan dasar psikologis, orientasi tujuan mastery approach 1 Korespondensi mengenai isi artikel ini dapat dilakukan melalui: st.nurjannah@uin-alauddin.ac.id, asmalsa@ugm.ac.id

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“…Their need for relatedness is fulfilled when they develop close relationships with important others (peers and teachers) and feel that these individuals are invested in and care about them. In other words, by allowing students to learn in their own way (autonomy), providing them with the tools to succeed (competence), and removing authoritarian barriers (relatedness), instructors can give their students an interesting, challenging, and intrinsically motivating educational experience (Filak & Sheldon, 2003) [21].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The Role of Basic Need Satisfaction in English Learning: A Case Study at a University in China

Ping-ying¹

2016

lls

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To examine the role of learners' innate need satisfaction in their English foreign language (EFL) learning, a case study was conducted at a university in China. Both qualitative and quantitative methods were employed in the study. Data were collected via a pre-and post-assessment research design and by recording dynamic variability in student participants' (N=353) learning performance while implementing a need-satisfying intervention scheme for one academic year. Structural equation modelling (SEM) method was used to test the hypothesized model and the structural relationship. Outcomes of this study indicated 1) that satisfaction of learners' basic needs for competence, autonomy and relatedness strengthened their autonomous motivation and facilitated controlled motivation to move gradually to autonomous one; 2) that strengthened motivation contributed to positive learning performance and significant improvement in their English proficiency; 3) and interestingly, that the causal effect coefficients of the contribution paths changed erratically with the variation of learners' motivation and English proficiency level. The present study suggested that innate need satisfaction was basically related to EFL learning outcome, but that fulfillment of different psychological needs played varied roles in academic achievement. The interesting findings signified that cultural factors and instrumental motivation had a notable impact on causal effects of innate need satisfaction on EFL learning outcome.

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Student Psychological Need Satisfaction and College Teacher-Course Evaluations

Abstract: Two studies examined student psychological need satisfaction as a predictor of

Cited by 145 publications

References 42 publications

Teacher Motivation: A Study of Work Motivation of the Primary Stage Teachers in Jordan

Teacher Motivation: A Study of Work Motivation of the Primary Stage Teachers in Jordan

Peranan Kepuasan Kebutuhan Dasar Psikologis dan Orientasi Tujuan Mastery Approach terhadap Belajar Berdasar Regulasi Diri

The Role of Basic Need Satisfaction in English Learning: A Case Study at a University in China

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