The role of self-determination theory and cognitive evaluation theory in home education

Riley, Gina

doi:10.1080/2331186x.2016.1163651

Cited by 31 publications

(29 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some participants had a problem of allocating time to concentrate on their study because they had to earn money for living at the same time. This finding corresponds to prior research that time constraint has not only failed to facilitate intrinsic motivation in online learning but also in a conventional classroom then learners had more than one responsibility to do when taking courses (Riley, 2016). The participants who were unable to find time to participate in learning activities might perceive less competence.…”

supporting

confidence: 65%

“…Perceived competence refers to a feeling of capability and effectiveness, whereas perceived autonomy refers to a feeling of doing an activity for its own sake (Ferrer-Caja & Weiss, 2000;Riley, 2016).…”

Section: Cognitive Evaluation Theorymentioning

confidence: 99%

“…From what has been mentioned above, the need for an in-depth study of learner intrinsic motivation in MOOC environment within a developing country context is urgently required (Riley, 2016). Although there is a number of studies conducted on MOOCs and learner motivation in developed countries, there has been little research that investigated learner intrinsic motivation in online social learning platforms such as MOOCs in a developing country setting (Garrido, et al, 2016).…”

Section: Chapter 1: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Yamo¹

View full text Add to dashboard Cite

Learner intrinsic motivation is a critical factor that directly influences meaningful engagement, facilitates academic achievement, promotes individual learning experience, and decreases dropout rates in both online learning contexts and in various higher education settings. Intrinsic motivation is a key psychological aspect that individual learners need to have when participating in online learning activities in order to achieve their learning.Most of the research on massive open online courses (MOOCs) has been largely conducted using developed country MOOCs to examine the experiences of MOOC learners including their motivation to register for MOOCs and to participate in learning activities. However, very little empirical research using developing country MOOCs has been conducted to investigate the same phenomenon. Specifically, qualitative case study research examining learner intrinsic motivation during the MOOC learning activity in the developing country context such as Thailand has been urgently needed.This qualitative case study research is aimed at investigating learner intrinsic motivation in a massive open online course (MOOC) within the context of Thailand as a developing country through the eyes of the learners. Semi-structured interviews were used to collect data and a thematic analysis was used to analyse the data. The findings found that there were three factors of social conditions, environment conditions, and cultural conditions that influenced a perception of competence and autonomy. Social conditions include peers, course facilitators, self-motivation, colleagues, and family members. Environmental conditions include accessibility, learning activities and resources, collaboration tools, learning systems, discussion forum, and feedback. Cultural conditions include Thai learners' traits and seniority.The empirical findings of this research would be of potential contributions to theory and practice by informing MOOC stakeholders in the planning, developing and delivering of high quality of MOOC courses.Cognitive evaluation theory as a sub-theory of self-determination theory was used to examine the social, environmental and cultural conditions. These conditions played a significant role in facilitating or diminishing learner intrinsic motivation in this qualitative case study research.

show abstract

supporting

confidence: 65%

Section: Cognitive Evaluation Theorymentioning

confidence: 99%

Section: Chapter 1: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Learner Intrinsic Motivation in Online Social Learning Platforms: A Case Study of Massive Open Online Course (MOOC) in Thailand

Yamo¹

View full text Add to dashboard Cite

show abstract

“…LOMCE is a system based on standardisation (Collet-Sabé, 2017), which is provoking that teachers who only impart elective subjects perceive a greater enjoyment toward pedagogical activity than the other group, although the former is lesser aware that teaching actions have an impact on the mental health of students. Based on these bivariate correlations between the need for autonomy with intrinsic motivation and identified regulation (Riley, 2016), respectively, the present study demonstrates that, in a low-moderate degree, both teacher clusters perceive autonomous motivation because they could regulate behaviours and take decisions autonomously as of a relative pleasure provided by the activity. These findings should be kept under longitudinal observation.…”

Section: Discussionmentioning

confidence: 73%

“…Self-Determination Theory (SDT) allows understanding this social tension as the autonomy is essential for the promotion of autonomous motivation (Reeve, Ryan, & Deci, 2019;Van den Broeck, Vansteenkiste, De Witte, Soenens, & Lens, 2010). Specifically, autonomous motivation is understood as a sense of will when making decisions during an activity (Ryan & Deci, 2017), given that individuals display high degrees of intrinsic motivation and identified regulation (Riley, 2016). Therefore, the autonomous motivation entails a degree of autonomy to the moment of making decisions, as those actions are based on the pleasure that the activity gives to an individual .…”

Section: Introductionmentioning

confidence: 99%

Teaching Autonomy: Does Spanish Education System Achieve the Desired Effect?

Ángel-Alvarado

Wilhelmi

Belletich

2020

PSYE

View full text Add to dashboard Cite

Despite the Spanish curriculum for primary education establishes compulsory and elective subjects in order to promote teacher autonomy; curricular management is achieving the opposite of the desired effect according to teachers. This study aims statistically comparing the autonomy of educators who teach compulsory subjects and who only impart elective subjects. The method comprises a nonexperimental quantitative research design, establishing a random cluster sampling that has statistical representativeness from national standpoint. Results demonstrate that teachers who only impart elective subjects perceive a greater enjoyment toward pedagogical activity than the other group. In conclusion, it is reasonable to put the Spanish curriculum under scrutiny because its effectiveness for fostering the teacher autonomy is questioned.

show abstract