Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills

Boggiano, Ann K.; Flink, Cheryl; Shields, Ann; Seelbach, Aubyn; Barrett, Marty

doi:10.1007/bf00992323

Cited by 128 publications

(106 citation statements)

References 32 publications

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“…Comparé à un climat contrôlant, les élèves dont le professeur soutient l'autonomie réussissent mieux à l'école (Boggiano et al, 1993 ;Flink, Boggiano & Barrett, 1990), ont une compétence perçue plus élevée (Deci et al, 1981 ;Trouilloud et al, 2006), ressentent des émotions plus positives (Patrick, Skinner & Connell, 1993), ont une plus haute estime de soi (Deci et al, 1981), font preuve d'une meilleure compréhension (Boggiano et al, 1993), sont plus actifs dans le traitement des informations (Grolnick & Ryan, 1987), sont plus persévé-rants dans les études , et sont plus créatifs (Koestner et al, 1984).…”

Section: Comportements Facilitant Contra Comportements Entravant La Munclassified

Climat motivationnel instauré par l’enseignant et implication des élèves en classe : l’état des recherches

Sarrazin¹,

Tessier²,

Trouilloud³

2006

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Section: Comportements Facilitant Contra Comportements Entravant La Munclassified

Climat motivationnel instauré par l’enseignant et implication des élèves en classe : l’état des recherches

Sarrazin¹,

Tessier²,

Trouilloud³

2006

rfp

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“…In addition, both parents (Boggiano et al, 1987) and students subscribe to the idea that extrinsic incentives are not only desirable, but also optimal motivational tools (i.e., " the larger the carrot or the stick, the more highly motivated the child"; Boggiano et al, 1987). However, research embedded in the self-determined framework reveals that such beliefs are erroneous (Boggiano et al, 1993).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Generally, students are responsive to the effects of these different styles (for a review, see Deci & Ryan, 1987;Deci, Vallerand, Pelletier, & Ryan, 1991;Reeve, 1996Reeve, , 2002. For example, students of autonomy-supportive teachers, compared to students of relatively controlling teachers, show greater perceived competence (e.g., Deci et al 1981;Ryan & Grolnick, 1986;Trouilloud et al, 2006), intrinsic motivation (e.g., Deci, Nezlek, & Sheinman, 1981), creativity (e.g., Amabile, 1979;Koestner, Ryan, Bernieri, & Holt, 1984), preference for optimal challenge (e.g., Harter, 1978;Pittman, Emery, & Boggiano, 1982;Shapira, 1976), conceptual understanding (e.g., Benware & Deci, 1984;Boggiano, Flink, Shields, Seelbach, & Barrett, 1993;Flink, Boggiano, & Barrett, 1990), positive emotionality (e.g., Ryan & Connell, 1989), and academic performance (e.g., Boggiano et al, 1993;Flink, Boggiano, & Barrett, 1990), and are less likely to drop out from school (Vallerand et al, 1997). In turn, student self-determined motivation predicts leisuretime physical activity intentions (e.g., Ntoumanis, 2001;Standage, Duda, & Ntoumanis, 2003), preference for optimally difficult tasks (e.g., Standage, Duda, & Ntoumanis, 2003), concentration (e.g., Ntoumanis, 2005) and effort (e.g., Ntoumanis, 2001) in the class.…”

mentioning

confidence: 99%

The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers

2008

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Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons of a teaching cycle.Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling) and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference emerged in relation to controlling behaviours. We discuss the implications for schools of our findings.

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“…Fulfilment of these three basic psychological needs makes a person intrinsically motivated for a particular activity. SDT puts forth autonomous motivation as the desired type of motivation leading to more deep learning (Grolnick & Ryan 1987;Vansteenkiste et al 2005a & b), less superficial information processing (Vansteenkiste et al 2004), higher achievement (Boggiano et al 1993;Soenens & Vansteenkiste 2005), decreased drop-out intention and behaviour (Vallerand et al 1997;Hardre & Reeve 2003), greater creativity (Koestner et al 1984) and enhanced well-being or adjustment (Black & Deci 2000;Levesque et al 2004). SDT also postulates that motivation can change from extrinsic to intrinsic and vice versa depending on the feelings of autonomy, competence and relatedness a student experiences in his or her study (Deci 1975).…”

Section: Practice Pointsmentioning

confidence: 99%

Motivation as an independent and a dependent variable in medical education: A review of the literature

et al. 2011

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Background: Motivation in learning behaviour and education is well-researched in general education, but less in medical education. Aim: To answer two research questions, 'How has the literature studied motivation as either an independent or dependent variable? How is motivation useful in predicting and understanding processes and outcomes in medical education?' in the light of the Self-determination Theory (SDT) of motivation. Methods: A literature search performed using the PubMed, PsycINFO and ERIC databases resulted in 460 articles. The inclusion criteria were empirical research, specific measurement of motivation and qualitative research studies which had well-designed methodology. Only studies related to medical students/school were included. Results: Findings of 56 articles were included in the review. Motivation as an independent variable appears to affect learning and study behaviour, academic performance, choice of medicine and specialty within medicine and intention to continue medical study. Motivation as a dependent variable appears to be affected by age, gender, ethnicity, socioeconomic status, personality, year of medical curriculum and teacher and peer support, all of which cannot be manipulated by medical educators. Motivation is also affected by factors that can be influenced, among which are, autonomy, competence and relatedness, which have been described as the basic psychological needs important for intrinsic motivation according to SDT. Conclusion: Motivation is an independent variable in medical education influencing important outcomes and is also a dependent variable influenced by autonomy, competence and relatedness. This review finds some evidence in support of the validity of SDT in medical education.

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Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills

Cited by 128 publications

References 32 publications

Climat motivationnel instauré par l’enseignant et implication des élèves en classe : l’état des recherches

Climat motivationnel instauré par l’enseignant et implication des élèves en classe : l’état des recherches

The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers

Motivation as an independent and a dependent variable in medical education: A review of the literature

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