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Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy s...
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More self-determined motivation of young children in physical education (PE) has been shown to improve physical activity through the lifespan. According to Self-Determination Theory, an educational environment that supports the three basic psychological needs of autonomy, competence, and relatedness is expected to facilitate need satisfaction and,...
Citations
... Of the 51 studies included in Reeve and Cheon's meta-analysis of autonomy supportive interventions, only four studies involved university student participants [21]. While college instructors can apply the strategies developed for high school settings with some success [30], many of the available guidelines for autonomy-supportive interventions implicitly limit the forms of learner choice and extents of learner control. College courses can provide rich opportunities for autonomy-supportive learning at levels that enable the transition to self-regulated and lifelong learning, but college instructors may need more than simple suggestions like "offer choices" [31] or "allow the choice of content among different options, offer level options in the tasks" [30]. ...
... While college instructors can apply the strategies developed for high school settings with some success [30], many of the available guidelines for autonomy-supportive interventions implicitly limit the forms of learner choice and extents of learner control. College courses can provide rich opportunities for autonomy-supportive learning at levels that enable the transition to self-regulated and lifelong learning, but college instructors may need more than simple suggestions like "offer choices" [31] or "allow the choice of content among different options, offer level options in the tasks" [30]. In the absence of appropriate curriculum design tools for autonomy support, college instructors may find it difficult to imagine a balance between their need for structure and guidance and learners' need for freedom and control; or instructors may imagine an autonomysupportive classroom as chaotic, unpredictable, unrealistic, inappropriate, or apathetic toward learning outcomes [23]. ...
This research-to-practice paper presents a framework that breaks down the complex constructs of learner autonomy and instructor autonomy support into actionable course design and pedagogical decisions. Grounded in self-determination theory for motivation and self-regulated learning theory, the framework encourages instructors to consider various areas of learner autonomy along a spectrum from teacher-controlled to student-controlled. By conceptualizing autonomy as a range of course design options, the framework enables instructors to creatively envision different ways to promote learners' internalized engagement and motivation through autonomy support. In this study, the framework is applied to the design and assessment of two project-based engineering science courses that offer learners structure alongside different forms and levels of autonomy. Findings show that the instructor's intentional design decisions regarding student choice and control prompted a strong sense of autonomy and high perceived instructor autonomy support among students. As predicted by SDT, autonomy and autonomy support showed significant positive correlations with identified regulation and intrinsic motivation, two forms of internalized drive. Results suggest that the autonomy framework may offer utility value to any instructor seeking to promote student choice and internalized control within the practical constraints commonly associated with college courses.
... Another study found that students' perceived support for autonomy rose with engagement in PE, which in turn enhanced their academic motivation. In other words, active involvement in PE acted as a mediator between the support of autonomy and academic motivation (Lozano-Jiménez et al., 2021). Additionally, students' intrinsic motivation, involvement in activities, academic success, and cognitive and skill development are all higher when PE teachers exhibit autonomysupportive behaviors (Muftuler, 2016). ...
The aim in this study was to identify predictors of teachers’ and students’ motivation and autonomy support in physical education. Ninety-four physical education teachers (26 female, 68 male) and 2127 students (1093 boys, 1026 girls, and 8 no gender specified) from 56 (42 public, 14 private) high schools all voluntarily participated in the study. The students' perceived autonomy support, the intrinsic motivation for physical education and teachers' perceptions of their own autonomy support in lessons and their motivations to teach were assessed. Pearson correlation analysis showed no relationship between teachers’ perceptions of autonomy support and the students’ perceptions of autonomy support. Regression analysis showed that a) the students' perceptions of autonomy support were positive predictors of the students’ intrinsic motivations, b) the assessment support sub-dimension of autonomy support was positive predictor of teachers’ intrinsic motivations to teach in physical education. Given these findings, it becomes critical that PE teachers learn about the value of autonomy support and how to provide it during pre-service and in-service teacher education.
... Del mismo modo, cabe destacar que la presente investigación aborda el efecto del apoyo a la autonomía sobre diversas variables relacionadas con el proceso de aprendizaje del alumnado dentro del aula, es decir, de acuerdo con clases concretas, por lo que este estudio permitirá examinar, a diferencia de estudios anteriores, la incidencia que tiene un estilo de instrucción que apoya la autonomía en entornos específicos de aprendizaje. Como sugieren Lozano-Jiménez et al. (2021) al respecto, es importante analizar las percepciones de los y las estudiantes sobre el apoyo a la autonomía por parte del profesorado al tener una influencia decisiva en los resultados que el estudiantado exhibe en clase. ...
... Esto puede incidir, en primer lugar, en estar más comprometido y motivado académicamente para conseguir afrontar dichos retos y, en última instancia, en sentirse más satisfecho con su proceso de aprendizaje al percibir que sus necesidades básicas de autonomía son cubiertas. En términos generales, el estilo interpersonal de docencia puede facilitar o perjudicar las necesidades psicológicas básicas del alumnado, de modo que la forma en la que el profesorado cumpla con dichas necesidades afectará al proceso de aprendizaje del estudiantado (Lozano-Jiménez et al., 2021). Como concluye Alamer (2022), cuanto mejor se satisfagan las necesidades psicológicas básicas del alumnado, este mostrará una motivación adaptativa autodeterminada y un comportamiento de aprendizaje autorregulado. ...
Students' perceptions of the teaching practice influence their learning process. In this sense, students' perceptions of autonomy support affect various variables such as their academic satisfaction. The purpose of this study was to predict academic satisfaction of university students based on their perceptions of autonomy support, mediated by their motivation and academic engagement. The sample was made up of 637 students from the University of Cádiz and the University of Extremadura who are studying the Degrees in Primary Education and Early Childhood Education. For data collection, the Autonomy Support Scale, the State Motivation Scale, the Classroom Engagement Scale and the Academic Satisfaction Scale were administered. The data were analysed using a partial least squares structural equation modeling (PLS-SEM). The findings indicate positive effects of autonomy support on motivation, engagement and academic satisfaction; of motivation on engagement and academic satisfaction and of engagement on academic satisfaction of university students. Likewise, motivation and academic engagement have complementary mediating effects with the rest of the variables under study. Finally, through the predictive validity of the model, it is determined that it has a low out-of-sample predictive power. Recommendations are derived regarding the incorporation of strategies in teacher training that foster the autonomy of university students, thus enriching their learning process.
Las percepciones del alumnado sobre la práctica docente influyen en su proceso de aprendizaje. En este sentido, las percepciones del estudiantado sobre el apoyo a la autonomía afectan a diversas variables, entre ellas su satisfacción académica. El propósito de este estudio ha sido predecir la satisfacción académica del alumnado universitario según sus percepciones sobre el apoyo a la autonomía, mediadas por su motivación y su compromiso académico. En el estudio han participado 637 estudiantes de la Universidad de Cádiz y de la Universidad de Extremadura que cursan los Grados en Educación Primaria y Educación Infantil. Para la recogida de datos, se han administrado la Escala de Apoyo a la Autonomía, la Escala de Motivación Estado, la Escala de Compromiso en el Aula y la Escala de Satisfacción Académica. Para el análisis de los datos se ha aplicado un modelo de ecuaciones estructurales de mínimos cuadrados parciales (PLS-SEM). Los hallazgos señalan efectos positivos del apoyo a la autonomía sobre la motivación, el compromiso y la satisfacción académica; de la motivación sobre el compromiso y la satisfacción académica y del compromiso sobre la satisfacción académica del alumnado universitario. Asimismo, la motivación y el compromiso académico tienen efectos mediadores complementarios con el resto de variables objeto de estudio. Finalmente, por medio de la validez predictiva del modelo, se determina que éste presenta un poder predictivo bajo fuera de la muestra. Se derivan recomendaciones para incorporar estrategias en la formación docente que promuevan la autonomía del alumnado universitario, enriqueciendo así su proceso de aprendizaje.
... Learner engagement is positively related to perceived learning and sustainable learning [5,63,64]. Thus, flipped and gamified classrooms based on the SDT framework may promote learning through knowledge transferability in problem-solving activities and collaborative and active learning [19,65]. Furthermore, the adoption of flipped classrooms and game-design elements based on SDT has the potential to promote SLE in HEIs during the COVID-19 pandemic [4,66]. ...
The onset of the COVID-19 global pandemic has negatively impacted sustainable learning in education (SLE). During city lockdowns, higher education institutes (HEIs) have transitioned from adopting solely traditional didactic classroom teaching to including innovative, flexible learning approaches such as flipped classrooms. Gamification is a new techno-pedagogy that has been integrated into flipped classrooms to promote learner achievement and engagement. Grounded in self-determination theory, the objectives of this exploratory study were to analyse the influence of the flipped classroom and gamification on SLE concerning learner achievement and engagement. Participants were recruited from postgraduate business education programmes in China, and three instructional interventions were applied for a semester of 10 weeks. The three instructional interventions applied were: gamified flipped classroom (n = 25), non-gamified flipped classroom (n = 24) and gamified traditional classroom (n = 19). A mixed-methods approach was used, and both quantitative and qualitative data were analysed. The results indicated gamified traditional classrooms promote learner achievement, and the gamified flipped classrooms promote learner engagement. Furthermore, learning culture, such as teacher-dependency, also influence learner achievement and engagement. The class observation reports and learner interviews suggested that both gamified flipped classrooms and gamified traditional classrooms support SLE in the time of academic uncertainty during the COVID-19 pandemic.
... In other words, there is a clear trend that poses as one of the primary roles of ESL/EFL teachers of the 21st century to foster autonomy in their students [3]. In line with this, tertiary education, in general, has also shifted to a focus on developing the necessary abilities to function effectively in the world after graduating from university being one of the main factors that impact this process the level of autonomy achieved by the students [4]. ...
As online education programs increase their numbers, autonomous learning becomes more necessary to achieve academic success. The present research determines the impact that participating in an online course has on students’ language learner autonomy. To quantify this impact the Measuring Instrument for Language Learner Autonomy was applied in the second and last week of the course. By means of a paired samples t-test, it was confirmed that the students participating in the course increased their language learner autonomy. Additionally, the specific behaviors that changed were revealed to be associated with self-regulated learning. Therefore, it can be asserted that participation in the online learning course led to an increase of the level of autonomy of the students by means of increasing the frequency of behaviors related to taking charge of their own learning process.
... Therefore, our findings support the fact that during the implementation of the CPCCs, PST motivation can be related to the teaching process of teachers providing basic psychological needs. As reported by Lozano-Jiménez et al. [50], the effectiveness in the application of an educational approach not only depends on the perception of PST autonomy support to improve PST involvement but also by the improvement of the synergistic effects between the PST psychological needs and academic motivation. Indeed, in our experiments, there was a synergistic effect between the academic motivation by the PSTs during the implementation of the CPCCs in the schools. ...
This paper describes a quantitative study that explores both the degree of preservice teachers’ (PSTs) motivation and achievement, and the dimensions of need-supportive teaching, when PSTs were involved in designing and implementing contextualized physical cooperative challenges (CPCCs) in primary schools. The analysis was based on the PSTs’ perceptions of the dimensions of need-supportive teaching (namely autonomy support, structure, and involvement), and the dimensions of motivation. Need-supportive teaching was evaluated through a version of the Teacher as a Social Context Questionnaire (TASC-Q), and motivation through a SMOTIV motivation questionnaire. Results showed that the dimensions of the teaching process were all positively correlated, thus, implying the importance of a teacher’s role in supporting autonomy, providing structure, and being involved. While motivation during the in-class definition of the CPCCs was correlated with the teachers’ involvement, the out-of-class implementation of the CPCCs was found to correlate with the three dimensions of teaching, thus, implying that the PST students’ perceptions of developing instructional approaches in schools is mediated by the role their university teachers play in defining and structuring all aspects of the teaching process. Students’ achievement, on the other hand, was a process that relied on the synergies between the teachers’ involvement and the PST student motivation during the stage when the CPCCs in the classroom environment were defined. This interlink responds to the constructivist position adopted to implement a cooperative approach in the university that, in turn, responds to assessing a student-centered cooperative-based learning approach.
Aim
To explore migrant nurses' intrinsic and extrinsic motivations for migration and regional relocation.
Design
A qualitative descriptive study.
Methods
Semi‐structured interviews were conducted among 17 migrant nurses working in a hospital in regional Australia. Inclusion criteria were current employment as a nurse at the study site, obtaining an initial nursing qualification in a different country, and migrating to regional Australia within the last 7 years. Data were analysed using a thematic approach, informed by the self‐determination theory.
Results
One overarching theme, seeking meaningful endeavours, was identified, with subthemes: pride in nursing, duty to family and personal satisfaction. Extrinsic motivations included financial responsibilities, visa security, professional nursing recognition and fulfilment, filial piety, family unification and overall safety and lifestyle, whereas intrinsic motivations included being a nurse and travelling.
Conclusion
Nurses' motivations for migration are complex and driven by intrinsic and extrinsic factors. Extrinsic motivations may lead to self‐endorsed behaviour (autonomous motivation) if they align with personal goals or values, such as family importance or regard for one's profession. All intrinsic motivations also lead to autonomous motivation, linked to well‐being and workplace retention.
Implications for the Profession
This study's findings may inform organisations in source and host countries to design work conditions that foster retention. Source countries can use these insights to address the professional limitations experienced by their nurses. Host countries may design targeted strategies that promote autonomous motivation among migrant nurses, thereby enhancing job satisfaction, well‐being and retention.
Impact
This study provides insight into experiences contributing to migrant nurses' relocation decisions. Practising within the scope of their professional training, performing their duties in a fulfilling way, and meeting their family obligations through reasonable pay or benefits may support nurses in remaining autonomously motivated.
Reporting Method
COREQ reporting was adhered to.
Patient or Public Contribution
No patient or public contribution.
El objetivo de este trabajo fue analizar hallazgos más importantes y características de instrumentos usados para medir apoyo a la autonomía en estudiantes de educación superior en general, resaltando lo realizado en el área de ciencias de la cultura física, reportados recientemente en la literatura. Bases de datos utilizadas fueron: Scielo, EBSCO, Google Académico, Dialnet, Worldwide Science y SCOPUS. Solo 20 trabajos cumplieron con los indicadores CASPE. Todos los estudios utilizaron enfoques cuantitativos, sobresaliendo el diseño correlacional, con tendencia unánime hacia el uso de escalas tipo Likert. Un hallazgo importante fue que, a mayor precepción de los estudiantes de apoyo a la autonomía de sus docentes, mayor es su autoeficacia y compromiso académico, facilitando su aprendizaje.
For more than two decades, researchers/schools have adopted Self-Determination Theory (SDT)- based interventions to provide valuable insights into improving education process. The systematic review examined 36 SDT-based intervention studies (N = 11,792 participants) to understand the nature and effects of these interventions in promoting students’ intrinsic motivation and basic psychological needs. Among those studies, 31 included effect sizes related to the effectiveness of the SDT-based interventions. Results from the meta-analysis with the 137 effect sizes extracted from those studies (N = 9433 participants) consistently support students’ need for autonomy and competence, with evidence of effectiveness of SDT-based interventions across both experimental/ quasi-experimental (autonomy: g = 1.14, p < 0.0001; competence: g = 0.48, p < 0.05) and pre- post study designs (autonomy: g = 0.19, p < 0.01; competence: g = 0.58, p < 0.05). These interventions also demonstrated a partially significant effect in enhancing students’ intrinsic motivation within experimental/quasi-experimental frameworks (g = 0.58, p < 0.01), but no significant overall effect on satisfying students’ relatedness (g = 0.44, p > 0.05). We also discussed the different designs of teacher-centered, student-centered, parent-centered, mentor- mentee-centered, and combined approaches of SDT-based interventions and extracted basic psychological needs support strategies from the included interventions (N = 119). Through synthesizing the results from systematic review and meta-analysis, we provide nine research recommendations and future directions for conducting evidence-based and sustainable SDT interventions.
