Lucas Matias Jeno

Lucas Matias Jeno
University of Bergen | UiB · Department of Education

PhD

About

19
Publications
10,057
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
382
Citations
Introduction
Associate Professor at the University of Bergen, Norway. Affiliated groups are bioCEED-Centre of Excellence in Biology Education, and Teacher Professionalism and Education. Research interest in human motivation, specifically in education and learning at all levels; how to support motivation, and what the outcomes of motivation are.
Additional affiliations
April 2019 - present
University of Bergen
Position
  • Professor (Associate)
February 2018 - April 2019
University of Bergen
Position
  • PostDoc Position
October 2014 - October 2018
University of Bergen
Position
  • PhD Student
Education
August 2011 - June 2013
University of Bergen
Field of study
  • Student motivation and achievement
August 2008 - June 2011
University of Bergen
Field of study
  • Teachers´ autonomy-support

Publications

Publications (19)
Article
Full-text available
In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achie...
Article
Full-text available
The main aim of this study is to test the validity of the Motivation, Engagement, and Thriving in User Experience (METUX) model (Peters et al., 2018) in higher education. We propose a process model in which we investigate how the need-satisfaction of digital learning tools within the interface sphere and task sphere accounts for engagement, learnin...
Article
Full-text available
Inadequate academic functioning among students might be a main cause of the considerable dropout rates, and well-being and achievement problems in higher education. Few studies address the role of motivation for academic functioning. Thus, using Self-Determination Theory, the main goal of this study was to investigate motivational determinants of a...
Article
Full-text available
This study investigated the temporal relationship between social self‐efficacy and psychological distress during 3 years in middle to late adolescence. The sample comprised 1508 participants (60.7% female; baseline mean age = 16.33, SD = .62; 52.9% high perceived family wealth; 70.6% born in Norway). We used a random intercept cross‐lagged panel mo...
Preprint
Full-text available
Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based inter...
Article
Full-text available
Background Understanding student motivational factors such as test anxiety and science confidence is important for increasing retention in science, technology, engineering, and math (STEM), especially for underrepresented students, such as women. We investigated motivational metrics in over 400 introductory biology students in Norway, a country lau...
Article
Full-text available
We extended the research on autonomy-supportive teaching to universities and examined the relationships between autonomous motivation to teach and autonomy-supportive teaching. Autonomously motivated university instructors were more autonomy-supportive instructors. The freedom to make pedagogical decisions was negatively correlated with external mo...
Article
Perceived novelty in mobile applications is an inevitable aspect of today´s technologies. Studies suggest that this perceived novelty effect increases motivation but wanes once the user becomes accustomed to the product. Using a Self-Determination Theory approach, the present study investigates how different tools relate to students´ motivation, ba...
Article
We investigate a model based on Self-Determination Theory (SDT) to predict academic achievement and dropout intentions among biology students in higher education in Norway. Students (n=754) from a representative national sample participated in this cross-sectional study. The results align with our hypotheses and SDT assumptions. The model explains...
Article
From the lens of Self-Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students’ achievement and well-being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive...
Thesis
Full-text available
Higher education has traditionally rested on teacher-centred education. Recently, there has been a shift towards learner-centred education. Innovative teaching tools, active teaching methods, and teachers that encourages a deep approach to learning, are examples of how to facilitate learner-centred education. Central to learner-centred education is...
Article
Full-text available
We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that t...
Conference Paper
Full-text available
Studenter har mer enn noensinne tilgang til datamaskiner, nettbrett, og smarttelefoner. Rapporter viser at over 92 prosent av studentene har tilgang til slike elektroniske verktøy (OECD, 2015). Samtidig viser en nasjonal representativ studie av biologistudenter at studentene også generelt er fornøyd med tilgangen på slike verktøy på studiet (Hole e...
Poster
Full-text available
Experiment on mobile-learning using an app or a book to identify species. The study uses a Self-Determination Theory approach.
Technical Report
Full-text available
The bioCEED Survey 2015 is a baseline study of major tertiary-level biology education in Norway. The survey addresses themes such as learning in practice, transferable skills, motivation, laboratory and field learning, didactical approaches specifically relevant to biology education, knowledge needs and experiences of biologists in the workforce....
Article
Full-text available
Based on the work of Self-Determination Theory, this article suggests how to implement Self- Determination Theory based principle in a learner- centered perspective. Higher education has traditionally rested on learning methods that render passive students. Societal changes require self- regulatory skills and an active motivational set. However, la...
Article
Full-text available
A self-determination theory perspective on motivation assumes that students’ motivation may be described in terms of perceived autonomy support from their teacher, their basic need satisfaction, self-regulation and perceived competence. The present study investigated these aspects of motivation among 316 upper secondary school students. A path anal...

Network

Cited By

Projects

Projects (3)
Project
The goal of the project "ArtsApp" is to investigate how the mobile application ArtsApp contribute to increase students´ motivation and achievement for species identification. By using Self-Determination Theory (SDT) we can differentiate between types of motivations, and the underlying mechanism instigating student motivation and learning.
Project
"Paths to dropout" seeks to investigate biology students´ dropout paths from a mixed-method approach. By conducting a longitudinal study, we follow a bachelor-course from the first year of entry until last year of examination we can follow the students´ motivational development and dropout rates. By interviewing students we assess how they perceive the situation in their day to day interaction with teachers and peers, and if they dropout, why.