共查询到20条相似文献，搜索用时 234 毫秒
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介绍了近年来流行的动机理论--自我决定理论的核心概念以及概念间的逻辑关系.该理论将动机分为在自我决定程度上逐渐变化的三类动机:内部动机、外部动机和无动机.并阐述了影响这些动机的因素.在对自我决定理论理解的基础上,探讨新课程改革理念下该理论对我国教师教学行为有益的借鉴和启示. 相似文献
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白红敏 《中国科教创新导刊》2009,(15):179-180
介绍了动机理论的一种即自我决定理论的内涵及假设,将动机在自我决定程度上即根据需要的满足程度上分为三类：内部动机,外部动机和无动机。并阐述了影响动机内化的因素。探讨了在自我决定理论的基础上教师为学生提供支持,满足学生心理需要以及采取一些策略提高学生的自我决定程度以激发学生内部动机,另外,又提出了这一理论对我国教育的一些启示。 相似文献
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根据自我决定理论,动机可分为内部动机、外部动机和无动机三种基本类型,其中内部动机和外部动机又可分别划分为三个子类。它认为各动机类型并非是截然分开的,而是处在一个自我决定程度的连续体上。这一理论是比较完整的动机理论,可以有效地评估学习者的学习动机,为外语学习动机研究提供了新的方向。 相似文献
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林桦 《湖南科技学院学报》2008,29(3):72-73
作为一种新的认知动机理论,兴起于上世纪80年代的自我决定理论获得了人们的广泛关注,显示出强劲的生命力.自我决定理论强调人类行为的自我决定程度,认为社会环境可以通过支持自主、能力、归属三种基本心理需要的满足来增强人类的内部动机、促进外部动机的内化、促使人类健康成长.本文主要对自我决定理论的四个分支理论进行阐述,并对其进行简要评价. 相似文献
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浅谈自我决定论与青少年内部动机发展 总被引：2，自引：0，他引：2
自我决定论以个体的内部动机概念为出发点,认为三种基本心理需要:自主需要、胜任需要和关系需要得到满足时内部动机最有可能发生,并根据个体行为的自我决定程度对动机提出了新的划分方法。因此,从自我决定论视角探讨了促进青少年内部动机发展的重要性与相关策略,以利于激发青少年内部动机的发展。 相似文献
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刘元秀 《四川教育学院学报》2009,25(8):82-83
在Deci＆Ryan的“自我决定”动机理论基础上,采用问卷调查方式,考察了学习动机与“值日报告”效果的相关性,试图找到达到“值日报告”最佳效果、真正活跃课堂气氛的有效途径。 相似文献
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郭腾军 《当代教育理论与实践》2015,(8)
采用内容分析法,以已发表过论文的硕士生访谈文本为资料,在自我决定理论基础上,提炼出硕士生撰写学术论文的行为动机。结果显示,硕士生的内部学术动机分为自我完善、知识探究、角色认同和挑战自我;外部学术动机则包括获取物质报酬、避免惩罚、工作取向以及提升学历。其中,完善自我是最重要的内在动机;奖学金制度则是重要的外在激励手段。 相似文献
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罗丽芳 《宁波大学学报(教育科学版)》2013,(1):42-46
学界对内部动机与外部动机的关系研究一直存在争议,目前至少存在三种理解:传统的二分法认为内部动机与外部动机相互对抗,互相影响对任务的参与;自我决定理论认为内部动机和外部动机是一个连续体的两极,两者相互联系并转化;最近的研究则认为两种动机可以并存,个体可以同时为外部和内部动机所激发。在教育实践中,教师应正确认识和处理两者之间的关系,使学生始终保持良好的动机状态。 相似文献
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全颂 《鞍山师范学院学报》2014,16(4):80-89
以互联网的快速发展为背景,将自我决定理论作为基本的理论支撑,并结合顾客参与动机的影响因素,通过问卷调查初步研究了互联网环境中自我决定水平和顾客参与行为动机与作用机制.研究结果表明：消费者对网站的熟悉程度与上网动机均会显著正向地影响网上消费者的自我决定需求满足;网上消费者的自主需求、能力需求以及归属需求等需求感知对网上消费者的自我决定水平产生了显著的正向影响作用;而网上消费者的自我决定水平越高,其信息搜寻和感知投入反而会更低. 相似文献
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Tobias Krettenauer 《Journal of moral education》2020,49(3):330-345
ABSTRACT This paper aims at connecting Self-Determination Theory (SDT) with research on moral identity. It is argued that SDT provides a unique and integrative framework for addressing important questions that have guided research on moral identity for many years: What is a moral identity? How is it linked to moral action? How do moral identities develop? In the present paper, moral identity is conceptualized as a goal of moral action. Individuals want to maintain their moral identity, which in turn motivates them to act morally. Yet, moral identity motivation is not uniform. In line with SDT, it is possible to differentiate between more or less external and internal forms of moral identity motivation. The exact link between moral identity and moral action depends on the type of moral identity motivation involved. Development of moral identity trends towards more internal forms of moral identity motivation, which renders development an influential factor in shaping individuals’ motivation to act morally. 相似文献
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ABSTRACT Self-Determination Theory (SDT) is an empirically based organismic theory of human motivation, development, and well-being that shares many points of interest with the fields of moral development and moral education. Yet, SDT has been largely disconnected from these fields so far. How can we define and empirically assess autonomous moral motivation? How is moral autonomy achieved in the course of development? And what are the relationships between leading a moral life and happiness? These questions have been occupying moral psychologists and educators for a long time. They are focal for SDT, as well. This special issue highlights various lines of intersection between SDT, morality and education. Contributions either expand SDT into the moral domain or incorporate elements of SDT into moral theory with the ultimate goal of integrating fields that inherently belong together. 相似文献
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The first year of college is a pivotal time for academic and personal development, yet there is still much to be learned about motivational change during this period. Using Self-Determination Theory (SDT), we assessed six distinct types of motivation among an initial sample of 776 students at four time points over the first year of college. Latent growth models indicated initially high but declining levels of intrinsic motivation and identified regulation, moderate but increasing levels of positive and negative introjection, and low but increasing levels of external regulation and amotivation. These patterns suggest that, on average, more autonomous types of motivation tend to decrease over the first year of college while more controlled types of motivation tend to increase. Academic functioning was predicted by (a) initial levels of both identified regulation and amotivation and (b) change trajectories for intrinsic motivation, identified regulation, and amotivation. These findings suggest that contextual supports for building autonomous motivation and minimizing amotivation appear to be essential both prior to college entry and throughout the first year. 相似文献
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Learner motivation is considered an important premise for learning achievement. One of the theories used to explain learner motivation in physical education is the Self-Determination Theory (SDT). Different from others, SDT acknowledges the controlling nature of institutionalized education and builds its application around externally imposed regulatory mechanisms to enhance learner motivation. In this article, we review research findings on SDT in physical education and reason for the use of externally regulated motivation approaches as a primary strategy in physical education. We frame our arguments in the constructivist learning theories and argue that using external regulation mechanisms to maximize learner motivation is not inconsistent with the constructivist learning theories. Our pedagogical understanding about satisfying the basic human needs for competence, relatedness, and autonomy leads us to believe that the priority should be placed on competence development with relatedness as a pedagogical platform for competence development in physical education. 相似文献
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According to self-determination theory (SDT), the extent to which students’ motivation is self-determined is critical for academic performance. SDT also proposes that self-determined academic motivation is facilitated when the learning environment supports the basic psychological needs for autonomy, relatedness, and competence. This model of social support → needs satisfaction → motivation → learning outcomes is termed the general SDT model. Current evidence regarding this general SDT model is limited, in that, to date, no study has examined it in full using within-individual methods, which are critical for understanding inner psychological processes and mechanisms. Using a large and comprehensive college student dataset (total N of responses = 30,765), the current study aims to apply a within-individual analytical approach to the general SDT model. Specifically, we apply a cross-classified path model to account for both the between-student level and between-classroom level nesting structure. This model enables us to explain the relationships between the variables in the general SDT model on three levels: situational (within-student and within-classroom), between-student, and between-classroom.The results generally support the predictions on all three levels. For a student, a classroom, or a student’s specific experience within a classroom, the general SDT model received support. Most importantly, when the same student in the same classroom experiences higher levels of autonomy support, she or he is more likely to have her or his psychological needs satisfied and to study for self-determined reasons, which are associated with higher perceived learning performance. Various unexpected results, such as the direct effects of learning climate and the predominance of the competence need, are also reported. Overall, the current research provides a comprehensive and multilevel understanding of the role of self-determination in college classrooms. 相似文献
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Rebekka Darner 《Environmental Education Research》2012,18(4):463-472
A goal of most environmental education is to motivate students toward environmentally friendly behaviour change. This article describes a study that elucidates how such motivation can be fostered in the classroom. It compared students’ development of environmental motivation in a conventional post-secondary environmental biology course and a similar course guided by self-determination theory (SDT). Students in the SDT-guided course experienced less amotivation after the course than students in the comparison section. This article presents a preliminary empirical examination of the utility of SDT in a formal environmental education setting. 相似文献
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Motivation is a subject that is constantly discussed in the field of education. Teachers are taught not only to teach their students, but to motivate them to want to learn. As students get older, intrinsic motivation tends to decrease; therefore it becomes more difficult for teachers to motivate students (Ryan and Deci, 2000a). According to self‐determination theory (Ryan and Deci, 2000a, 2000b), students' needs for autonomy, competence and relatedness must be met in order to experience positive social development and growth. When these needs are met, students experience high levels of self‐motivation. Offering choice in the classroom is one way to increase student motivation by appealing to students' needs for autonomy and competence. In the fields of marketing, economics and social psychology, decision‐making research is examined as a way to shape consumers' preferences. This literature review will aim to utilise and possibly translate some of these findings to an educational setting. By examining the aspect of choice in separate fields, it can be seen that there is still much to be researched in the field of education. Recommendations for future research on choice in the field of education are made. 相似文献
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Social Histories of Educational Change 总被引：3，自引：0，他引：3
Ivor F. Goodson 《Journal of Educational Change》2001,2(1):45-63
This article sets out new directions for thinking about educational change theory. In particular, a number of different segments in educational change processes are examined – the internal, the external and the personal.In analyzing the importance of these different segments of educational change, a socio-historical approach is adopted. It is noted that in the expansionist period of the 1960s and 1970s internal change agentry was dominant and, as a result, modernist change theory located in that period stressed the importance of the internal processes which had become central in orchestrating the change process. In the 1980s and 1990s external change mandates have become dominant, with a number of downsides related to internal and personal missions.In the new millennium it is argued that, as well as internal and external segments, increasing attention will need to be paid to the personal missions and purposes which underpin commitment to change processes. Without a fully conceptualized notion of how the internal, external and personal will interlink, existing change theory remains underdeveloped and of progressively less use.In the final sections, a tentative model of change processes is defined. In this model, the internal, external and personal are integrated in ways that seek to provide new momentum for change processes and their study. 相似文献
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Being involved in science education we cannot avoid confronting the problem of students' waning interest in physics. Therefore,
we want to focus on arguments developed by new theoretical work in the field of motivation. Especially, we are attracted by
the theory of motivation featured by Deci and Ryan, because it is related to an assumptions of human development similar to
our own approach. Beneath elements of cognitive development, motivation is seen as a basic concept to describe students' learning
in a physics classroom. German students at lower and upper secondary level regard physics as very difficult to learn, very
abstract and dominated by male students. As a result physics at school continuously loses importance and acceptance although
a lot of work has been done to modernise and develop the related physics courses. We assume that knowing about the influence
of motivation on learning physics may lead to new insights in the design of classroom settings. Referring to Deci and Ryan,
we use a model of motivation to describe the influence of two different teaching strategies (teacher and discourse oriented)
on learning. Electrostatics was taught in year 8. The outcomes of a questionnaire which is able to evaluate defined, motivational
states are compared with the interpretation of the same student's interaction in the related situation of the physics classroom.
The scales of the questionnaire and the categories of analysis of the video-recording are derived from the same model of motivation. 相似文献
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Two studies applied self-determination theory (SDT) to investigate the motivation for learning of rural Chinese children. The aim was to test whether findings from studies in western individualist cultures would hold up within a very different, eastern collectivist setting. In the first study, when students' autonomous and controlled motivation for a course were entered simultaneously in a regression analysis, autonomous motivation uniquely positively predicted students' perceptions of interest, competence, and choice in the course, whereas controlled motivation uniquely negatively predicted perceptions of interest and choice. In the second study students' perceptions of instructors' autonomy support during the course predicted changes in autonomous motivation, controlled motivation, and perceived competence. These results were discussed in terms of SDT and culture. 相似文献