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1.
The trans-contextual model of motivation (TCM) proposes that perceived autonomy support in physical education (PE) predicts autonomous motivation within this context, which, in turn, is related to autonomous motivation and physical activity in leisure-time. According to achievement goal theory perceptions of learning and performance, motivational climate in PE can also affect autonomous motivation in PE. The purpose of the present study was to examine the influence of an integrated approach of perceptions of motivational climate in PE by incorporating aspects of perceptions of motivational climate from achievement goal frameworks on autonomous motivation in PE within the TCM. High school students (N?=?274) completed self-report measures of perceived autonomy support, perceived learning, and performance motivational climate and autonomous motivation in PE. Follow-up measures of autonomous motivation in a leisure-time context were taken along with measures of attitudes, subjective norms, perceived behavioural control and intentions from the theory of planned behaviour 1 week later. Self-reported physical activity behaviour was measured 5 weeks later. The results of the path analyses indicated that perceived learning climate was the strongest predictor of autonomous motivation in PE and leisure-time contexts and mediated the effect of perceived autonomy support on autonomous motivation in PE. Perceived performance climate showed no significant effect on autonomous motivation in PE and leisure-time. Results also confirmed the premises of TCM regarding the effect of autonomous motivation in leisure-time on leisure-time physical activity and the mediating role of the planned behaviour theory variables.  相似文献   

2.
The purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students’ harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students’ harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.  相似文献   

3.
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   

4.
A meta-analysis of 36 studies examining the relations between parent autonomy support (PAS) and child outcomes indicated that PAS was related to greater academic achievement and indicators of adaptive psychosocial functioning, including autonomous motivation, psychological health, perceived competence, engagement, and positive attitudes toward school, among other outcomes. The strongest relation emerged between PAS and psychological health. Results indicated that the strength of the PAS relation was stronger when PAS was reflective of both parents, rather than of just mothers or just fathers among five of six outcomes for which moderators could be examined. Moderator analyses also suggested that PAS correlations are stronger when the outcome is better aligned to the predictor and the relation between PAS and psychosocial outcomes may vary by grade level. Implications for theory and future research are discussed.  相似文献   

5.
According to Self-Determination Theory (SDT), teacher motivation affects student motivation indirectly via teaching practices that support the satisfaction of students’ basic psychological needs, but studies have not shown evidence of this entire sequence. We tested the complete model: teacher motivation (autonomous, controlled, and amotivation) → perceived need-supportive practices (autonomy support, structure, and involvement) → student need satisfaction (autonomy, competence, and relatedness) → student motivation (autonomous, controlled, and amotivation) → student academic achievement. South Korean 5th and 6th graders (N = 697) and their 35 teachers participated in this study. A multi-level structural equation model showed evidence supporting: 1) a positive link between teacher and student autonomous motivation, and, 2) its mediation by student perceived need-supportive practices and student autonomy and competence. We discussed further conceptual and empirical consideration with the results..  相似文献   

6.
The experience of meaning in a learning situation is a stated goal of Knowledge Promotion Reform in Norway. This study, guided by self-determination theory, examines how pursuing intrinsic and extrinsic life goals relates to the experience of meaning in vocational education. The study also examines how learning support, perceived competence, and different types of autonomous motivation are associated with students' experiences of meaning. The sample consisted of health and social care students (N?=?405) in upper secondary school. The results indicated that intrinsic goals encouraged meaningfulness in all subjects, whereas extrinsic goals related to perceived meaninglessness in vocational subjects. Learning support, perceived competence, and autonomous types of motivation all have a positive link to students' experiences of meaning, either directly or indirectly.  相似文献   

7.
We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' self-reported homework behavior and homework grades from students' class teachers were collected 5-weeks later. A structural equation model supported model hypotheses. Perceived autonomy support and autonomous forms of motivation toward mathematics activities in school were related to autonomous forms of motivation toward mathematics homework outside of school. Autonomous forms of motivation toward mathematics homework predicted intentions to do mathematics homework mediated by attitudes, subjective norms and perceived behavioral control. Intentions predicted self-reported mathematics homework behavior and mathematics homework grades. Perceived autonomy support and autonomous forms of motivation toward mathematics in school had statistically significant indirect effects on mathematics homework intentions mediated by the motivational sequence of the model. Results provide preliminary support for the model and evidence that autonomous motivation toward mathematics activities in the classroom is linked with autonomous motivation, intention, behavior and actual attainment in mathematics homework outside of school.  相似文献   

8.
This study utilised a prospective design in examining determinants of intrinsic motivation in a physical education teacher education course. At the outset of a one‐term Olympic gymnastics module students in the third year of a 4‐year degree course completed questionnaires measuring their perceived autonomy and competence regarding the module. On completion of the module, students replied to questionnaires assessing their intrinsic motivation as well as their intentions to study a gymnastics course in the future. Structural equation modelling analysis showed that both perceived autonomy and competence had effects on intrinsic motivation, although the latter was indirect through performance. Further, intrinsic motivation had a strong effect on intention. This study shows the importance of creating perceptions of autonomy in student teachers when the promotion of intrinsic motivation is desired.  相似文献   

9.
This study examined perceived social-emotional competence (perceived-SEC) and its links with students' social-emotional motivation (i.e., autonomous and controlled motivation) and behavior (parent-reported prosocial behavior and conduct problems). Five types of perceived-SEC were examined: perceived competence for assertiveness, tolerance, social regulation, emotion regulation, and emotional awareness. With data from 414 Australian students, structural equation modeling demonstrated that an overarching (global) perceived-SEC factor was positively associated with autonomous motivation, introjected regulation, and prosocial behavior, and negatively associated with conduct problems. Two specific dimensions also had unique associations with the behaviors: Perceived competence for social regulation was negatively associated with external motivation and conduct problems, and perceived competence for tolerance was positively associated with autonomous motivation. In turn, autonomous motivation was positively associated with prosocial behavior, whereas external motivation was positively associated with conduct problems. Findings hold relevance for efforts aiming to understand the role of motivational drivers of students' social-emotional competence.  相似文献   

10.
Research on the dualistic model of passion has investigated harmonious and obsessive passion in many domains. However, few studies have investigated passion for studying and the role passion for studying plays in student engagement and well‐being. The present study investigated the relationships between harmonious and obsessive passion for studying and academic engagement (vigour, dedication and absorption) and burnout (exhaustion, cynicism and inefficacy) in 105 university students, controlling for the effects of autonomous and controlled motivation. Both harmonious and obsessive passion explained variance in academic engagement and burnout beyond autonomous and controlled motivation: harmonious passion predicted higher dedication and lower cynicism, obsessive passion predicted higher absorption, and both harmonious and obsessive passion predicted higher vigour and lower inefficacy. The findings suggest that passion for studying explains individual differences in students’ academic engagement and burnout beyond autonomous and controlled motivation and thus deserves more attention from educational psychology.  相似文献   

11.
This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students’ career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students’ intrinsic motivation and their career exploration (self- and environmental exploration). Data were analysed from 1780 seventh- to tenth-graders (boys: 54.2%) from 13 German secondary schools. The structural equation modelling results revealed that student-perceived support for autonomy, competence and relatedness in class was significantly positively related to their intrinsic motivation and self-exploration. Student-perceived support for competence was significantly positively related to environment exploration. Student-perceived relatedness in class was significantly positively related to their achievement. Intrinsic motivation was significantly positively related to self- and environment exploration and achievement. The results showed that the paths within the tested model varied for boys and girls. Findings are discussed in relation to their implications for career preparation in school, as well as related to gendered motivational processes.  相似文献   

12.
Students?? self-determined or autonomous motivation in educational contexts is associated with adaptive educational and behavioural outcomes including persistence on educational tasks and academic performance. A key question for educators is whether promoting autonomous motivation toward activities in an educational context leads to increased autonomous motivation toward related activities in extramural contexts. In this article, we present a trans-contextual model that demonstrates the processes by which autonomous motivation is transferred from educational to extramural contexts. Using an integrated, multi-theory approach including self-determination and planned behaviour theories, we propose a motivational sequence in which perceived support for autonomous motivation for a given activity leads to autonomous motivation in educational contexts but also to autonomous motivation toward activities in extramural contexts. Autonomous motivation toward the activity in extramural contexts is proposed to be associated with attitudes, perceived control, and intentions to perform the activity in future and actual behaviour. We review recent prospective and intervention research that has applied the model to explain the transfer of autonomous motivation toward physical activity from a physical education context to a leisure time context. We also outline how the model can be applied in other educational contexts such as the transfer of motivation for science and language activities in educational contexts to motivation toward assignments in these subjects in extramural contexts. The applicability of the model as a basis for educational interventions to promote motivational transfer across contexts is discussed.  相似文献   

13.
This study investigated the relevance of filial piety and the three components of self‐determination, namely, competence, autonomy and relatedness, on academic motivation among Hong Kong Chinese secondary school students. A total of 461 students completed the questionnaire which consisted of five scales assessing attitudes towards filial piety, perceived scholastic competence, perceived autonomous support from parents, relatedness with parents and academic motivation. By using structural equation modelling, a predictive model of academic motivation, with filial piety, competence, autonomy, relatedness, age and gender as antecedents, was developed. All variables explained the prediction of academic motivation, with competence acted as the strongest effect, followed by relatedness and filial piety. The findings highlight the important contribution of the three self‐determination theory (SDT) components and the value of filial piety for Chinese adolescents' academic motivation. The implications of the findings for future research and educational practice were discussed.  相似文献   

14.
In this study, a mixed-method design was employed to investigate the association between a student-centred, problem-based learning (PBL) method and law students’ motivation. Self-determination theory (SDT) states that autonomous motivation, which is associated with higher academic performance, can be reached when there is fulfillment of three psychological needs: autonomy, competence and relatedness. PBL aims to trigger autonomous motivation. In Study 1, 85 PBL law students (37% male; Mean age = 21.99 years) and 69 law students of a lecture-based, non-PBL program (39% male; Mean age = 22.72 years) filled out the Self-Regulation Questionnaire and an adapted version of the Work-related Basic Need Satisfaction Scale in order to measure autonomous and controlled motivation and perceived autonomy, competence and relatedness. In order to compare both groups, two MANOVAs were conducted and results showed differences neither in autonomous and controlled motivation, nor in feelings of autonomy and competence. However, PBL students experienced more relatedness. Additionally, in Study 2, focus-group discussions that were conducted indicated that PBL contains both autonomy-supportive and controlling elements, which might explain why no differences were found in perceptions of autonomy and autonomous and controlled motivation between PBL and non-PBL students. Furthermore, students reported that tutorial groups in PBL contributed to feelings of relatedness.  相似文献   

15.
The purpose of this study was to propose and test a motivational model of persistence in science education. The model posits that science teachers’ support of students’ autonomy positively influences students’ self-perceptions of autonomy and competence. These self-perceptions, in turn, have a positive impact on students’ self-determined motivation toward science which leads to their intentions to pursue science education and eventually work in a scientific domain. This model was tested with high school students (n=728). Results from univariate analyses of variance and from structural equation modeling analyses (with LISREL) were found to support the proposed model. In addition, a direct link was obtained between perceptions of competence and intentions to pursue a science education, indicating that higher levels of perceived competence predicted higher levels of persistence intentions. The present findings support Self-Determination Theory and open the way to future research from a motivational approach in this area.  相似文献   

16.
This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the conditions under which learning in hypermedia environments is effective. Sixty-nine grade five students from a primary school answered short essay questions using video material from a hypermedia environment. The effects on task motivation and test performance were measured. It was found that learners in the autonomy supported hypermedia environment reported lower levels of controlled task motivation, compared to the learners in the system-controlled and learner-controlled hypermedia environments. But there were no effects of hypermedia environment on autonomous task motivation or the reported need fulfilment for autonomy. Furthermore, learners in the learner-controlled hypermedia environment scored lower on a delayed, In-Depth Knowledge Test compared to learners in the other two environments. Moreover, learners in the autonomy supported hypermedia environment watched more (unique) videos compared to learners in the system-controlled and the learner-controlled hypermedia environments. As for the role of learners' ASRS, we found no interaction with the type of hypermedia environment on task motivation or performance. Learners' ASRS did, however, affect the learners' motivation for the task. And, when presented with advice (as in the autonomy supported hypermedia environment) learners with an autonomous self-regulation style followed more advice, compared to learners with a more controlled self-regulation style.  相似文献   

17.
探索新型教学模式,培养学生的英语综合应用能力及其自主学习能力是现行的《大学英语课程教学要求》所提出的重要目标。基于此,对自主学习的定义进行简要介绍,探讨了如何在内容为依托的外语教学模式中培养学生的自主学习能力和意识。进而得出结论和启示:内容为依托的外语教学模式能有效促进学生学习动机、学习策略与语言应用能力的协调发展,增强其自主性英语学习能力,是实现大学英语教学目标的行之有效的途径。  相似文献   

18.
Research has shown that autonomy support has positive effects on academic development, but no study has examined how systemising cognitive orientation is related to important outcomes for science students, and how it may interact with autonomy support. This prospective investigation considered how systemising and support from teachers and parents influence motivation, self-efficacy and science performance of science students. Totally, two hundred and eighty eight high school students (143 females and 145 males) completed surveys at two times and records of their achievements were collected. Teachers’ autonomy support and systemising were significantly positively related to motivation, self-efficacy and achievement over time, while parental support for autonomy was not directly related to the outcomes. Finally, two significant interaction effects showed that the relation of parental autonomy support to motivation and self-efficacy was moderated by systemising. This is the first study to demonstrate that autonomy support may be especially helpful for individuals with an intrinsic disposition in a domain.  相似文献   

19.
To identify pathways to lower environmental impacts, this research examined the motivation and antecedents of motivation (autonomy, relatedness, competence), of environmentally active people. Previous research suggests that people with more self-determined motivation for pro-environmental behavior (PEB) should carry out more PEBs, and have lower environmental impacts, than people whose motivation is more externally regulated. Path analysis in Sample 1 (N = 261) confirmed that self-determined motivation was positively related to both easy and difficult PEB. The more participants judged that their needs for autonomy and relatedness were met in relation to performing PEB, the more self-determined their motivation. Higher perceived relatedness was also directly related to reporting more engagement in difficult PEB. Perceived competence was not related to self-determined motivation or PEB. The pattern of results was largely supported when re-tested with a sample (N = 320) who completed a ‘carbon footprint’ measure of environmental impact as well as the questionnaire completed by Sample 1. In this sample, autonomy, relatedness, and competence were related to self-determined motivation. The research is the first to our knowledge to examine and find a relationship between higher self-determined motivation and lower self-reported environmental impact. These findings point to new approaches to increasing PEB.  相似文献   

20.
Using a multi-theory approach, the current study was designed to identify gender differences in the psychological mechanisms by which urban adolescents’ motivation in physical education transfers into their leisure-time activities. The theoretical frameworks of Self-Determination Theory and the Theory of Planned Behavior were integrated to generate a trans-contextual model. Urban adolescents (N = 837, ages 11–15) completed questionnaires assessing relevant psychological constructs as well as their levels of physical activity during leisure time. Path analysis was used to test the direct and indirect paths of the model. Results support the model tenability and demonstrate its invariance across gender. Although there were several gender-specialized characteristics, perceived competence in physical education was the strongest predictor of leisure-time physical activity for both male and female urban adolescents. The finding suggests that nurturing urban adolescents’ autonomy and competence in physical education is important for enhancing leisure-time physical activity intentions and behaviors.  相似文献   

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