scholarly journals On the Integration of Need–related Autobiographical Memories among Late Adolescents and Late Adults: The Role of Depressive Symptoms and Self–congruence

2016 ◽  
Vol 30 (6) ◽  
pp. 580-593 ◽  
Author(s):  
Jolene van der Kaap–Deeder ◽  
Maarten Vansteenkiste ◽  
Stijn Van Petegem ◽  
Filip Raes ◽  
Bart Soenens
Keyword(s):  
Depressive Symptoms ◽  
Sense Of Self ◽  
Self Determination Theory ◽  
Self Determination ◽  
Late Adolescents ◽  
Autobiographical Memories ◽  
Personality Psychology ◽  
Theory Integration ◽  
The Poor

Within self–determination theory, integration denotes the process through which people accept past and present experiences and harmonize these experiences within their sense of self. We investigated associations between indicators of successful and poor integration of need–related memories and memory–related affect. We also examined the role of depressive symptoms and self–congruence as antecedents of these indicators. Moreover, we investigated whether late adults, compared with late adolescents, were better capable of integrating need–frustrating memories through higher levels of self–congruence. Participants were 132 late adolescents (Mage = 17.83) and 147 late adults (Mage = 76.13), who reported on their level of depressive symptoms and self–congruence. Next, participants generated a need–satisfying and need–frustrating memory and reported on the memories‘ integration (in terms of acceptance, connection and rumination) and associated affect. Whereas depressive symptoms related mainly to the poor integration of need–frustrating memories, self–congruence related positively to the integration of both need–satisfying and need–frustrating memories. In turn, integration was related to more positive and less negative affect. Late adults scored higher than late adolescents on the integration of need–frustrating memories, an effect that was partly accounted for by late adults‘ elevated self–congruence. Results suggest that self–congruence, depressive symptoms and age play a role in the integration of need–based autobiographical memories. Copyright © 2016 European Association of Personality Psychology

Gifted Students’ Adjustment and Underachievement in University: An Exploration From the Self-Determination Theory Perspective

2020 ◽  
Vol 64 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Ainur Almukhambetova ◽  
Daniel Hernández-Torrano
Keyword(s):  
Academic Success ◽  
Sense Of Self ◽  
Gifted Students ◽  
Self Determination Theory ◽  
Self Determination ◽  
University Environment ◽  
Specialized Schools ◽  
High Intelligence ◽  
Negative Effect

Successful transition from school to university is essential for the academic success of any student. Gifted students might encounter unique challenges due to their characteristics, and there is an evidence that a failure to adjust to the demands of university environment has a negative effect on gifted students’ academic performance, leading to underachievement. This qualitative study aimed at exploration of gifted students’ adjustment to university and issues they face within this process. We use the lenses provided by self-determination theory to further interpret the role of both internal and external motivation forces contributing to gifted students’ adjustment and achievement in higher education settings. It was identified that the gifted school and university learning environments, as well as the influence of key people (parents, peers, and teachers) played a crucial role in facilitating or impeding gifted school graduates’ sense of self-determination and consequently their adjustment and achievement. This study offers interesting insights for the understanding of gifted (under)achievement in a context where giftedness is predominantly conceived as high intelligence and academic achievement, gifted students are identified via performance-based measures, specialized schools are the preferred means for gifted education, and young people’s talents are considered invaluable for the development of the national economy and the society.

Motivation and the Support of Significant Others across Language Learning Contexts

2019 ◽  
Vol 1 (1) ◽  
pp. 106-141
Author(s):  
Kimberly A. Noels ◽  
Shelley Adrian-Taylor ◽  
Kristie Saumure ◽  
Joshua W. Katz
Keyword(s):  
Language Learning ◽  
Extrinsic Motivation ◽  
Sense Of Self ◽  
Significant Others ◽  
Self Determination Theory ◽  
Self Determination ◽  
Esl Students ◽  
Learning Context ◽  
Informative Feedback ◽  
Heritage Students

According to Self-Determination Theory, intrinsic and self-determined extrinsic motivation are maintained to the extent that learners feel that engagement in an activity is a personally meaningful choice, that the task can be performed competently, and that they share a social bond with significant others in the learning context. These perceptions are enhanced when significant others act or communicate in a way that encourages learner autonomy, provides informative feedback on how to improve task competency, and establishes a sense of connection with the learner. The present study used a focused essay technique to examine how the learning context impacts learners’ motivation and the kinds of support (or lack thereof) received from different people. Heritage (n = 34), modern (n = 34), and English-as-asecond-language (ESL; n = 36) learners described their reasons for language learning, and reported how teachers, family members, peers, and members of the language community encouraged or discouraged their engagement in language learning. The results indicated that heritage students are more included to learn the language because it is integral to their sense of self than the two other groups, whereas ESL students are generally more regulated by external contingencies. Although there were some commonalities, different people supported learners’ motivation in different ways depending upon the learning context. The results point to the importance of the language learning context for understanding students’ motivation and how others can support them.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

The Blended Learning Environment in Higher Education

2016 ◽  
pp. 180-197
Author(s):  
Ellen Boeren
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Blended Learning ◽  
Learning Environments ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Self Determination Theory ◽  
Self Determination

This chapter explores the author's experiences with blended learning, both as a tutor and as a student at a British Russell Group University. The chapter starts from the importance of encouraging an autonomy supporting learning environment, featured within self-determination theory (Ryan & Deci, 2000). In the first part of the chapter, definitions of blended learning will be briefly reviewed. Secondly, the role of the learning environment will be explained, drawing upon previous research on learning environments undertaken by Darkenwald and Valentine (1986), mentioning the importance of the learning environment within motivational theories. Thirdly, results of a critical analysis on the own teaching and learning practice will be conducted, comparing the perspective of being a tutor and being a student. Finally, recommendations for future teaching practice will be discussed, before concluding this chapter.

“I’ve Had Bad Experiences With Team Sport”: Sport Participation, Peer Need-Thwarting, and Need-Supporting Behaviors Among Youth Identifying With Physical Disability

2018 ◽  
Vol 35 (1) ◽  
pp. 36-56 ◽  
Author(s):  
Krystn Orr ◽  
Katherine A. Tamminen ◽  
Shane N. Sweet ◽  
Jennifer R. Tomasone ◽  
Kelly P. Arbour-Nicitopoulos
Keyword(s):  
Physical Disability ◽  
Sport Participation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Mapping Technique ◽  
Need Thwarting ◽  
Age Range

This study was guided by self-determination theory to explore the sport experiences of youth with a physical disability and the role of peers within this context. Interviews were conducted with eight youths using a relational mapping technique and analyzed using a deductive thematic approach. Sport peers were broadly defined by the youth as individuals from a large age range and of all abilities. Youth perceived their sport peers to have dynamic roles throughout their participation in sport. The perceived roles of these sport peers included supporting and thwarting basic psychological needs, and influencing the youths’ processing of sport internalization. Findings focus on the complexity of peer need-thwarting and need-supporting interactions in sport for youth with physical disabilities. Overall, peers have a multifaceted role in the sport experiences of youth identifying with a physical disability and may, in some cases, thwart youths’ basic psychological needs.

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