Self-determination in individualistic and collectivist cultures: After-school activity choice

2008 ◽  
Author(s):  
Temi Bidjerano ◽  
Joan Newman
Keyword(s):  
Self Determination ◽  
After School ◽  
Activity Choice ◽  
School Activity ◽  
Collectivist Cultures

The Effect of Daily in-School Sleep Program on Educational Performance among High School Students

2020 ◽  
Author(s):  
Ata Pourabbasi ◽  
Manzar Amirkhani ◽  
Sarah N Nouriyengejeh
Keyword(s):  
High School ◽  
High School Students ◽  
Brain Function ◽  
Sleep Time ◽  
After School ◽  
Educational Performance ◽  
School Students ◽  
The Individual ◽  
School Activity

Background and Objective: Sleep is one of the important factors in the quality of brain function. In particular, the function of the person, learning, memory, concentration, and the potential of the individual are closely related to sleep. With regard to age and physiological changes, the average sleep time among adolescents is low. In this study, the effect of a daily nap on the promotion of academic performance of high school adolescents in Tehran, Iran, has been assessed. Materials and Methods: In this research, 56 high school students from one of Tehran's schools with an average age of 15.3 years were volunteered. Students went to the school hall after finishing classes in the morning at 12:10, and it was 50 minutes when they were considered for their sleep. Students informed researchers with a questionnaire on the educa-tional activities outside the school. Results: The participants showed to have an average of 2059.50 minutes after-school activity during the 2 weeks preced-ing the intervention, which reached 2388.11 minutes after the implementation of the in-school sleep program. This time was significantly higher than after-school activity time before intervention. Conclusion: According to the results of this study, there is a significant positive correlation between daytime napping and the capacity of after-school activity in adolescents. More investigation about installing in-school sleep programs for improving educational performance in adolescents is recommended.

“Until I’m Just Too Old to Turn the Pedals”: Exploring Motivational Characteristics of Participants in a High School Mountain Bike Program

2020 ◽  
Vol 12 (4) ◽  
Author(s):  
Kent Griffin ◽  
Karen Meaney ◽  
Anthony Deringer
Keyword(s):  
Self Determination Theory ◽  
Self Determination ◽  
After School ◽  
Mountain Bike ◽  
Focus Group Interviews ◽  
After School Program ◽  
Field Notes ◽  
Group Interviews ◽  
The Individual ◽  
Program Data

Self-determination theory (SDT) (Ryan & Deci, 2000) suggests that when a person is motivated they likely experience a sense of autonomy, competence, and relatedness. It is important to understand how these constructs relate to physical activity and sport if we are to persist in our notion that these pursuits can positively impact the holistic development of youth (Camiré, Trudel, & Forneris, 2013; Frankl, 2007). Thus, the purpose of this investigation is to examine the motivational characteristics of adolescents participating in an after-school mountain bike program. Data were analyzed via field notes, interviews and focus groups. Content analysis of the individual and focus group interviews along with field notes revealed that the mountain bike sport environment served to foster motivational characteristics as is described in SDT.Based on this investigation, students who participated in the after-school program (n=28) reported a sense of autonomy, competence and relatedness.

scholarly journals Delivery and Receipt of a Self-Determination-Theory-Based Extracurricular Physical Activity Intervention: Exploring Theoretical Fidelity in Action 3:30

2016 ◽  
Vol 38 (4) ◽  
pp. 381-395 ◽  
Author(s):  
Simon J. Sebire ◽  
Mark J. Edwards ◽  
Kenneth R. Fox ◽  
Ben Davies ◽  
Kathryn Banfield ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autonomy Support ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Implementation Fidelity ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
After School ◽  
School Based

The implementation, fidelity, and receipt of a self-determination-theory-based after-school physical activity intervention (Action 3:30) delivered by teaching assistants (TAs) was examined using a mixed-methods process evaluation. Physical activity motivation and need satisfaction were reported by 539 participants at baseline, the end of intervention, and 4-month follow-up. Pupil- and TA-reported autonomy-support and teaching efficacy were collected alongside interviews with 18 TAs and focus groups with 60 participants. Among intervention boys there were small increases in identified, introjected, and external motivation and no differences in need satisfaction. Among girls, intrinsic and identified motivation and autonomy and relatedness were lower in the intervention group. Qualitative evidence for fidelity was moderate, and boys reported greater need satisfaction than girls. TAs provided greater structure than involvement or autonomy-support and felt least efficacious when facing school-based challenges. The findings highlight the refinements needed to enhance theoretical fidelity and intervention effectiveness for boys and girls.

Educational Leadership and Self-Determination Theory in Collectivist Cultures

2020 ◽  
Author(s):  
Amrita Kaur ◽  
Mohammad Noman
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Leadership Practices ◽  
Teacher Motivation ◽  
Work Organization ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Self Determination ◽  
Work Settings ◽  
Collectivist Cultures

The nature of practices of educational leaders and their outcome in terms of productivity and teacher motivation are greatly shaped by the sociocultural norms that regulate them. The sociocultural norms proposed by Hofstede are widely considered as the benchmark for national cultural examination and comparison, which suggests that collectivist cultures are characterized by higher scores on power distance and uncertainty avoidance and lower on individualism, masculinity, long-term orientation, and indulgence. These dimensions may exert positive, negative, or mixed influence, especially on organizations such as schools that constitute intricate work structures with a variety of stakeholders influencing them from multiple directions. Educational leadership for effective change in school requires the ability to integrate traditional sociocultural norms with the global principles for effective outcomes. Work settings in collectivists cultures are characterized by hierarchy based on age, seniority, or position, and authority, conformity, and compliance are some of the prevalent elements that influence Asian school leadership practices. The issue of developing leadership practices by merging Western principles with indigenous ways that encourages more democratic participation of teachers is always been critical to effective leadership practices. In the context of work-organization, self-determination theory (SDT) has emerged as an effective motivational theory that proposes autonomy, competence, and relatedness as three universal psychological needs; satisfaction of these needs would predict optimal outcomes. Providing autonomous work environments has been widely found to be the most effective of these principles that lead to higher productivity and enhanced teacher motivation. We propose that just like their individualistic culture counterparts, it is possible for school leaders in predominantly collectivist cultures to function in a need-supporting way to provide autonomous work environment for their teachers to yield desired outcomes.

scholarly journals KUPISKIS POVILAS MATULIONIS PROGYMNASIUM: SOME STROKES FOR THE SCHOOL PORTRAIT

2019 ◽  
Vol 25 (1) ◽  
pp. 134-138
Author(s):  
Rimvydas Latvys
Keyword(s):  
Traffic Safety ◽  
Natural Science ◽  
School Environment ◽  
After School ◽  
School Activities ◽  
School Year ◽  
School History ◽  
The Republic ◽  
Forest Typology ◽  
School Activity

The history of the school has started on 1 September 1986 when a spacious 2nd secondary school in Kupiškis opened the doors for the first time. The first lesson began with 774 pupils and 51 teachers inside. Stanislovas Rugaitis was the first headmaster who led the school until 2001. The education of natural science was chosen as a priority from the very first school year. The community of progymnasium is proud that it was named after professor Povilas Matulionis in 1996. Povilas Matulionis was born on 5 September 1860 in Kupiškis. His activity was diverse and meaningful: scientist, forester and pedagogue, poet and publicist, playwright and even Ascene activities director. He is an originator of forest typology science in Lithuania. Matulionis created the classification table of the forests in Lithuania where the plant sites were divided into 3 groups and 10 species (types). He also designed the volume tables of the major species of trees growing in Lithuania and the formula to calculate the rates of annual deforestation. An agreement of cooperation was sighed with Kupiškis forest enterprise in autumn 1997 which later established the award in behalf of Povilas Matulionis and obligated to help to plant the park as well as support the activity of the young foresters. It has already become a tradition to organise a conference of natural science during an annual name-day of the school. The teams of the school partners usually take part in this event. A dendropark was established on the coast of Račiupys at school area. There are 28 families, 63 tribes and 115 species and shapes of decorative trees and bushes currently growing here. The school became a winner in the observation competition of the best managed environment of schools in the Republic in 2011 and was presented with a commemorative plaque “The best managed school environment 2011”. The community of the school became a member of the collective society to beautify Lithuania in 2001. It is interesting that Povilas Matulionis was a founder of this society. There are a lot of various after school activities: sports, choreography and theatre, art, music, traffic safety, an ethnographic ensemble “Zbitkai”, club of tolerance, the group of fishing enthusiasts “Nasrai”, the organization of shooters and so on. Another after school activity of the forest buddies “Atžalynas” has been active in progymnasium since 1997. The pupils and teachers of the progymnasium willingly participate in feneological observations, club of tolerance, the integrated course of natural science program for 5-8 grades and other projects. The progymnasium took part in the international project NordPlus Junior “STEM-real worlds” in year 2016-2018 and together with the partners from the republic of Latvia Pastende and the republic of Estonia Võru Kreutzwaldi schools engaged in diverse natural science, art, technologies and ecology activities. The progymnasium cooperates with Anykščiai Antanas Vienuolis, Kaunas Garliava Jaunučiai, Rokiškis Juozas Tūbelis and Molėtai progymnasiums, Pasvalys Lėvuo, Alytus Šaltiniai and Vilnius Spindulys basic schools. We became friends with Wormstedt Grundschule school in Germany in 1999. Since then we have been studying German and the Germans – Lithuanian. Currently there are 660 pupils studying and 60 pedagogues working in progymnasium. We are modern, all the time learning, communicative, cooperative and open to changes progymnasium. Keywords: Povilas Matulionis, progymnasium community, school activity, school history.

Correlates of After-School Activity Preference in Children Ages 5–12

2006 ◽  
Vol 37 (2) ◽  
pp. 69-77 ◽  
Author(s):  
Amy Eyler ◽  
Marilyn S. Nanney ◽  
Ross C. Brownson ◽  
Debra Lohman ◽  
Debra Haire-Joshu
Keyword(s):  
After School ◽  
Activity Preference ◽  
School Activity
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