Investigating the autonomy-supportive nature of a self-access environment: A self-determination theory approach

10.47908/8/4 ◽  
2020 ◽  
pp. 77-117
Author(s):  
Jo Mynard ◽  
Scott J. Shelton-Strong
Keyword(s):  
Learning Environment ◽  
English Language ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Theory Approach ◽  
Full Time ◽  
Structured Interviews ◽  
Student Body ◽  
Supportive Nature

In this chapter, that authors take the reader out of the formal classroom into a large self-access centre. In this chapter, the authors describe a research project designed to investigate the extent to which autonomy-supportive conditions exist for fostering English language use in a large self-access learning centre (“the SALC”) in a university in Japan. Taking a self-determination theory (SDT) perspective (Deci & Ryan, 2000; Ryan & Deci, 2017), the authors look at factors within the environment that encourage greater engagement and support for autonomous motivation for using English. The authors begin by exploring the views of the student population via a survey (N=280), and through structured interviews (N=108). They also draw on the observations of the team of 11 learning advisors (LAs) who work full time in the SALC using an observation framework. Results indicated that many of the features of the SALC were autonomy-supportive in general, but that some areas could benefit from further enhancement. These enhancements might include communicating more clearly to the student body the underlying policies and initiatives relating to the SALC learning environment, additional scaffolding to facilitate competent engagement with the multiple learning affordances found there, and increased opportunities for regularly connecting with other students as a formal initiative within the SALC.

Context-Based Leisure Travel Facilitation among People with Mobility Challenges: A Self-Determination Theory Approach

2017 ◽  
Vol 58 (1) ◽  
pp. 42-62 ◽  
Author(s):  
Ye Zhang ◽  
Shu Cole ◽  
Peter Ricci ◽  
Jie Gao
Keyword(s):  
Psychological Empowerment ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Tourism Industry ◽  
Self Determination ◽  
Theory Approach ◽  
Leisure Travel ◽  
Travel Motivations ◽  
Quasi Experimental

In response to the pressing need to psychologically empower people with mobility challenges (PwMC) to travel, this study proposes the facilitation of self-determined travel motivations as a promising approach. The variation of self-determined travel facilitation across different challenge levels is examined through a quasi-experimental design and analyzed with a new test of moderated mediation based on Hayes’ (2015a) model. The results indicate that for PwMC with significant travel challenge levels, the tourism industry should prioritize the cultivation of intrinsic travel motivations and perceived travel competence satisfaction over less-autonomous motivation dimensions and satisfaction of alternative psychological needs. Such cross-context exploration extends self-determination theory with a new moderator of challenge levels. The adopted new analysis of moderated mediations is competitive regarding accuracy, efficiency, and robustness for less-controlled, real-world tourism experiments. Results can also guide the customization of motivational programs for different PwMC to maximize the effectiveness of psychological empowerment for travel.

Control in Flexible Working Arrangements

2015 ◽  
Vol 14 (2) ◽  
pp. 61-69 ◽  
Author(s):  
Cornelia Gerdenitsch ◽  
Bettina Kubicek ◽  
Christian Korunka
Keyword(s):  
Self Determination Theory ◽  
Digital Natives ◽  
Self Determination ◽  
Structured Interviews ◽  
Similar Extent ◽  
Decision Latitude ◽  
Media Technologies ◽  
Exploratory Approach ◽  
Flexible Working ◽  
Temporal And Spatial

Supported by media technologies, today’s employees can increasingly decide when and where to work. The present study examines positive and negative aspects of this temporal and spatial flexibility, and the perceptions of control in these situations based on propositions of self-determination theory. Using an exploratory approach we conducted semi-structured interviews with 45 working digital natives. Participants described positive and negative situations separately for temporal and spatial flexibility, and rated the extent to which they felt autonomous and externally controlled. Situations appraised positively were best described by decision latitude, while negatively evaluated ones were best described by work–nonwork conflict. Positive situations were perceived as autonomous rather than externally controlled; negative situations were rated as autonomously and externally controlled to a similar extent.

scholarly journals Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-Determination Theory Perspective

2020 ◽  
Vol 12 (14) ◽  
pp. 5568 ◽  
Author(s):  
Thomas K.F. Chiu ◽  
Ching-sing Chai
Keyword(s):  
Artificial Intelligence ◽  
Curriculum Design ◽  
Teaching Experience ◽  
Self Determination Theory ◽  
Curriculum Planning ◽  
Self Determination ◽  
Structured Interviews ◽  
Theoretical Frameworks ◽  
Intelligence Education ◽  
K 12

The teaching of artificial intelligence (AI) topics in school curricula is an important global strategic initiative in educating the next generation. As AI technologies are new to K-12 schools, there is a lack of studies that inform schools’ teachers about AI curriculum design. How to prepare and engage teachers, and which approaches are suitable for planning the curriculum for sustainable development, are unclear. Therefore, this case study aimed to explore the views of teachers with and without AI teaching experience on key considerations for the preparation, implementation and continuous refinement of a formal AI curriculum for K-12 schools. It drew on the self-determination theory (SDT) and four basic curriculum planning approaches—content, product, process and praxis—as theoretical frameworks to explain the research problems and findings. We conducted semi-structured interviews with 24 teachers—twelve with and twelve without experience in teaching AI—and used thematic analysis to analyze the interview data. Our findings revealed that genuine curriculum creation should encompass all four forms of curriculum design approach that are coordinated by teachers’ self-determination to be orchestrators of student learning experiences. This study also proposed a curriculum development cycle for teachers and curriculum officers.

scholarly journals University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Florian H. Müller ◽  
Almut E. Thomas ◽  
Matteo Carmignola ◽  
Ann-Kathrin Dittrich ◽  
Alexander Eckes ◽  
...  
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Basic Needs ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Theory Approach ◽  
German Version ◽  
Motivational Regulation

Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

scholarly journals Autonomous Motivation and Self-Disclosure Intention

2021 ◽  
Vol 33 (6) ◽  
pp. 1-27
Author(s):  
Wei-Tsong Wang ◽  
Wei-Ming Ou ◽  
Wei-Chi Chiu
Keyword(s):  
User Satisfaction ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Quality Factors ◽  
User Intention ◽  
Self Disclosure ◽  
Research Results ◽  
Related Information ◽  
Related Quality

Studies that specifically discuss the formation of autonomous motivations of users of social networking services (SNSs) and how such motivation influences SNS user intention to disclose personal location-related information (PLRI) are absent from the literature. Consequently, this study, based on the self-determination theory and the information system success (ISS) model, investigates the relationships among key system-related quality factors, SNS users’ autonomous motivations and user satisfaction regarding an SNS, and their intentions to disclose PLRI. Survey data collected from 514 students at six universities were analyzed to validate our research model. Research results show that three system-related quality factors have different influences on user satisfaction and autonomous motivation, while both autonomous motivation and user satisfaction are significant antecedents of user intention to disclose PLRI. The research results have extended the application and advanced the understanding of ISS model and self-determination theory in the context of SNS.

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