Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning.

Roth, Guy; Assor, Avi; Kanat‐Maymon, Yaniv; Kaplan, Haya

doi:10.1037/0022-0663.99.4.761

Cited by 527 publications

(444 citation statements)

References 91 publications

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“…In their study they show how students' enjoyment is influenced by their teachers' enjoyment. Similar results were found for autonomous motivation (Roth, Assor, Kanat-Maymon, & Kaplan, 2007), highlighting the importance of affective interactions.…”

supporting

confidence: 75%

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger¹,

Alcalay²,

Torretti³

et al. 2011

Psicol. Reflex. Crit.

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Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed. Keywords: Socio-emotional wellbeing; Academic achievement; Multilevel. ResumoApesar de que o bem-estar social e emocional tem sido proposto como uma meta principal da educação, sua associação com o desempenho acadêmico geralmente é negligenciado, especialmente considerando que as instituições educacionais são convidados a mostrar os resultados acadêmicos, e, portanto, o foco é no desenvolvimento cognitivo e da formação acadêmica. Este estudo adota uma perspectiva multinível para testar essa associação entre alunos chilenos do ensino fundamental, incluindo características individuais (bem-estar sócio-emocional, auto-estima e integração social) e sociais (clima social da aula e as características de rede social). Os resultados mostram que as variáveis sócio-emocionais, e em especial a percepção de professores da auto-estima de seus alunos, estão associados com desempenho acadêmico. Além disso, efeitos de interação das variáveis individuais e contextuais são apresentados. Implicações para a pesquisa e as intervenções são discutidos. Palavras-chave: Bem-estar sócio-emocional; Desempenho acadêmico; Multinivel.

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supporting

confidence: 75%

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Berger¹,

Alcalay²,

Torretti³

et al. 2011

Psicol. Reflex. Crit.

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“…Examples of the questions were as follows: "I share my knowledge because "it is fun", "it is pleasant", "I want to understand the subject", and "I will get in trouble if I do not." The measures for autonomous motivation were adapted from Ryan and Connell (1989) and Roth et al (2007) with Cronbach's Alpha ranging from 0.6 to 0.8 and it utilized sevenpoint Likert scale. …”

Section: Methodsmentioning

confidence: 99%

“…Thus, it is difficult to determine which type of individuals' motivation is actually playing a role in promoting tacit knowledge sharing. Moreover, Self-Determination Theory (SDT) argues that individuals may be autonomously motivated to engage in behaviours rather than being either intrinsically or extrinsically motivated (Roth et al, 2007). Hence, to fill this gap, the study proposed autonomous motivation as it is able to measure an individual's motivation on its different quality levels (Wang & Hou, 2015) based on their Relative Degree of Autonomy (RAI) on the continuum of motivation (Ryan & Connell, 1989) which includes intrinsic motivation, identified regulation, integrated regulation, and extrinsic motivation.…”

Section: Problem Statementmentioning

confidence: 99%

Islamic Work Ethics And Tacit Knowledge Sharing: Autonomous Motivation As Mediator

Isa¹

2018

The European Proceedings of Social and Behavioural Sciences

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Tacit knowledge is a strategic resource that can unlock human potential to the fullest and enable the creation of new knowledge if employees share their knowledge among themselves. It is believed to be significant for the performance of the academics whose job nowadays goes beyond teaching and research to administration, consultation, and commercialisation. By taking an individual and ethical perspectives, our study emphasised on Islamic work ethics and autonomous motivation as critical human elements to improve and promote tacit knowledge sharing (TKS) among the academics. Underpinned by SelfDetermination Theory (SDT) of motivation and Islamic code of conducts, this study hypothesized a positive relationship between Islamic Work Ethics and TKS, and a mediation effect of autonomous motivation in the relationship between Islamic Work Ethics and TKS. Questionnaire surveys were distributed to the fulltime Muslim academics working in five research-based universities in Malaysia. PLS statistical techniques was utilised in analysing the questionnaire collected from 315 academics. The results of this study substantiate the positive link between Islamic Work Ethics and TKS, and reveal that autonomous motivation partially mediates this relationship. Theoretically, the present study contributes to knowledge by providing support for the importance of SDT of motivation as a mechanism in explaining the relationship between Islamic Work Ethics and TKS. Practically, this study suggests to the management of university and practitioners that maximum benefits from tacit knowledge sharing can be realised by fostering Islamicbased ethical values, and giving autonomy to the academics to increase work motivation.

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“…Howe et al's (2013Howe et al's ( , 2016 software allows for this as in using it the teacher merely acts as facilitator and the student takes on more of the instruction process. This also provides teachers with the opportunity to become more self-determined in their teaching, which in turn can lead to self-determined student learning (Roth, Assor, Kanat-Maymon, & Kaplan, 2007 …”

Section: "Perhaps I Wouldn't Have Built Pirate Ships With Them If I Hmentioning

confidence: 99%

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

Hast¹

2017

IES

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For some time a central issue has occupied early science education discussions -primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers' own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers' willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers' views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.

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Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning.

Cited by 527 publications

References 91 publications

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Socio-emotional well-being and academic achievement: evidence from a multilevel approach

Islamic Work Ethics And Tacit Knowledge Sharing: Autonomous Motivation As Mediator

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

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