Autonomous Motivation in the Indonesian Classroom: Relationship with Teacher Support Through the Lens of Self-Determination Theory

Maulana, Ridwan; Helms-Lorenz, Michelle; Irnidayanti, Yulia; Grift, Wim van de

doi:10.1007/s40299-016-0282-5

Cited by 57 publications

(45 citation statements)

References 48 publications

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“…Consistent with other studies conducted in Asia, Maulana et al (2016) found that Indonesian teachers' basic psychological needs support towards students, enhanced pupils autonomous motivation. Literature review reveals that autonomy-supported teachers' students were higher in learning's investments and had shown higher academic achievements.…”

Section: Interpretations and Conclusionsupporting

confidence: 90%

Blended learning source of satisfaction of psychological needs

Siddiqui

Soomro

Thomas

2020

AAOUJ

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PurposeIn this study, researchers applied blended learning program to investigate the success of a blended learning program on satisfaction of the psychological needs, and academic achievement of chemistry students of O-Levels, following curriculum prescribed by University of Cambridge.Design/methodology/approachResearch pattern is quantitative aligned with the quasi-experimental and pre-post experimental design which aimed at examining the efficiency of a motivational strategies adopted with the use of blended learning program on psychological needs satisfaction (competence, autonomy, and relatedness) and achievement in chemistry O-Levels Syllabus, at the end of the research program.FindingsHypothesis testing represented that use of blended learning program has significant and positive impact on academic achievements through the mediation of autonomy. Results also revealed the substantial association of blended learning on other psychological needs (i.e., competence and relatedness); however, the competence and relatedness have no effect on academic achievements in this study. Thus, research concludes that providing an autonomous environment in substitution of the controlled environment promotes learning and produces positive outcomes.Originality/valueBlended learning or use of Learning Management Systems is being commonly used mostly in the tertiary level of studies; however, blended learning with secondary classes especially in the field of chemistry is yet not studied in detail. Similarly, the usefulness of the motivational strategies to learn chemistry is observed with university-level students, but very rare data about encouraging students at the secondary level have been gathered. Therefore, the researcher designed this blended learning program to enhance students’ motivation towards achievements in secondary chemistry.

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Section: Interpretations and Conclusionsupporting

confidence: 90%

Blended learning source of satisfaction of psychological needs

Siddiqui

Soomro

Thomas

2020

AAOUJ

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“…Albeit weak, the positive association between autonomy-supportive parenting and autonomous major choice motivation was found to be significant. This finding is supported by previous non-Western SDT studies (e.g., Maulana et al, 2016) showing that though the predictive value of autonomy support was lower than those of competence and relatedness support, this construct was still a positive predictor of Asian students' autonomous motivation. Moreover, this significant association could be explained by Filipino parents shifting their childrearing orientations from extreme control and authoritarianism to autonomy, liberalism, and individuality to gradually adapt to the changing times (Medina, 2001).…”

Section: Discussionsupporting

confidence: 83%

“…SDT holds that perceiving significant others (e.g., parents) as autonomy-supportive versus controlling is crucial for self-motivation and well-being, even for individuals from collectivist cultures (Chirkov & Ryan, 2001). Studies from Asian contexts have demonstrated that autonomy support is essential for psychological need satisfaction (Oga-Baldwin & Nakata, 2015; Soenens et al, 2018), autonomous motivation (Chang et al, 2016; Maulana et al, 2016), and well-being (Nie et al, 2015; Vansteenkiste et al, 2005), supporting the application of SDT to cultures that place a premium on collectivist values such as conformity, respect for parental authority, and social harmony (Chao & Tseng, 2002). However, little is known about the application of SDT to career development in non-Western contexts.…”

mentioning

confidence: 99%

Parenting, Major Choice Motivation, and Academic Major Satisfaction Among Filipino College Students: A Self-Determination Theory Perspective

Nerona

2020

Journal of Career Assessment

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Guided by Self-Determination Theory (SDT), this study examined the relationships among parenting (autonomy-supportive and controlling), major choice motivations (autonomous and controlled), and academic major satisfaction with a sample of 525 Filipino college students. Consistent with the hypotheses, the results of structural equation modeling indicated that perceived autonomy-supportive and controlling parenting were positively associated with autonomous and controlled major choice motivations, respectively. In addition, autonomous and controlled major choice motivations differentially predicted academic major satisfaction. Findings also revealed that while autonomous major choice motivation mediated the relation between autonomy-supportive parenting and academic major satisfaction, controlled major choice motivation mediated the association between controlling parenting and academic major satisfaction. Practical implications and directions for future research are discussed.

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“…The context of English language learning in Indonesia as a foreign language, to some extent in several places, still holds the notion of collectivism [16]. In collectivism, learners are expected to learn how to do something and that perspective is considered the only 'most appropriate' perspective.…”

Section: A Lifelong Language Learning In Digital Eramentioning

confidence: 99%

Social Media in Out-of-Class Language Learning Possible Learning Opportunities to Promote Digital Literacy

Noviantoro¹

2017

Proceedings of the 4th Asia Pacific Education Conference (AECON 2017)

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Abstract-This study reports preliminary overview on the possibilities of utilizing social media in Indonesian out-of-class language learning, mainly focusing on exploring how university students define the kinds of social media and examining the potential uses of social media to be promoted. The study employed a small-scale survey to students in three different classes in Bandung. The results of the study were that 1) autonomous learning is relatively an exclusive mode of learning in that only some noteworthy students have been internally aware to reflect on how they should learn autonomously and utilize low-cost digital sources to enhance their learning, but have not been able to evaluate their strategies in enhancing their autonomous learning, which further indicates the need for external guidance; 2) social media defined by female students were mostly on the mainstream instant-messaging platforms, such as Facebook, Twitter, and Whatsapp, while some other students, mostly males, favor the use of online games and social networking platforms in their free time to assist their language learning; and, 3) majority of the students positively perceive social media in providing learning environment beyond its normal use, including female students focusing on utilizing English in their social platforms and male students actively engaging in online English language PC/Android games, though some students are against the use of it due to the lack of formal language engagement.

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Autonomous Motivation in the Indonesian Classroom: Relationship with Teacher Support Through the Lens of Self-Determination Theory

Cited by 57 publications

References 48 publications

Blended learning source of satisfaction of psychological needs

Blended learning source of satisfaction of psychological needs

Parenting, Major Choice Motivation, and Academic Major Satisfaction Among Filipino College Students: A Self-Determination Theory Perspective

Social Media in Out-of-Class Language Learning Possible Learning Opportunities to Promote Digital Literacy

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