College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory

Goldman, Zachary W.; Goodboy, Alan K.; Weber, Keith

doi:10.1080/01463373.2016.1215338

Cited by 81 publications

(61 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The IMI is a multidimensional measurement device projected for assessing the experience acquired by the participants linked to a target activity. It has been used in a variety of experiments related to intrinsic motivation and self‐regulation (e.g., ). It is an appropriate tool to evaluate, through the use of a six subscale scores, the participants’ perceived competence, interest/enjoyment, effort, felt pressure and tension, the value/usefulness of their choices while performing a given activity.…”

Section: The Student's Perceptions On the Workhopmentioning

confidence: 99%

Active learning in a real‐world bioengineering problem: A pilot‐study on ophthalmologic data processing

Adorno

Bellomonte

2018

Comp Applic In Engineering

View full text Add to dashboard Cite

Active learning is a format alternative to the conventional lecture/recitation/laboratory; research results have reported that it is suitable to encourage student inquiry and foster peer mentoring. Although the availability of computer‐based learning materials in biomedical sciences is increasing, there are relatively few studies aimed to integrate traditional methods of teaching with inquiry‐based approaches utilizing these Information and Communication Technologies (ICT) tools. This paper describes a pilot‐study on a comprehensive active laboratory course about digital ophthalmologic signal classification, experienced by a group of undergraduates in Bio‐Electronic Engineering. During the activity, the students became able to discriminate healthy subjects from patients affected by two retinal pathologies: Achromatopsia or Congenital Stationary Night Blindness. The study was based on the analysis and classification of the electroretinograms, that record the retinal response to a light flash. To process electroretinographic data, a software based on the Empirical Mode Decomposition and an Artificial Neural Network was used. Our findings indicate that this laboratory experience can be considered effective in improving student's reasoning skills and that students acting as investigators achieve a better outcome, presumably because this activity satisfies their psychological needs for autonomy, competence, and relatedness.

show abstract

Section: The Student's Perceptions On the Workhopmentioning

confidence: 99%

Active learning in a real‐world bioengineering problem: A pilot‐study on ophthalmologic data processing

Adorno

Bellomonte

2018

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…Relatedness includes social connectedness, feeling cared for by and important to others, belonging, and contributing meaningfully to others (Ryan & Deci, ). Programmes based on self‐determination theory and fulfilling these three needs have been shown to impact a variety of youth outcomes such as increased motivation to participate in physical activity and to learn (e.g., Fenton, Duda, & Barrett, ; Goldman, Goodboy, & Weber, ).…”

Section: Introductionmentioning

confidence: 99%

Incorporating self‐determination into substance abuse prevention programming for youth transitioning from foster care to adulthood

Salazar

Noell

Cole

et al. 2017

Child & Family Social Work

View full text Add to dashboard Cite

Youth transitioning from foster care to adulthood are at higher risk for alcohol and substance abuse disorders than general population youth. At the same time, these youths are often recipients of strong clinical intervention, often at levels considered unnecessary, for other mental health or behavioural challenges. Because of this, there is sometimes resistance from providers to offer services such as substance abuse prevention programming as it may be seen as contributing to youths' overclinicalization, stigmatization, or retraumatization. Using thematic content analysis, this qualitative study analysed focus groups with community stakeholders providing recommendations on support services for youth transitioning from foster care to adulthood to derive strategies for delivering substance abuse prevention programming in a way that enhances youth self‐determination. Findings were organized by self‐determination theory's 3 key psychological needs: autonomy, competence, and relatedness. All three needs were represented in stakeholder recommendations, which were translated into strategies for bolstering youths' achievement of each need. Strategies include a mix of those already present in motivational interviewing‐based brief substance abuse prevention interventions as well as more unique strategies that are much less frequently employed but that may better meet the needs of youth with foster care experience.

show abstract

“…Importantly, BPNT acknowledges that the factors of the classroom environment can cause fluctuations in basic psychological need satisfaction and subsequently variations in psychological well-being. Thus, instructor communication behaviors can facilitate or thwart these basic needs required for development and intrinsic motivation (e.g., Baker & Goodboy, 2018;Goldman & Brann, 2016;Goldman, Goodboy, & Weber, 2016). Indeed, many SDT researchers have examined how instructors and the educational environment support or thwart students' basic psychological needs and, in turn autonomous motivation.…”

Section: Basic Psychological Needs Theorymentioning

confidence: 99%

Choose Your Own Lecture: Students’ Motivational Resources as a Consequence of Autonomy-Supportive Instruction

Baker¹

View full text Add to dashboard Cite

Remember Understand Apply Analyze Evaluate Create Retrieve relevant knowledge from long-term memory Construct meaning from instructional messages, including oral, written, and graphic communication Carry out or use a procedure in a given situation Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose Make judgments based on criteria and standards Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

show abstract

College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory

Cited by 81 publications

References 61 publications

Active learning in a real‐world bioengineering problem: A pilot‐study on ophthalmologic data processing

Active learning in a real‐world bioengineering problem: A pilot‐study on ophthalmologic data processing

Incorporating self‐determination into substance abuse prevention programming for youth transitioning from foster care to adulthood

Choose Your Own Lecture: Students’ Motivational Resources as a Consequence of Autonomy-Supportive Instruction

Contact Info

Product

Resources

About