Does self-determination predict the school engagement of four different motivation types in adolescence?

Raufelder, Diana; Regner, Nicola; Drury, Kate; Eid, Michael

doi:10.1080/01443410.2015.1008405

Cited by 20 publications

(15 citation statements)

References 54 publications

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“…Clustering pupils based on their perceptions of the learning context has illustrated that pupils perceiving high autonomy and relatedness support reported more enjoyment in class (Jaakkola, Wang, Soini, & Liukkonen, ), whereas pupils perceiving high perceptions of autonomy and competence support displayed more effective time management and concentration at school (Vansteenkiste et al, ). Two further studies have profiled pupils based on interindividual differences in the source of their psychological need satisfaction (Raufelder, Regner, Drury, & Eid, ), or relatedness satisfaction (León & Liew, ). These studies indicated that when pupil groups relied on psychological need support from their peers and teachers concurrently, rather than solely peers or teachers, they reported higher behavioral and emotional engagement.…”

Section: Sdt In Educationmentioning

confidence: 99%

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Earl

Taylor

Meijen

et al. 2019

Psychology in the Schools

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Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F4,540 = 7.03; p < 0.001; ηp2 = 0.05), well‐being (F8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; ηp2 = 0.24) and lowest ill‐being (F8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, ηp2 = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.

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Section: Sdt In Educationmentioning

confidence: 99%

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Earl

Taylor

Meijen

et al. 2019

Psychology in the Schools

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“…Las tres son importantes en el contexto educativo y las tres pueden ser promovidas por los profesores en el desarrollo de sus clases, creando climas facilitadores del desarrollo de los adolescentes (Cox y Williams, 2008). En este sentido, los profesores que se basan en un estilo de apoyo a la autonomía generalmente revitalizan la motivación de los estudiantes en términos de satisfacción de las necesidades psicológicas, mientras que los profesores que se apoyan en un estilo de control generalmente olvidan o incluso llegan a frustrar la motivación de los estudiantes y el funcionamiento de la clase (Raufelder, Regner, Drury y Eid, 2016;Reeve, 2009).…”

Section: Introductionunclassified

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

Gutiérrez

Tomás

Barrica³

et al. 2017

Enseñanza & Teaching

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Ref. Bibl. MELCHOR GUTIÉRREZ, JOSÉ MANUEL TOMÁS, JOSÉ MARCOSBARRICA e ISABEL ROMERO. Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico. Enseñanza & Teaching, 35, 1-2017, 21-37. RESUMEN: La literatura científica ofrece evidencia empírica de la relación entre el compromiso escolar y numerosas variables del contexto educativo de los adolescentes. El compromiso se ha relacionado, entre otros importantes constructos, con el burnout, tanto de los alumnos como de los profesores; el rendimiento escolar; la satisfacción con la escuela; los problemas de disciplina; las orientaciones de meta de los alumnos, y el clima motivacional de la clase. Por ello, el objetivo del presente trabajo ha sido analizar las relaciones entre el clima motivacional percibido en clase y el logro académico, mediado por el compromiso escolar de los alumnos. Han participado 2028 adolescentes que completaron diversos instrumentos para medir la percepción del clima motivacional de la clase, la satisfacción de las necesidades psicológicas básicas, el apoyo a la autonomía del alumno por el profesor y el logro

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“…On a motivational level, teachers and peers have a major impact on students’ self-regulated motivation (Deci and Ryan, 1985) through the support of students’ need satisfaction as stated in the self-determination theory (Deci and Ryan, 1985): satisfying the three basic psychological needs (autonomy, competence, relatedness) is beneficial for a student’s motivation and high-quality engagement (Deci and Ryan, 2000a,b; Jang et al, 2009; Reeve, 2012). If a student perceives his or her peers and teachers as positive motivators (TPMs), it means that his or her motivation can be largely affected by his or her peers’ motivation, learning behavior or social support as well as through teachers’ motivation and perceived support (see Wentzel, 2009a,b; Raufelder et al, 2013a,b, 2016; Raufelder, 2014). Accordingly, several studies show that caring and motivating teachers may foster both behavioral (Battistich et al, 1997; Wang et al, 2013) and emotional (Furrer and Skinner, 2003) engagement in school-related activities.…”

Section: Introductionmentioning

confidence: 99%

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence

Bakadorova

Raufelder

2017

Front. Psychol.

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Existing literature evidences the association between adolescents’ school self-concept and engagement, both concepts being related to students’ perception of teachers and peers as motivators. However, few longitudinal studies explore the interplay of these factors. The present study aims to close this gap, applying latent cross-lagged panel design to two-wave data from German adolescent students [1088 8th grade students at T1 (Mage = 13.7, SD = 0.53; 53.9% girls) and 845 9th grade students at T2 (Mage = 14.86; SD = 0.57; 55% girls) from the initial sample]. Besides direct effects, three cross-lagged over-time paths were found to be significant: students’ perception of peers as positive motivators (PPMs) at the beginning of 8th grade (T1) positively predicts their behavioral school engagement at the end of 9th grade (T2), as well as emotional school engagement at the beginning of 8th grade positively predicts students’ perception of PPMs 1.5 years later. Furthermore, behavioral school engagement at T1 functions as a predictor of a student’s school self-concept at T2.

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Does self-determination predict the school engagement of four different motivation types in adolescence?

Cited by 20 publications

References 54 publications

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Influencia del clima motivacional en clase sobre el compromiso escolar de los adolescentes y su logro académico

The Interplay of Students’ School Engagement, School Self-Concept and Motivational Relations during Adolescence

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