Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?

Duchatelet, Dorothy; Donche, Vincent

doi:10.1080/07294360.2019.1581143

Cited by 68 publications

(60 citation statements)

References 53 publications

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“…According to Deci and Ryan, "autonomous motivation involves behaving with a full sense of volition and choice, whereas controlled motivation involves behaving with the experience of pressure and demand toward specific outcomes that comes from forces perceived to be external to the self" . Some researchers suggest considering "amotivation" as a type of motivation (Duchatelet & Donche, 2019;Ferrari, 1992;Lai, Chui, Wong, & Chan, 2019;Lee, Lee, Lee, & Lee, 2019;Ryan & Deci, 2000;Titrek, Çetin, Kaymak, & Kaşikçi, 2018;Vallerand et al, 1992). People who are amotivated demonstrate an absence of intent to participate in any activity or do not THE INFLUENCE OF THE TEACHING STYLE OF COMMUNICATION ON THE MOTIVATION have any goals to achieve (Titrek et al, 2018).…”

Section: Motivationmentioning

confidence: 99%

“…Motivation to learn, or educational (academic) motivation, is of great importance as it is closely interrelated to academic achievements and performance (Comeau, Huta, Lu, & Swirp, 2019;Duchatelet & Donche, 2019;Liu & Chiang, 2019;Titrek et al, 2018). Internal academic motivation is associated with more positive academic performance than external motivation as internal motivation is about personal interest and a desire to do something and external motivation is stimulated from outside (e.g.…”

Section: Motivationmentioning

confidence: 99%

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The Influence of the Teaching Style of Communication on the Motivation of Students to Learn Foreign Languages

Ivanova

Shlenskaya

Mekeko

et al. 2019

JLE

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Nowadays, when the role of knowing foreign languages is extremely high and the demand for specialists who are proficient in a language is continuing to increase, we face the problem of a lack of desire to learn foreign languages among non-linguistic majors. We supposed that the type of teacher-student interaction style (authoritarian, democratic, and liberal) could influence students’ motivation type (internal, external positive, external negative, or amotivation) and this was the aim of the study. We surveyed 230 second-year students of the intramural form of study seeking a baccalaureate degree from Moscow State University of Food Production. Among the respondents there were 143 girls and 87 boys aged 18-20, citizens of the Russian Federation. The experiment was divided into three stages and it took three semesters to complete the study. The aim of the first stage was to investigate students’ preferences related to teacher-student interaction style, and the prevailing type of learning motivation to study and to learn foreign languages. The second stage of the study was aimed to investigate how teacher-student interaction style influences the nature and type of students' motivation to learn. In the last stage of the study, the output testing of student performance was implemented and all the results from the previous stages were compared and analyzed. The results of the experiment clearly demonstrated that both authoritarian and democratic teacher-student interaction styles could have a positive influence on students’ educational behaviour and academic performances while the implementation of the liberal teacher-student interaction style led to amotivation. At the same time, the democratic style, contrary to the authors' hypothesis, predominantly provoked external motivation, while an authoritarian style significantly activated internal motivation.

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Section: Motivationmentioning

confidence: 99%

Section: Motivationmentioning

confidence: 99%

The Influence of the Teaching Style of Communication on the Motivation of Students to Learn Foreign Languages

Ivanova

Shlenskaya

Mekeko

et al. 2019

JLE

View full text Add to dashboard Cite

show abstract

“…The more these BPNs are satisfied, the more self-determined the person will be toward physical activity ( Hope et al, 2019 ). In addition, this self-determined motivation can also trigger other positive psychological aspects, such as higher levels of self-efficacy ( Duchatelet and Donche, 2019 ) and increased commitment to sports practice ( Murillo et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…In addition to the perception of self-efficacy, it is important to be committed to the sports practice, since the commitment that the person acquires, provided that it is by their own will, will lead them to maintain practice for a longer period of time ( Podlog et al, 2015 ). Motivation is a key concept for the achievement of these two psychological aspects that are essential for the continuity of practice ( Murillo et al, 2018 ; Duchatelet and Donche, 2019 ); however, how can motivation be maintained during a situation of confinement?…”

Section: Introductionmentioning

confidence: 99%

Motivation and Commitment to Sports Practice During the Lockdown Caused by Covid-19

2021

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In Spain, the state of alarm declared on March 14, 2020 caused changes in the population in relation to the habits of physical activity and sports practice. This study analyzed what motivational variables predicted the self-efficacy and commitment to sports practice, as well as the differences according to gender, during lockdown and the progressive de-escalation caused by COVID-19, using the theory of self-determination as a theoretical framework. The study sample was conformed of 179 subjects (90 men and 89 women) between 18 and 65 years of age (M = 28.64; SD = 10.28). The Behavioral Regulation in Sport Questionnaire (BRSQ), the Psychological Need Satisfaction in Exercise Scale (PNSE), the Physical Activity Self-Efficacy scale, and the Sport Commitment scale were applied. The most relevant results have showed significant differences in favor of the male gender in terms of levels of controlled motivation and amotivation, as well as higher levels of self-efficacy and basic psychological need of autonomy. Furthermore, the regression analysis has revealed that self-efficacy and current commitment to sports practice were explained by a variance of 57 and 64%, respectively, due to autonomous motivation and the basic psychological need of competence. Therefore, the basic psychological need of competence should be fostered in order to increase the levels of self-determined motivation, self-efficacy, and commitment to sports practice of the population.

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“…In the present work, a review of the main scientific studies in higher education on self-regulation for example, [88,89] and formative and shared assessment for example, [90,91] has been carried out. In this way, the authors extracted the main contributions of these studies, their connections and the gaps, in order to establish the guide of our theoretical work.…”

Section: Methodological Justification For the Selection Of Factors Anmentioning

confidence: 99%

Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education

et al. 2020

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The involvement of university students in their own assessment leads to motivation towards learning. The aim of this study is twofold. The first aim is to analyze the factors of evaluation in Physical Education that generate motivation and involvement. To do this, we have discussed five factors: (1) to generate awareness of what is being learned; (2) to delimit the deadlines in the development of tasks; (3) to associate it with the development of competencies; (4) to apply it in a variety of contexts and tasks; and (5) to allow reflection on the teaching and learning process. The second aim, based on the previous one, tries to delimit strategies to implement a quality evaluation in the university classrooms. Five strategies have been analyzed: (1) triadic assessment; (2) grade distribution; (3) collaborative creation of instruments; (4) elaboration of formative questions; and (5) use of apps. Finally, a series of reflections are proposed to put into practice the formative and shared assessment as opposed to the traditional evaluation. This manuscript is a substantial contribution to the existing literature, as it serves as a clear guide for university teachers to implement this type of assessment in the classroom, generating student motivation and transferability of their learning.

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Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?

Abstract: Belgium). She's associated with the research group Edubron. Her research interests include aspects of cognitive, affective and regulative learning in simulation-based learning environments in higher education.

Cited by 68 publications

References 53 publications

The Influence of the Teaching Style of Communication on the Motivation of Students to Learn Foreign Languages

The Influence of the Teaching Style of Communication on the Motivation of Students to Learn Foreign Languages

Motivation and Commitment to Sports Practice During the Lockdown Caused by Covid-19

Conceptual Analysis of Influential Factors in the Motivation and Involvement of the University Student towards the Assessment in Physical Education

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