Internalization of biopsychosocial values by medical students: A test of self-determination theory.

Abstract

Two studies tested self-determination theory with 2nd-year medical students in an interviewing course. Study 1 revealed that (a) individuals with a more autonomous orientation on the General Causality Orientation Scale had higher psychosocial beliefs at the beginning of the course and reported more autonomous reasons for participating in the course, and (b) students who perceived their instructors as more autonomy-supportive became more autonomous in their learning during the 6-month course. Study 2, a 30-month longitudinal study, revealed that students who perceived their instructors as more autonomy-supportive became more autonomous in their learning, which in turn accounted for a significant increase in both perceived competence and psychosocial beliefs over the 20-week period of the course, more autonomy support when interviewing a simulated patient 6 months later, and stronger psychosocial beliefs 2 years later.

The Effects of a Collaborative Problem-based Learning Experience on Students’ Motivation in Engineering Capstone Courses

“…The reliability estimates for all of the scales were acceptable (see Table 1 for the Cronbach alpha values). We measured empowerment using five items from the short version of the Learning Climate Questionnaire (Williams & Deci, 1996) that measures the degree to which students perceive their advisor (or teammates) as supporting their autonomy. We measured usefulness using a 3-item utility value scale used by Hulleman, Durik, Schweigert, and Harackiewicz (2008) to measure the extent to which students perceived the courses to be useful to their life and future.…”

“…We measured usefulness using a 3-item utility value scale used by Hulleman, Durik, Schweigert, and Harackiewicz (2008) to measure the extent to which students perceived the courses to be useful to their life and future. We measured success using the 4-item Perceived Competence Scale (Williams & Deci, 1996;Williams, Freedman, & Deci, 1998) to assess students' feelings of competence in the course. We measured situational interest with a 3-item scale used by Jones (2010a) that included items similar to those used by other researchers (e.g., Simpkins, Davis-Kean, & Eccles, 2006;Wigfield & Eccles, 2000) to measure "intrinsic interest value" and "situational interest. "…”

Students’ Motivation for Learning in Virtual Learning Environments

“…For this, the authors used as their model the evaluation scale proposed by Williams and Deci (1996) and the Learning Climate Questionnaire (LCQ). The sample of participants had 267 students, of whom 78.1% were female, and whose age was between 19 and 65 years old.…”

O estilo motivacional do professor e a motivação intrínseca dos estudantes: uma perspectiva da Teoria da Autodeterminação

“…Para um maior aprofundamento no assunto, as metas de realização são apresentadas no trabalho de Bzuneck (2001) e a organização da escola e da sala de aula visando a motivação dos estudantes é descrita em Guimarães (2001 (Cai & cols., 2002;Deci & cols., 1981;Deci, Spiegel, Ryan, Koestner & Kauffman, 1982;Flink, Boggiano & Barret, 1990;Guay & cols., 2001;Patrick & cols., 2000;Patrick, Hisley & Kempler, 2001;Pelletier & cols. 2002;Skinner & Belmont, 1993;Vallerand, Fortier & Guay, 1997;Williams & Deci, 1996).…”