Inviting Autonomy: Common Roots and Beliefs of Self-determination Theory and Invitational Education Theory

Moss, Jennifer D.

doi:10.26522/jitp.v24i.3486

Cited by 5 publications

(6 citation statements)

References 33 publications

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“…Pedagogical mediation, from the perspective of self-determination theory, must value respectful relationships between professors and students. When encouraging professionals to include the choice in their plans and value a human-based approach, the purpose of enhancing knowledge to improve classroom attainment is highlighted (17) . An attuning and guiding approach is associated with a more adaptable, effective, and significant standard in professor/student relationships.…”

Section: Discussionmentioning

confidence: 99%

Motivation of classroom attendance students for the use of digital technologies in online courses

Antunes

Pina-Oliveira²,

Apostólico³

et al. 2020

Rev. Gaúcha Enferm.

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Objective: To verify if structural aspects, previous use of digital technologies, and ways of studying by classroom attendance students interfere with motivation in the use of these technologies in online courses. Method: A quantitative cross-sectional study was carried out with 713 university students, from May to September 2015, with the use of an evaluation scale for motivational factors regarding the integration of information and communication technologies in education. Descriptive and inferential statistical analysis of the data was carried out. Results: Desire to attend online courses interfered with four of the five scale factors. Having a space for studying and the way students reported learning better interfered with intrinsic motivation (p=0.006 and p=0.017, respectively). Conclusion: Predisposition to attend online courses, having an appropriate space to study, and reconciling studies with the use of other websites were positive elements for motivation of students in online courses.

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Section: Discussionmentioning

confidence: 99%

Motivation of classroom attendance students for the use of digital technologies in online courses

Antunes

Pina-Oliveira²,

Apostólico³

et al. 2020

Rev. Gaúcha Enferm.

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“…behavior modification principles has declined sharply in recent years under longstanding criticisms from cognitive psychology and neuroscience, and, more recently, humanism (Guercio, 2020) 5 . Ardent humanists reject, among other empirically supported treatments, response-cost contingencies in the classroom and applied behavior analysis for treating autism (Anderson, 2023;Elkins, 2009;Jung & Smith, 2018;Moss, 2018). Both are viewed as unethical because they diminish self-determinism (see Footnote 4; Gnaulati, 2022;Smith, 1978).…”

Section: Zero-sum Science I: Paradigms and Paradigm Shiftsmentioning

confidence: 99%

Developmental psychopathology as a meta-paradigm: From zero-sum science to epistemological pluralism in theory and research

Beauchaine

2024

Dev Psychopathol

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In a thoughtful commentary in this journal a decade ago, Michael Rutter reviewed 25 years of progress in the field before concluding that developmental psychopathology (DP) initiated a paradigm shift in clinical science. This deduction requires that DP itself be a paradigm. According to Thomas Kuhn, canonical paradigms in the physical sciences serve unifying functions by consolidating scientists’ thinking and scholarship around single, closed sets of discipline-defining epistemological assumptions and methods. Paradigm shifts replace these assumptions and methods with a new field-defining framework. In contrast, the social sciences are multiparadigmatic, with thinking and scholarship unified locally around open sets of epistemological assumptions and methods with varying degrees of inter-, intra-, and subdisciplinary reach. DP challenges few if any of these local paradigms. Instead, DP serves an essential pluralizing function, and is therefore better construed as a metaparadigm. Seen in this way, DP holds tremendous untapped potential to move the field from zero-sum thinking and scholarship to positive-sum science and epistemological pluralism. This integrative vision, which furthers Dante Cicchetti’s legacy of interdisciplinarity, requires broad commitment among scientists to reject zero-sum scholarship in which portending theories, useful principles, and effective interventions are jettisoned based on confirmation bias, errors in logic, and ideology.

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“…Pemimpin invitational sentiasa mengajak warga organisasi untuk mencapai matlamat organisasi yang telah ditetapkan dan dipersetujui bersama. Kualiti invitational yang ditunjukkan oleh para pemimpin akan mendorong warga organisasi yang lain dalam usaha mereka menggapai kejayaan (Moss, 2018).…”

Section: Kepimpinan Invitationalunclassified

Hubungan antara Amalan Kepimpinan Invitational Pengarah Kolej dengan Komitmen Organisasi Pensyarah Matrikulasi

Yusoff

Abdullah

2022

MJSSH

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Kajian ini adalah berkaitan amalan kepimpinan invitational dan komitmen organisasi dalam kalangan pensyarah matrikulasi. Secara khususnya, kajian ini bertujuan untuk mengenal pasti tahap amalan kepimpinan invitational pengarah kolej matrikulasi dan komitmen organisasi yang wujud dalam kalangan pensyarah matrikulasi. Di samping itu, kajian ini turut ingin melihat perbezaan amalan kepimpinan invitational dan komitmen organisasi berdasarkan jantina para pensyarah matrikulasi. Akhir sekali, kajian ini bertujuan untuk mengenal pasti hubungan antara amalan kepimpinan invitational pengarah kolej matrikulasi dengan komitmen organisasi pensyarah Program Matrikulasi Kementerian Pendidikan Malaysia. Kajian ini adalah kajian berbentuk kuantitatif dengan menggunakan soal selidik sebagai instrumen dan dianalisis menggunakan perisian IBM SPSS 24.0. Data dikumpulkan menggunakan satu set borang soal selidik yang ditadbir ke atas 338 orang pensyarah matrikulasi di seluruh negara. Analisis deskriptif menunjukkan bahawa tahap amalan kepimpinan invitational para pengarah kolej matrikulasi berada pada tahap yang tinggi manakala komitmen organisasi pensyarah pula berada pada tahap yang sangat tinggi. Analisis inferensi kajian ini mendedahkan bahawa tiada sebarang perbezaan yang signifikan antara pensyarah lelaki dan perempuan bagi pemboleh ubah amalan kepimpinan invitational dan komitmen organisasi. Ujian korelasi Pearson pula menunjukkan bahawa terdapat hubungan linear positif yang kuat di antara amalan kepimpinan invitational pengarah kolej dengan komitmen organisasi pensyarah matrikulasi. Implikasi dan cadangan kajian lanjut turut dibincangkan.

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Inviting Autonomy: Common Roots and Beliefs of Self-determination Theory and Invitational Education Theory

Cited by 5 publications

References 33 publications

Motivation of classroom attendance students for the use of digital technologies in online courses

Motivation of classroom attendance students for the use of digital technologies in online courses

Developmental psychopathology as a meta-paradigm: From zero-sum science to epistemological pluralism in theory and research

Hubungan antara Amalan Kepimpinan Invitational Pengarah Kolej dengan Komitmen Organisasi Pensyarah Matrikulasi

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