Self-Determination Theory

Legault, Lisa

doi:10.1007/978-3-319-24612-3_1162

Cited by 4 publications

(7 citation statements)

References 31 publications

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“…In addition, Ryan and Deci (2017) gave credence to the application of the self‐determination theory for motivation by stating that the theory is basically a theory of human motivation where people are regarded as proactive. Legault (2017) refers to self‐determination theory as an extensive theory of motivation and human behaviour that concentrated on how a person depends on and interrelates with social settings. According to Ryan et al (1997), self‐determination theory is a method to human personality and motivation that applies customary empirical approaches despite using an organismic metatheory that emphasizes the significance of humans’ developed internal resources for personal behavioural regulation and personality development.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…According to Ryan et al (1997), self‐determination theory is a method to human personality and motivation that applies customary empirical approaches despite using an organismic metatheory that emphasizes the significance of humans’ developed internal resources for personal behavioural regulation and personality development. Self‐determination theory is considered a metatheory based on the fact that the theory comprises some theories integrated together to provide an all‐inclusive comprehension of human function and motivation (Legault, 2017). As a result, this theory focused on the inquiry into human natural growth potentials and intrinsic psychological needs which are fundamental for their personality integration and self‐motivation, inclusive of settings that promote those progressive practices (Ryan & Deci, 2000).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…As a result, this theory focused on the inquiry into human natural growth potentials and intrinsic psychological needs which are fundamental for their personality integration and self‐motivation, inclusive of settings that promote those progressive practices (Ryan & Deci, 2000). Self‐determination theory describes intrinsic and some varieties of extrinsic motivation and highlights the relationship between these motivations and the situational reactions in diverse areas, as well as cognitive and social growth and personality (Legault, 2017). Motivation is centred around all features of stimulation and intention which involves determination, direction, energy and equifinality (Ryan & Deci, 2000).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Open educational resources: Evaluation of students' intention to use and motivation to create

Adedoyin

Altınay

2023

Brit J Educational Tech

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The advent of open educational resources (OER) has increased access to pedagogical resources that promote the quality of education, but the potential of the OER to transform pedagogical practices is yet to be realized, mainly as a result of a lack of concentration on the policies and practices necessary to support the idea of openness within the academic institutions. Several exploratory attentions have been given to educators’ adoption of OER, but little or none exists on university students’ intention to use and motivation to create OER. This study explores university students’ intention to use OER in Study 1 and motivation to create OER in Study 2 using a non‐experimental research design with a survey method and partial least squares structural equation modelling (PLS‐SEM) for the two studies. The findings indicated that the relationship between perceived ease of use, perceived usefulness, zero price accessibility and availability, and attitude and university students’ intention to use OER is significantly positive for Study 1. This showed that university students’ intention to use OER can be influenced by these factors. The relationship between competence and mastery of content, personal development, reward system and motivation to create OER is significantly positive for Study 2. This implies that university students are not mere users of OER but partners in the OER crusade as creators. Practitioner notesWhat is already known about this topic Significant roles of OER. Faculty members as OER developers. Students as mere users of OER. What this paper adds Factors that influence university students’ intentions to use OER using a blended TAM model. Factors that influence university students’ motivation to create OER using a blended SDT theory. The significant roles of university students as OER developers. Implications for practice and/or policy University students are not mere users of OER but partners in the OER crusade as creators. Extensive information on the factors to focus on by faculty members to improve university students’ intentions to use and motivation to create OER. The need for OER policymakers to concentrate on the factors highlighted in this study to make OER policies that will promote university students’ motivation to create OER.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

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Open educational resources: Evaluation of students' intention to use and motivation to create

Adedoyin

Altınay

2023

Brit J Educational Tech

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“…SDT can provide valuable insights into the relationship between MM and SC in music education. According to SDT, individuals have three basic psychological needs such as autonomy, competence, and relatedness [ 24 ]. Recent research has explored how these needs interact with musical MM and SC.…”

Section: Literature Reviewmentioning

confidence: 99%

The Dynamics of Mastery Motivation and Its Relationship with Self-Concept in Music Education

Janurik

Kis

et al. 2023

Behavioral Sciences

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Musical education hinges on students’ mastery motivation and self-concept, which are crucial for effective musical learning. Despite the acknowledgement of their individual importance, the relationship between these factors within music education remains unexplored. Hence, this study aimed to investigate the dynamics of mastery motivation (MM) and its relationship with self-concept (SC) in the context of music education. A survey was administered to 139 Hungarian grade 7 students, employing a musical MM questionnaire, a musical SC inquiry, and the collection of demographic information collection. We employed descriptive statistics (IBM SPSS 23), a Rasch analysis (WINSTEPS), and correlational and regression analyses (R programming and SmartPLS4) for data analysis. The findings demonstrated that the utilized instruments were reliable and valid in measuring students’ MM and SC in music education. This study revealed a strong positive correlation (r = 0.778) between students’ MM and SC, with moderate to strong inter-relationships among various subfactors. Furthermore, comparisons unveiled significant disparities in musical MM across school levels, with higher MM and SC observed among female students. Furthermore, gender, a musical family background, and awareness of musical lesson usefulness were predictive factors for both students’ MM and SC within music education. This study provides valuable insights for professionals and policy makers to enhance music education, nurturing students’ musical growth effectively. By understanding the relationship between MM and SC and considering predictive factors, stakeholders can develop strategies that optimize the impact of music education on students’ musical development.

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“…We based this study on self-determination theory (SDT) [34] to examine high school students' intrinsic and extrinsic motivation to further their studies at college/university. According to SDT, students' (intrinsic) motivated or self-determined behaviour arises from three (extrinsic) continuums of autonomy, competence, and social relations.…”

Section: Theoretical Framework 21 Motivationmentioning

confidence: 99%

Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement

Józsa¹,

Amukune

et al. 2022

Education Sciences

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Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings.

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Self-Determination Theory

Cited by 4 publications

References 31 publications

Open educational resources: Evaluation of students' intention to use and motivation to create

Open educational resources: Evaluation of students' intention to use and motivation to create

The Dynamics of Mastery Motivation and Its Relationship with Self-Concept in Music Education

Predictors of the Intention of Learning in Higher Education: Motivation, Self-Handicapping, Executive Function, Parents’ Education and School Achievement

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