The antecedents and consequences of autonomous self‐regulation for college: A self‐determination theory perspective on socialization

Niemiec, Christopher P.; Lynch, Martin F.; Vansteenkiste, Maarten; Bernstein, Jessey; Deci, Edward L.; Ryan, Richard M.

doi:10.1016/j.adolescence.2005.11.009

Cited by 286 publications

(227 citation statements)

References 31 publications

(38 reference statements)

Supporting

Mentioning

191

Contrasting

Unclassified

Order By: Relevance

“…All seven items were scored on a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Both the original English version and the Dutch version have adequate reliability and validity (e.g., Niemiec et al, 2006;Ryan & Frederick, 1997). Cronbach's alpha was .81 in our sample.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Patterns of home leaving and subjective well-being in emerging adulthood: The role of motivational processes and parental autonomy support.

Kins¹,

Beyers²,

Soenens³

et al. 2009

Developmental Psychology

Self Cite

153

124

View full text Add to dashboard Cite

In Western, postindustrial societies, the timing of home leaving is increasingly delayed. The diversity of home-leaving patterns, resulting from this evolution, has not yet been systematically studied from a psychological perspective. In this study, the authors aimed to examine how emerging adults' living arrangements-and the motives underlying those arrangements, as conceptualized in self-determination theory-relate to subjective well-being. A Belgian sample of 224 emerging adults and their parents completed self-report questionnaires. Analyses that used structural equation modeling showed that autonomous motivation for one's living arrangement is more strongly related to emerging adults' well-being than the living arrangement per se. Further, autonomy-supportive parenting was found to relate positively to an autonomously regulated residential status. Implications for the meaning and development of autonomy during emerging adulthood are discussed.

show abstract

Section: Methodsmentioning

confidence: 99%

“…Second, we assessed participants' subjective vitality using the Subjective Vitality Scale (Ryan & Frederick, 1997). A Dutch version of this questionnaire has been used by Niemiec et al (2006). A sample item reads as follows: "Currently, I feel so alive I just want to burst."…”

Section: Methodsmentioning

confidence: 99%

Patterns of home leaving and subjective well-being in emerging adulthood: The role of motivational processes and parental autonomy support.

Kins¹,

Beyers²,

Soenens³

et al. 2009

Developmental Psychology

Self Cite

153

124

View full text Add to dashboard Cite

show abstract

“…Previous research has found the processes occurring internally as well as socially have affected individuals' phenomenological experiences and the internalization of attitudes, values, and regulatory processes (Niemiec et al, 2006). Therefore, an individual's decision to major in agricultural education could be influenced by how he or she was socialized.…”

Section: Recommendations For Further Researchmentioning

confidence: 99%

“…The differing degree to which the individual has accepted values makes SDT different from other developmental theories. This perspective does not treat internalization as a dichotomous concept in which values are either accepted or not by the individual, but as a more complex construct in which different types of internalization can be distinguished depending on the type of inducement present (Niemiec et al, 2006).…”

Section: Recommendations For Further Researchmentioning

confidence: 99%

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Pense¹,

Calvin²,

Watson³

et al. 2012

JAE

View full text Add to dashboard Cite

Experiential learning has been a foundational tenant of agricultural education since its inception. However, the theory of experiential education has received limited attention in the permanent agricultural education literature base. As such, this philosophical manuscript examined Kolb's experiential learning process further, and considered the implications for experiential learning theory (ELT) in secondary agricultural education. Specifically, the researchers outlined Kolb's ELT and conducted a telephone interview with Dr. David A. Kolb. Analysis of the interview indicated that experiential learning is a critical component of a comprehensive agricultural education model (i.e., three-circle model). It was explained that experiential learning builds meta-cognitive skills and can be goal-oriented and assessed. However, agricultural educators must be present and purposeful when providing experiences for students. Additionally, they must ask reflection questions (e.g., "What happened?" "Now what?" "So what?") during each phase of ELT throughout the comprehensive agricultural education model (i.e., classroom and laboratory, Supervised Agricultural Experience [SAE], and FFA). Based on these conclusions, a Comprehensive Model for Secondary Agricultural Education was proposed to include the role of experiential learning more intentionally.Keywords: experiential learning, agricultural education, Kolb, teacher preparation IntroductionJohn Dewey (1938) stated, "amid all uncertainties there is one permanent frame of reference: namely, the organic connection between education and personal experience" (p. 25).Agricultural education has been experiential in nature since its inception (Cheek, Arrington, Carter, & Randell, 1994; Hughes & Barrick, 1993; Knobloch, 2003; McLean & Camp, 2000; Roberts, 2006; Stewart & Birkenholz, 1991), as made evident by supervised agricultural experience programs (SAE), field trips, student teaching experiences, problem solving methods, and service-based learning (Roberts, 2006).Though the opportunity for involvement in learning experiences is many, Knobloch (2003) purported "the greatest challenge for today's teachers and students of agriculture is to move beyond the 'doing' and ensure that all learning is connected to thinking and knowledge that will be easily remembered and applied later in life" (p. 31). It is important to not overlook the last word in experiential learning, and that is learning. Dewey (1938) explained that, "A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth" (p. 40). Contrasting this sentiment, Roberts (2006) asserted that despite the robust use of experiential learning in agricultural education, "the theory behind the practice of experiential learning has had limited attention in the permanent agricultural education literature" (p. 18). The conc...

show abstract

“…Subsequently, to evaluate the orientation of motivation a questionnaire was sent out by email to all participants (n ¼ 87). The questionnaire was based on a Dutch version of the Academic SelfRegulation Questionnaire (previously used in Niemiec et al 2006;Vansteenkiste et al 2009;Soenens 2012;Vansteenkiste et al 2012). We modified the Academic SelfRegulation Questionnaire for the purpose of this study: changed the present tenses into past tenses, replaced the words "parents, friends, teachers … ."…”

Section: Participantsmentioning

confidence: 99%

Students’ motivation toward feedback-seeking in the clinical workplace

et al. 2017

View full text Add to dashboard Cite

In medical education, students are increasingly regarded as active seekers of feedback rather than passive recipients. Previous research showed that in the intentions of students to seek feedback, a learning and performance goal can be distinguished. In this study, we investigated the intentions (defined as level and orientation of motivation) of different performing students (low, average, and high performing students) to seek feedback in the clinical workplace using SelfDetermination Theory. We conducted a quantitative study with students in their clinical clerkships and grouped them based on their performance. The level of motivation was measured by the number of Mini-CEXs each student collected. The orientation of motivation was measured by conducting the Academic Self-Regulation Questionnaire. We found that high performing students were more motivated and demonstrated higher self-determination compared to low performing students.

show abstract

The antecedents and consequences of autonomous self‐regulation for college: A self‐determination theory perspective on socialization

Cited by 286 publications

References 31 publications

Patterns of home leaving and subjective well-being in emerging adulthood: The role of motivational processes and parental autonomy support.

Patterns of home leaving and subjective well-being in emerging adulthood: The role of motivational processes and parental autonomy support.

Incorporating Learning Objects in a Curriculum Redesign to Meet Needs of Students with Specific Learning Disabilities in Illinois Agricultural Education Programs

Students’ motivation toward feedback-seeking in the clinical workplace

Contact Info

Product

Resources

About