The Development of Self-Determination in Middle Childhood and Adolescence

“…With regard to motivation theories, our reading support definition was particularly influenced by self-determination theory's (SDT) presentation of ways in which socialization agents may facilitate others' internalization of motivation for activities (Ryan & Deci, 2009). SDT specifies that socialization agents' warm, active involvement in children's activities helps facilitate children's internalization of motivation for those activities by fulfilling the basic psychological need of relatedness (Grolnick, Gurland, Jacob, & Decourcey, 2002). Accordingly, we inquired about several ways that parents and friends may be active in the focal children's reading, such as by discussing reading materials and actually reading with them.…”

Section: Defining Reading Support and Reading Motivationmentioning

confidence: 99%

Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Klauda

Wigfield

2011

Journal of Literacy Research

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This study examined elementary school students' perceived support for recreational reading from their mothers, fathers, and friends. Participants, including 130 fourth graders and 172 fifth graders, completed the researcher-developed Reading Support Survey, which assesses how often children experience and how greatly they enjoy multiple types of reading-supportive behaviors. The survey was based on a synthesis of quantitative, qualitative, and mixed-methods research on older children's experiences of support for recreational reading. Theories emphasizing the importance of social factors in the development of reading motivation and attitudes and domain-general theories of motivation and social support also influenced the survey design and study hypotheses. Perceived reading support showed four underlying dimensions, two reflecting source of support and two reflecting type of support as the organizing element. Hierarchical multiple regression analyses demonstrated that perceived parent and friend support each contributed uniquely to the prediction of multiple dimensions of self-reported reading motivation and frequency, controlling for reading achievement, gender, and grade level. Children perceived greater reading support from their mothers than from their fathers or friends. There were few differences in perceived reading support, reading motivation, or habits by gender or grade level. The findings of this study expand the research base on the relations of children's experiences of parental support for reading with reading motivation and activity, which has largely focused on preschool and primary-grade children, to older children.

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“…http: //dx.doi.org/10.15405/epsbs.2017.10.74 Corresponding Author: Katrin Poom-Valickis Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 782 Earlier studies have shown that better school performance is associated with intrinsic motivation (Grolnick, Gurland, Jacob, & Decourcey, 2002) and greater need satisfaction (Levesque, Stanek, Zuehlke, & Ryan, 2004). Preservice teachers with autonomous motivation tend to endorse mastery-oriented goals for teaching (Malmberg, 2006;Roth, Assor, Kanat-Maymon, & Kaplan, 2007), and thus they are more willing to tackle challenges to improve teaching competence.There is also research evidence that intrinsic motivation will decline during the transition years from the elementary school into the high school (Lepper, Corpus, & Iyengar, 2005) and increase again the college and university years.…”

Section: Academic Motivationmentioning

confidence: 99%

Relations Between Student Teachers' Basic Needs Fulfillment, Study Motivation, And Ability Beliefs

Poom-Valickis¹,

Rumma²,

Francesconi³

et al. 2017

European Proceedings of Social and Behavioural Sciences

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Based on the theoretical perspective of Self-Determination Theory, this study examined how of basic need fulfillment (relatedness/competence/autonomy) on student teachers' academic motivation and ability beliefs during teacher education studies are related. Data were collected from 107 student teachers who completed questionnaires to evaluate their basic need fulfillment, as well as academic motivation and ability beliefs while studying in teacher education program. The data analysis indicated, that for university students, fulfillment of some needs in support of academic motivation, may be more important than others. Namely, fulfillment of student teachers' competence and autonomy needs were associated with intrinsic academic motivation more strongly whereas relatedness was associated only weakly. Neither gender, study form (part-time or full-time) nor "working as a teacher" aspect played a role in respondents' satisfaction of psychological basic needs, on their ratings of academic motivation or ability beliefs. From these findings, it can be concluded that fulfillment of psychological basic needs, especially needs for autonomy and competence positively support student teachers' intrinsic motivation. The fulfillment of autonomy and competence needs was also positively correlated with student teachers' incremental ability beliefs. If the study environment offers feelings of choice and agency, allows feedback which appreciates the effort and supports the feeling of effectiveness we will foster student teachers' healthy psychological development and academic motivation to study and thus increase opportunities that after graduating they will enter the teaching profession.

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The Development of Self-Determination in Middle Childhood and Adolescence

Cited by 64 publications

References 38 publications

Effects of School on the Well-Being of Children and Adolescents

Effects of School on the Well-Being of Children and Adolescents

Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations

Relations Between Student Teachers' Basic Needs Fulfillment, Study Motivation, And Ability Beliefs

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