The role of the learning environment in adolescents’ motivational development

Raufelder, Diana; Kulakow, Stefan

doi:10.1007/s11031-021-09879-1

Cited by 16 publications

(8 citation statements)

References 72 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Limited research is available regarding the differences between self-directed and teacherdirected learning environments (Kulakow & Raufelder, 2020;Raufelder & Kulakow, 2021;Schweder & Raufelder, 2021b, 2021cSchweder et al, , 2020. The current trend in schools is to include self-directed learning modules (see Fig.…”

Section: The Present Investigationmentioning

confidence: 99%

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Schweder

Raufelder

2021

Learning Environ Res

Self Cite

View full text Add to dashboard Cite

An increasing number of German schools have suspended teacher-directed learning (TL) in favor of self-directed learning (SL) modules. We used the broaden-and-build theory and self-determination theory as a theoretical framework to determine whether students in self-directed and teacher-directed learning environments differ in the interplay of positive emotions and learning strategies of students in secondary education. The study also compares the mediating role of autonomy support on the relationship between positive emotions and learning strategies. Questionnaire data from 787 German secondary school students in the sixth and seventh grades were analyzed. The results of the latent mean comparison indicated that students in the self-directed learning environment demonstrated more adaptive learning behaviors. Further, a multigroup structural equation model identified strong differences in the interplay of the variables between students in the self-directed and teacher-directed learning environments. In the teacher-directed learning environment, autonomy support was not found to mediate the relationship between positive emotions and learning strategies.

show abstract

Section: The Present Investigationmentioning

confidence: 99%

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Schweder

Raufelder

2021

Learning Environ Res

Self Cite

View full text Add to dashboard Cite

show abstract

“…All students deserve a safe, respectful, positive, and caring learning environment in which they feel belonged, are respected and cared for, joyful, and responsible. Previous studies (e.g., Lizzio et al, 2002;Raufelder & Kulakow, 2021), which tend to focus on the school environment, have found connections between the ecological assets and students' academic achievement, self-efficacy, and satisfaction. Hamid et al (2013) suggested that students who perceive the ecological assets as more favorably tend to have greater learning achievement than those who do not.…”

Section: Motivations For Self-driven Learningmentioning

confidence: 92%

Profiles of personal and ecological assets: Adolescents’ motivation and engagement in self-driven learning

Zhu

Burrow

2022

Curr Psychol

View full text Add to dashboard Cite

While opportunities for adolescents to drive their own learning are increasing, differences in motivations for and engagement in these opportunities are rarely investigated. The current study employed a sample of adolescents ( N = 580, M age = 16.53) enrolled in GripTape , a 10-week self-driven learning program in which youth pursue topics of their choosing. Cluster analysis classified adolescents based on their personal (e.g., resilience, competence) and ecological (e.g., adult support, safe environments) assets, resulting in two distinguishable groups. A High Asset group scored more favorably on these indicators than a Lower Asset group. Between-cluster comparisons revealed that compared to the Lower Asset group, the High Asset group reported greater levels of motivation for self-driven learning (i.e., intrinsic, extrinsic, and competence demonstration), but not engagement (i.e., positive learning experience, commitment to learning topics and activities). Subsequent tests showed that extrinsic motivation and competence demonstration negatively correlates with youth commitment to learning topics and activities. These findings enrich the literature concerning adolescents’ motivations for and engagement in self-driven learning, and how to support youth self-driven learning. Supplementary Information The online version contains supplementary material available at 10.1007/s12144-021-02412-0.

show abstract

“…Martin (2021) reveals in his research that the technology's sophistication cannot be separated from the role of environmental support that can maximize it. The learning environment directly impacts academic activities (Haleva et al, 2021) and motivation of students (Raufelder & Kulakow, 2021). Thus, it can be said that the implementation of online learning applied at MAN 1 is inseparable from the learning environment and internal curriculum designs, which become the basis for supporting it.…”

Section: The Implementation Of Video-based Asynchronous Online Learni...mentioning

confidence: 99%

Implementing Video-Based Online Learning in an Asynchronous Setting: A Case Study at Madrasah Aliyah

Mundir

2022

AIJP

View full text Add to dashboard Cite

This study aims to understand the implementation of video-based online learning with an asynchronous platform during the Covid-19 pandemic at Madrasah Aliyah Negeri (MAN) in Jember. This research is based on a qualitative case study approach. The data collection technique is done through observation, interviews and documentation. Data analysis is done through data collection is done through virtual interview techniques, non-participant observation, and documentation. Meanwhile, data analysis was carried out using the interactive model of Miles and Hubermann. The results showed that; 1) The design of video-based asynchronous online learning is based on the synergy between the school's internal curriculum as stated in the education policy determined by the head of the institution; the use of learning technology, as well as the teacher's pedagogical aspects which are reflected in the design of planning, implementation, and evaluation of learning; 2) The implementation of video-based asynchronous online learning is implemented through the use of "classroom" and "e-learning". This study implies the importance of online learning, which must be designed in such a way by utilizing various learning resources by practitioners and managers of educational institutions in order to create effective and efficient student-centred learning by utilizing information and technology developments.

show abstract

The role of the learning environment in adolescents’ motivational development

Cited by 16 publications

References 72 publications

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Profiles of personal and ecological assets: Adolescents’ motivation and engagement in self-driven learning

Implementing Video-Based Online Learning in an Asynchronous Setting: A Case Study at Madrasah Aliyah

Contact Info

Product

Resources

About