Understanding the engagement of elementary school students in one-to-one iPad programs using an adaptation of self-system model of motivational development

Abstract

The number of one-to-one mobile programs in elementary schools as a resource that substitutes the textbook has become popular in worldwide. However, studies that seek to understand how the daily use of these mobile devices is associated with teaching/learning practices and student's engagement in the classroom are lacking. The authors utilized and adapted a self-system model of motivational development in order to better understand the mechanisms behind the promotion of academic engagement through the use of iPads. For this, an analysis using structural equations was conducted on the data collected from a network of 20 elementary schools and 1977 K-5/6 students in Spain, who used iPads daily in their Language, Mathematics, Science and Second Language subjects. The data showed that the pedagogic method acted as a mediator between iPad use in the classroom and academic engagement, as it satisfied the psychological needs of the students. The study contributes with a comprehensive approach that results in an increase of knowledge on the reasons behind the success of failure of these types of programs on learner engagement.

Autonomy-Supportive Faculty, Students' Self-System Processes, Positive Academic Emotions, and Agentic Engagement: Adding Emotions to Self-System Model of Motivational Development

“…As to the mediating roles of self-system processes in the relationship between autonomy-supportive faculty and agentic engagement, the initial models showed the path environment-self-agentic engagement (Connell and Wellborn, 1991 ; Skinner et al, 2009 ; Reeve, 2012 ). Numerus studies have confirmed this path (Reeve and Shin, 2020 ; Tirado-Morueta et al, 2020 ). According to organismic approaches, learners and more generally humans are active agents and can effectively engage themselves in the (learning) environment (Reeve, 2013 ; Ryan and Deci, 2017 ).…”

“…Self-system processes develop through interactions of individuals with their environments. When the psychological needs are met by such environments as schools and universities, student academic engagement can be boosted (Cheon and Reeve, 2015 ; Joe et al, 2017 ; Al-Hoorie, 2018 ; Patall et al, 2019 ; Reeve and Shin, 2020 ; Tirado-Morueta et al, 2020 ; Sökmen, 2021 ). Accordingly, inspired by the Self-Determination Theory (Deci and Ryan, 1985 ) and Self-System Model of Motivational Development (Connell and Wellborn, 1991 ), Skinner et al ( 2009 ) put forward their theory of General Positive Motivational Development.…”

Understanding the effect of video conferencing learning environments on students' engagement: The role of basic psychological needs

“…Therefore, the self-system model of motivational development is also targeted as a more explicit definition of learning engagement (Tirado-Morueta et al, 2020). This model has been extensively implemented in diverse contexts to verify its posits.…”

“…This model has been extensively implemented in diverse contexts to verify its posits. For instance, Tirado-Morueta et al (2020) found that the SSMMD was helpful to explain how the use of the iPad in learning facilitated their academic engagement. Results furthermore identified the mediating role of pedagogical method of authentic learning and psychological needs for autonomy and competence on this process.…”

The Effects of Mobile Technology on Learning Performance and Motivation in Mathematics Education

“…In mobile learning research, the positive effects of mobile learning approaches on students’ performances in mathematics subjects such as algebra (Jagušt et al, 2018 ; Kalloo & Mohan, 2012 ; Riconscente, 2013 ), geometry (Chang et al, 2016 ), and probability (Cai et al, 2020 ), have been determined. Similarly, the research concluded that mobile learning in mathematics affects 21st-century skills such as problem-solving (Haydon et al, 2012 ; Volk et al, 2017 ), communication skills (Ashim et al, 2020 ; Kagohara et al, 2013 ), creative thinking skills (Atwood-Blaine et al, 2019 ; Septian et al, 2020 ), collaborative engagement (Tirado-Morueta et al, 2020 ; Sedaghatjou & Rodney, 2018 ). All these show that students will benefit from using technology in mathematics.…”