Literaturnachweis - Detailanzeige
Autor/in | Guay, Frédéric |
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Titel | Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors |
Quelle | In: Canadian Journal of School Psychology, 37 (2022) 1, S.75-92 (18 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Guay, Frédéric) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0829-5735 |
DOI | 10.1177/08295735211055355 |
Schlagwörter | Self Determination; Psychological Needs; Outcomes of Education; Prediction; Personal Autonomy; Parent Child Relationship; Teacher Student Relationship; Learning Theories; Learning Motivation; Goal Orientation; Intervention; Teaching Methods; Faculty Development; Student Adjustment; Metacognition; Student Behavior; School Psychology; Elementary Secondary Education Selbstbestimmung; Lernleistung; Schulerfolg; Vorhersage; Individuelle Autonomie; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning theory; Lerntheorie; Motivation for studies; Lernmotivation; Zielorientierung; Zielvorstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student behaviour; Schülerverhalten; Schulpsychologie |
Abstract | The self-determination theory (SDT) has been used to understand students' motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs' fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |