Investigating Students' Experiences of Students as Partners (SaP) for Basic Need Fulfilment: A Self-Determination Theory Perspective

Autor/inn/en	Kaur, Amrita; Noman, Mohammad
Titel	Investigating Students' Experiences of Students as Partners (SaP) for Basic Need Fulfilment: A Self-Determination Theory Perspective
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 1, Artikel 8 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teacher Student Relationship; Self Determination; Student Experience; Student Motivation; Learner Engagement; Outcomes of Education; Personal Autonomy; Competence; Higher Education; Psychological Needs; Foreign Countries; Graduate Students; Evaluation Methods; College Faculty; Instructional Design; Malaysia + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Studienerfahrung; Schulische Motivation; Lernleistung; Schulerfolg; Individuelle Autonomie; Kompetenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	There is sufficient evidence that suggests Student as Partners' (SaP) practices promote student motivation, engagement, and learning outcomes. This study attempts to understand the underlying mechanism of SaP and its potential to provide the motivational foundation for the students who engage in it and produce quality outcomes. We employ the self-determination theory's (SDT) framework to explain how the processes of partnership lead to students' psychological need satisfaction (autonomy, competence, and relatedness) in order to develop and maintain motivation. The data for this proposition was utilised from the two case studies (Author et al 2018; Author et al., 2017) that were conducted in partnership with students. The three constructs, autonomy, competence, and relatedness served as the framework that guided the data analysis. The findings establish that the social contextual factors posited by SDT for students' need satisfaction fittingly resonate with the principles and practices of SaP. Implications for SaP practitioners are discussed on how SaP can motivate students and sustain engagement (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01