Supporting Autonomy, Competence, and Relatedness in a Learning-to-Learn Course: College Students' Insights into Effective Instruction

Autor/inn/en	Hensley, Lauren; Sayers, Robin; Brady, Anna; Cutshall, Jessica
Titel	Supporting Autonomy, Competence, and Relatedness in a Learning-to-Learn Course: College Students' Insights into Effective Instruction
Quelle	In: Teaching of Psychology, 48 (2021) 3, S.236-247 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628320977270
Schlagwörter	Personal Autonomy; Interpersonal Relationship; Competence; Psychological Needs; Undergraduate Students; Student Attitudes; Course Evaluation; Classroom Environment; Instructional Effectiveness; Study Skills; Learning Strategies; Learning Motivation; Self Management; Public Colleges + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz; Schülerverhalten; Klassenklima; Unterrichtsklima; Unterrichtserfolg; Studientechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Selbstmanagement
Abstract	Autonomy, competence, and relatedness are psychological needs that may be particularly important for instructors to address in learning-to-learn courses, which are designed to support college students' personal development and academic success. Guided by self-determination theory, in this qualitative study we focused on the learning-to-learn context to understand psychological need satisfaction from the perspectives of college students and in their own words. We analyzed end-of-semester evaluations in 10 sections of a learning-to-learn course offered through an educational psychology program at a large public university. The findings highlighted how instructional features, intellectual experiences, and teaching practices supported autonomy, competence, and relatedness. The 10 themes emerging from the analysis can be used to understand self-determination theory in practice and guide learner-centered instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01