Using a Motivational Typology to Understand and Respond to Disruptive Behaviour

Autor/in	Birch, Heather J. S.
Titel	Using a Motivational Typology to Understand and Respond to Disruptive Behaviour
Quelle	In: Journal of Online Learning Research, 8 (2022) 3, S.369-391 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Students; High School Students; Student Behavior; Behavior Problems; Student Motivation; Psychological Needs; Change; Incentives; Behavior Patterns; Personality Traits; Classification; Student Needs; Electronic Learning; Distance Education; Educational Environment; Instructional Design + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Schulische Motivation; Wandel; Anreiz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Classification system; Klassifikation; Klassifikationssystem; Distance study; Distance learning; Fernunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	This case study is about understanding disruptive students who are motivated by a psychological need to invoke change in a learning space. Marczewski's User Types Test, a typology for classifying both intrinsic and extrinsic motivational tendencies, and based on Self-Determination Theory, was administered to 14 participants, aged 9 through 15, to determine their User Type profile; one participant emerged as a Disruptor. The semiotic signs created by the Disruptor in an online learning platform were collected and analyzed to determine the unique behaviour patterns of a Disruptor, in contrast with Marczewski's other User Types, including Philanthropist, Achiever, Socializer, Free Spirit, and Explorer. Implications for online instructors include understanding why Disruptors interrupt, interrogate, and intimidate, and possible strategies for responding, including nudging toward positive disruption, designing for Disruptors, and acknowledging and celebrating disruption in cases where it may facilitate (and not hinder) learning. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01