Naslov
The quality of self-determined learning motivation in two educational settings –a person-centered approach

Autori
FlorianH.Müller1, Irina Andreitz1, AlmutE.Thomas1, Barbara Hanfstingl1, Marko Palekcic2

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, ostalo

Izvornik
Thomas Martens, Regina Vollmeyer, Kathrin Rakoczy (Eds.) International Conference on Motivation. Motivation in all Spheres of Live Program & Abstracts Pabst Science Publisheres: Lengerich, Berlin, Bremen, Miami, Riga, Viernheim, Wien, Zagreb, p. 99-100 / Thomas Martens, Regina Vollmeyer, Kathrin Rakoczy - Berlin : Pabst Science Publishers, 2012, 99-100

Skup
International Conference on Motivation. Motivation in all Spheres of Live

Mjesto i datum
Frankfurt na Majni, Njemačka, 28.08.2012. - 30.08.2012

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
self-determination theory; learning motivation; two educational settings; learning environment and outcomes; achievement.
(self-determination theory; learning motivation; two educational settings; learning environment and outcomes; achievement)

Sažetak
Self-determination theory (SDT)( Deci & Ryan, 2002) allows a differentiated analysis of the qualities of motivation distinguishing autonomous and controlled forms of regulation. Previous studies in education mostly investigated the relation between autonomous vs. controlled motivation, need satisfaction and learning outcomes applying a variable - centered approach. In contrary to this approach the both present studies identify personal profiles of motivational regulation styles and examine how these clusters are associated with the perceived learning environment and learning outcomes. The participants in study 1were 4, 417 students from all types of compulsory secondary schools. In study II the questionnaires were administered to 1, 625 university students. Results of both studies revealed the presence of a four-cluster solution, reflecting different levels of autonomous and controlled learning motivations. Across validation of the clusters revealed high Cohen’s kappa coefficients. The results indicate slight differences in the type structure of school and university students. Findings generally favored the both high quality motivation clusters displayed the most optimal learning pattern and scored highest on perceived need-supportive learning environment, relevance, teachers’ enthusiasm as well as on achievement. Overall, these findings point out (1) that cluster analysis is useful in the understanding of the complex relationship between learning motivation, learning environment and outcomes and (2) that the quality of motivational clusters can thoroughly differ according to settings.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

Napomena
URL internet adrese: http://www.icm2012.de/program/ICM2012_Printprogram.pdf PAP-06: 4

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