Pupils’ reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school (original) (raw)
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Within SDT framework, many investigations have been done in the field of language learning showing teachers' instructional behaviors can affect students' perceived self-determination and learning outcomes . In this paper, not only Iranian English teachers' instructional behaviors, but also the relationship between students' perceived instructional behaviors and their perceived self-determination were explored in a sample of 210 university students by means of questionnaires. The results indicated that the students agreed their teachers' instructional behaviors were autonomy supportive, whereas they agreed that their teachers' behaviors were controlling. They also indicated a significantly positive relationship between the students' perceived teachers' autonomy-supportive instructional behaviors and their perceived self-determination on the one hand, and on the other a non significant correlation between teachers' controlling behaviors and students' perceived self-determination. The findings of this study have implications for teachers to develop their autonomy-supportive behaviors to promote students' autonomy in learning English. Does the teacher have a role in autonomous language learning? In P. Benson and P. Voller (eds.) Autonomy and independence in language learning. London: Longman. 98-113.
ADOLESCENTS' PERCEPTIONS OF SCHOOL AND REASONS FOR LEARNING
The first purpose of this thesis is to study how 13-year old pupils in Sweden perceive school and education and what kind of own reasons (i.e. motives and goals) they have for going to school. The aim is, in particular, to examine, whether there exist general categories of motives and goals and thus different types of pupil motivation for going to school. The second purpose is to study how general categories of motives and goals relate to achievement over time. The thesis aims in addition to problematize different perspectives on pupil motivation and achievement and to discuss complementary perspectives and changes in the methods used. The first purpose has been investigated by the use of an open-ended question: "Why do all children in Sweden go to school?" while the second one has been investigated by a standardized achievement test in mathematics from grade 6 and grades in fourteen school subjects from grade 8 in the Swedish compulsory school. The nationally representative data was collected in 1995 within the Swedish longitudinal project "Evaluation Through Follow Up" and Statistics Sweden.
2022
Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labelling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviours from existing literature, then refined labels, descriptions, and examples using the experts’ input. Next, these experts iteratively rated the relevance of each behaviour to SDT, the psychological need that each behaviour influenced, and its likely effect on motivation. To create ...
Building Autonomous Learners, 2016
The consequences of school dropout are far reaching, for both individuals and the overall population. School dropout has generated about 1.9 billion dollars a year in costs (in lost taxes, additional social services, and return-to-school costs) in the province of Quebec, Canada (Groupe d'action sur la persévérance et la réussite scolaires au Québec ; Ménard, 2009). At the individual level, less education translates into less social engagement compared to higher-educated individuals, particularly in terms of voting, volunteer work, and blood donation. Moreover, non-high-school graduates earn much lower annual incomes than graduates, and their unemployment rate is 2.1 times higher. They also have shorter life expectancy (Ménard, 2009). Given the extent of this problem and the consequences for both individuals and society, we need to gain a better understanding of the factors that enable certain students to persevere in school and graduate while others do not. Can this problem be explained solely by students' learning diffi culties and family characteristics? According to self-determination theory (SDT, Ryan & Deci, 2009), this is a reductionist view. Instead, SDT suggests that the learning environment in which students develop their academic competences must also be taken into account. For example, instead of nurturing curiosity and a desire to learn, some schools place the accent on control, reward, assessment, and competition, which impede the development of high-quality motivation. It was found that students who were sensitive to strict control simply abandoned their studies (Vallerand, Fortier, & Guay, 1997), probably in order to maintain their psychological integrity. Few adults in the job market would be happy to work in a highly controlled climate that quashed all initiative. Such working environments would drive many adults to quit. According to SDT (Ryan & Deci, 2009), students, even very young ones, would be no exception.
PEOPLE: International Journal of Social Sciences
Background: The content of the article focuses on the issue of self-regulation of middle school students, showing its significance in adolescent, in the light of the Theory of Self-Regulation (Deci), the concept of Baumeister's self-regulation and the Helping Relationship Theory by Lawrence M. Brammer. Various research has been conducted among middle school students, in order to establish the relationship between the level of selected areas of self-regulation and the quality of functioning in the school environment in the perception of those students. Theoretical viewpoint is the basis for the empirical part of the article. Aims: It was assumed that there is a correlation between the level of motivation and the level of self-regulation and the quality of student's functioning in the school environment.