Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness

Authors

DOI: https://doi.org/10.6018/analesps.571161
Keywords: Self-determination theory, Intrinsic motivation to learn, Higher education, Students, Teaching quality

Abstract

Teacher autonomy support is related to improved student learning. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics.  The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class content with student autonomy, and, in turn, on motivation to learn. The participants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the usefulness of class content, basic psychological need for autonomy, and motivation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the student autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.

Downloads

Download data is not yet available.
Metrics
Views/Downloads
  • Abstract
    1080
  • pdf
    730

References

Alonso, J. L. N., Lucas, J. M.-A., & Izquierdo, J. G. N. (2005). Validación de la versión española de la Échelle de Motivation en Éducation. [Validity of the Spanish version of the Échelle de Motivation en Éducation.]. Psicothema, 17, 344–349.

Bonneville-Roussy, A., Lavigne, G. L., & Vallerand, R. J. (2011). When passion leads to excellence: The case of musicians. Psychology of Music, 39, 123–138. https://doi.org/10.1177/0305735609352441

Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99–111. https://doi.org/10.1016/j.cedpsych.2014.06.004

Cheon, S. H., Reeve, J., & Song, Y.-G. (2016). A Teacher-Focused Intervention to Decrease PE Students’ Amotivation by Increasing Need Satisfaction and Decreasing Need Frustration. Journal of Sport & Exercise Psychology, 38(3), 217–235. https://doi.org/10.1123/jsep.2015-0236

de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020). Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/ 10.3389/fpsyg.2020.00022

de la Fuente, J., Martínez-Vicente, J. M., Pachón-Basallo, M., Peralta-Sánchez, F. J., Vera-Martínez, M. M., & Andrés-Romero, M. P. (2022). Differential Predictive Effect of Self-Regulation Behavior and the Combination of Self- vs. External Regulation Behavior on Executive Dysfunctions and Emotion Regulation Difficulties, in University Students. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876292

de la Fuente, J., Pachón-Basallo, M., Martínez-Vicente, J. M., Peralta-Sánchez, F. J., Garzón-Umerenkova, A., & Sander, P. (2022). Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study. Frontiers in Psychology, 13, 922633. https://doi.org/10.3389/fpsyg.2022.922633

de la Fuente, J., Sander, P., Martínez-Vicente, J. M., Vera, M., Garzón, A., & Fadda, S. (2017). Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students. Frontiers in Psychology, 8, 232. https://doi.org/10.3389/fpsyg.2017.00232

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Froment, F., Gutiérrez, M. D. B., & Flores, J. G. (2023). Efecto del apoyo a la autonomía sobre la satisfacción académica: la motivación y el compromiso académico como variables mediadoras. Revista de Investigación Educativa, 41(2), 479-499.

Guay, F. (2022). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355

Guo, W. (2020). Grade-Level Differences in Teacher Feedback and Students’ Self-Regulated Learning. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00783

Hayes, A. F. (2018). Introduction to mediation, moderation, and conditional process analysis (2o ed). Guilford Press.

Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588–600. https://doi.org/10.1037/a0019682

Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. Journal of Experimental Education, 84, 686–701. https://doi.org/10.1080/00220973.2015.1083522

León, J., Domínguez, E., Núñez, J. L., Pérez, A., & Martín-Albo, J. (2011). Traducción y validación de la versión española de la Échelle de Satisfacción des Besoins Psychologiques en el contexto educativo. An. psicol, 405–411.

Leon, J., Medina-Garrido, E., & Núñez, J. L. (2017). Teaching Quality in Math Class: The Development of a Scale and the Analysis of Its Relationship with Engagement and Achievement. Frontiers in Psychology, 8. https://www.frontiersin.org/articles/ 10.3389/fpsyg.2017.00895

Leroy, N., & Bressoux, P. (2016). Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology, 44-45, 41-53. https://doi.org/10.1016/j.cedpsych.2016.02.001

Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., Abduljabbar, A. S., & Köller, O. (2012). Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects. Educational Psychologist, 47(2), 106-124. https://doi.org/10.1080/00461520. 2012.670488

Morin, A. J. S., Marsh, H. W., Nagengast, B., & Scalas, L. F. (2014). Double latent multilevel analyses of classroom climate: An illustration. The Journal of Experimental Education, 82(2), 143–167. https://doi.org/10.1080/00220973.2013.769412

Morrison, L. C., Lawrence Manion, Keith. (2011). Research Methods in Education (7o ed). Routledge. https://doi.org/10.4324/9780203720967

Muñiz, J., Elosua, P., & Hambleton, R. K. (2013). Directrices para la traducción y adaptación de los tests: Segunda edición. Psicothema, 25.2, 151-157. https://doi.org/10.7334/psicothema2013.24

Muthén, L. K., & Muthén, B. O. (2019). Mplus user’s guide (8o ed). Muthén & Muthén.

Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. Em Handbook of personality and self-regulation (p. 169–191). Wiley-Blackwell. https://doi.org/10.1002/9781444318111.ch8

Núñez, J. L., & León, J. (2015). Autonomy support in the classroom: A review from self-determination theory. European Psychologist, 20, 275–283. https://doi.org/10.1027/1016-9040/a000234

Núñez, J. L., & León, J. (2016). The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning. The Spanish Journal of Psychology, 19, E42. https://doi.org/10.1017/sjp.2016.43

Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L. (2018). Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom. Journal of Educational Psychology, 110, 269–288. https://doi.org/10.1037/edu0000214

Pendergast, L. L., von der Embse, N., Kilgus, S. P., & Eklund, K. R. (2017). Measurement equivalence: A non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of School Psychology, 60, 65–82. https://doi.org/10.1016/j.jsp.2016.11.002

Reeve, J., Ryan, R., Deci, E. L., & Jang, H. (2008). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. Em Motivation and self-regulated learning: Theory, research, and applications (p. 223–244). Lawrence Erlbaum Associates Publishers.

Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761–774. https://doi.org/10.1037/0022-0663.99.4.761

Ruiz-Alfonso, Z., & León, J. (2017). Passion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and grades. Contemporary Educational Psychology, 51, 284–292. https://doi.org/10.1016/j.cedpsych.2017.08.010

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness (p. xii, 756). The Guilford Press. https://doi.org/10.1521/978.14625/28806

Sparks, C., Dimmock, J., Whipp, P., Lonsdale, C., & Jackson, B. (2015). “Getting connected”: High school physical education teacher behaviors that facilitate students’ relatedness support perceptions. Sport, Exercise, and Performance Psychology, 4, 219–236. https://doi.org/10.1037/spy0000039

Stoeber, J., Childs, J. H., Hayward, J. A., & Feast, A. R. (2011). Passion and motivation for studying: Predicting academic engagement and burnout in university students. Educational Psychology, 31(4), 513–528. https://doi.org/10.1080/01443410.2011.570251

Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342–358. https://doi.org/10.1016/j.cedpsych.2014.08.002

Vallerand, R. J., Blais, M. R., Brière, N. M., & Pelletier, L. G. (1989). Construction et validation de l’échelle de motivation en éducation (EME). [Construction and validation of the Motivation toward Education Scale.]. Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement, 21, 323–349. https://doi.org/10.1037/h0079855

Van den Berghe, L., Cardon, G., Tallir, I., Kirk, D., & Haerens, L. (2016). Dynamics of need-supportive and need-thwarting teaching behavior: The bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21, 653–670. https://doi.org/10.1080/17408989.2015.1115008

Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44, 1–31. https://doi.org/10.1007/s11031-019-09818-1

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87, 246–260. https://doi.org/10.1037/0022-3514.87.2.246

Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44(2), 270–294. https://doi.org/10.1007/s11031-020-09827-5

Yang, Y.-T. C. (2012). Cultivating critical thinkers: Exploring transfer of learning from pre-service teacher training to classroom practice. Teaching and Teacher Education, 28(8), 1116–1130. https://doi.org/10.1016/j.tate.2012.06.007

Yoon, S., Kim, S., & Kang, M. (2020). Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom. Active Learning in Higher Education, 21, 233–247. https://doi.org/10.1177/1469787418762463

Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. Em Handbook of competence and motivation: Theory and application, 2nd ed (p. 313–333). The Guilford Press.

Published
03-04-2024
How to Cite
Moreno-Murcia, J. A., Huéscar Hernández , E., León, J., Fin, G., Nodari Júnior, R. J., Valero-Valenzuela , A. ., … Teixeira, D. (2024). Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness. Anales De Psicología Annals of Psychology, 40(2), 265–271. https://doi.org/10.6018/analesps.571161
Issue
Section
Developmental and Educational Psychology

Similar Articles

<< < 4 5 6 7 8 9 10 11 12 13 > >> 

You may also start an advanced similarity search for this article.