"Why is this relevant for me?": increasing content relevance enhances student motivation and vitality

被引:5
作者
Johansen, Marius Ole [1 ]
Eliassen, Sigrunn [1 ]
Jeno, Lucas Matias [2 ]
机构
[1] Univ Bergen, BioCEED Ctr Excellence Biol Educ, Dept Biol, Bergen, Norway
[2] Univ Bergen, Dept Educ, Bergen, Norway
来源
FRONTIERS IN PSYCHOLOGY | 2023年 / 14卷
关键词
self-determination theory; autonomous motivation; vitality; autonomy support; intrinsic motivation; emotional affect; stem; SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; AUTONOMY SUPPORT; EXTRINSIC MOTIVATION; SUBJECTIVE VITALITY; POSITIVE AFFECT; NEGATIVE AFFECT; PERFORMANCE; ACHIEVEMENT; ENGAGEMENT;
D O I
10.3389/fpsyg.2023.1184804
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
The notion that motivation is imperative for students' psychological well-being and academic functioning is central to Self-Determination Theory (SDT). According to SDT, different types of motivations can co-occur to a various degree with separate outcomes, depending on the extent of experienced degree of autonomy. In the current study, we investigate how making a learning exercise more relevant for higher education STEM students can affect aspects of student functioning mediated through motivation. In a randomized experiment, results indicate that the students who received a more "relevant" assignment (experimental group) experienced more autonomous forms of motivation relative to the students who received a "generic" or "traditional" exercise (control group). Further, the experimental group reported higher levels of vitality and effort relative to the control group. Using a pre- and post-test design measuring changes in emotional affect during the learning activity, we found that the control group reported an increase in negative affect and a decrease in positive affect. Finally, path analysis showed significant relationships between the type of assignment provided and motivation and student functioning.
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页数:12
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