SELF-DETERMINATION THEORY: A MOTIVATIONAL FRAMEWORK FOR PROJECT-BASED LEARNING

被引:0
作者
Botella Nicolas, Ana Maria [1 ]
Ramos Ramos, Pablo [2 ]
机构
[1] Univ Valencia, Valencia, Spain
[2] IES Dist Maritimo Valencia, Valencia, Spain
来源
CONTEXTOS EDUCATIVOS-REVISTA DE EDUCACION | 2019年 / 24期
关键词
Motivation; project-based learning; self-determination theory; autonomy; methodology; INTRINSIC MOTIVATION; NEED SATISFACTION; AUTONOMY; BEHAVIOR; INFORMATION; PERFORMANCE; CLASSROOM; EDUCATION; FEEDBACK; STYLES;
D O I
10.18172/con.3576
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The fostering of academic motivation requires a theoretical framework that allows establishing simple strategies in order to guide teachers in their teaching. Self-determination theory is based on a large scientific corpus and it helps to have a better understanding of the elements that influence motivation in practice. According to this theory, autonomous forms of motivation depend on the development of three basic psychological needs: autonomy, competence and relatedness. In an academic setting, the development of these needs requires a context that fosters autonomy, provides structure and allows involvement. Projectbased learning allows decision-making, cooperative work and autonomy and it can be a tool to create this context if teachers follow clear strategies well founded in theory.
引用
收藏
页码:253 / 269
页数:17
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