A self-determination approach to understanding students' motivation in project work

被引：64

作者：

Liu, Woon Chia ^{[1
]}

Wang, C. K. John ^{[1
]}

Tan, Oon Seng ^{[1
]}

Koh, Caroline ^{[1
]}

Ee, Jessie ^{[1
]}

机构：

[1] Nanyang Technol Univ, Natl Inst Educ, Psychol Studies Acad Grp, Singapore 637616, Singapore

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2009年 / 19卷 / 01期

关键词：

Project work; Project-based learning; Self-determination theory; Perceived locus of causality; Cluster analysis; Motivation; INTRINSIC MOTIVATION; PERCEIVED COMPETENCE; AUTONOMY; WELL; CAUSALITY; LOCUS;

D O I：

10.1016/j.lindif.2008.07.002

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The use of project work (PW) or project-based learning has escalated in Singapore since its inception by the Ministry of Education in the year 2000. There is however little information on students' motivation, and their experience of PW over time. This study sought to identify homogeneous groups of students with distinct perceived locus of causality (PLOC) profiles using a cluster analytic approach, and to examine group differences in their perceived psychological needs, emotions, metacognition. and perceived skills learned in PW over time. Four distinct clusters of students were identified. The "high self-determined/low controlled" group was the most adaptive cluster, and the "low self-determined/high controlled" group was the least adaptive cluster. The study affirms that the self-determination theory (SDT) can provide important insights into the motivational processes in PW. It establishes that students' motivational regulations and their perceived needs satisfaction at the start of PW are related to their experience of and learning in PW. (C) 2008 Elsevier Inc. All rights reserved.

引用

页码：139 / 145

页数：7

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