Hostname: page-component-78c5997874-t5tsf Total loading time: 0 Render date: 2024-11-05T14:27:21.021Z Has data issue: false hasContentIssue false
  • English
  • Français

The Mediating Effect of Intrinsic Motivation to Learn on the Relationship between Student´s Autonomy Support and Vitality and Deep Learning

Published online by Cambridge University Press:  18 July 2016

Juan L. Núñez  and
Jaime León
Juan L. Núñez*
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
Jaime León
Affiliation:
Universidad de Las Palmas de Gran Canaria (Spain)
*
*Correspondence concerning this article should be addressed Dr. Juan Luis Núñez. Departamento de Psicología y Sociología. Universidad de Las Palmas de Gran Canaria. C/. Santa Juana de Arco, 1. 35004. Las Palmas de Gran Canaria. (Spain). Phone: +34–928458924. Fax: +34–928452880. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Self-determination theory has shown that autonomy support in the classroom is associated with an increase of students’ intrinsic motivation. Moreover, intrinsic motivation is related with positive outcomes. This study examines the relationships between autonomy support, intrinsic motivation to learn and two motivational consequences, deep learning and vitality. Specifically, the hypotheses were that autonomy support predicts the two types of consequences, and that autonomy support directly and indirectly predicts the vitality and the deep learning through intrinsic motivation to learn. Participants were 276 undergraduate students. The mean age was 21.80 years (SD = 2.94). Structural equation modeling was used to test the relationships between variables and delta method was used to analyze the mediating effect of intrinsic motivation to learn. Results indicated that student perception of autonomy support had a positive effect on deep learning and vitality (p < .001). In addition, these associations were mediated by intrinsic motivation to learn. These findings suggest that teachers are key elements in generating of autonomy support environment to promote intrinsic motivation, deep learning, and vitality in classroom. Educational implications are discussed.

Keywords

autonomy supportdeep learningintrinsic motivation to learnvitality
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 19 , 2016 , E42
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Balaguer, I., Castillo, I., García-Merita, M., & Mars, L. (2005, July). Implications of structured extracurricular activities on adolescent’s well-being and risk behaviours: Motivational mechanisms. Paper presented at the 9th European Congress of Psychology. Granada, Spain.Google Scholar
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173–1182. http://dx.doi.org/10.1037/0022-3514.51.6.1173 Google Scholar
Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne, Australia: Australian Council for Educational Research.Google Scholar
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756. http://dx.doi.org/10.1002/1098-237X(200011)84:6%3C740::AID-SCE4%3E3.0.CO;2-3 Google Scholar
Brown, K. W., & Ryan, R. M. (2015). A self-determination theory perspective on fostering healthy self-regulation from within and without . In Joseph, S. (Ed.), Positive psychology in practice (pp. 139–158). Hoboken, NJ: John Wiley & Sons, Inc.Google Scholar
Chan, K. W., Wong, A. K. Y., & Lo, E. S. C. (2012). Relational analysis of intrinsic motivation, achievement goals, learning strategies and academic achievement for Hong Kong secondary students. Asia-Pacific Education Researcher, 21, 230–243.Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.Google Scholar
Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–23. http://dx.doi.org/10.1037/0708-5591.49.1.14 CrossRefGoogle Scholar
De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in adolescents’ intrinsic reading motivation. Reading and Writing, 27, 1547–1565. http://dx.doi.org/10.1007/s11145-014-9506-3 CrossRefGoogle Scholar
Doménech-Betoret, F., & Gómez-Artiga, A. (2014). The relationship among students’ and teachers’ thinking styles, psychological needs and motivation. Learning and Individual Differences, 29, 89–97. http://dx.doi.org/10.1016/j.lindif.2013.10.002 Google Scholar
Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898. http://dx.doi.org/10.1037/0022-3514.52.5.890 CrossRefGoogle ScholarPubMed
Khalkhali, V., & Golestaneh, S. M. (2011). Examining the impact of teacher’ motivational style and competition result on students’ subjective vitality and happiness in physical education. Procedia Social and Behavioral Sciences, 15, 2989–2995. http://dx.doi.org/10.1016/j.sbspro.2011.04.228 Google Scholar
Koka, A. (2013). The relationships between perceived teaching behaviors and motivation in physical education: A one-year longitudinal study. Scandinavian Journal of Educational Research, 57(1), 33–53. http://dx.doi.org/10.1080/00313831.2011.621213 Google Scholar
Kusurkar, R. A., Croiset, G., Galindo-Garré, F., & Ten Cate, O. (2013). Motivational profiles of medical students: Association with study effort, academic performance and exhaustion. BMC Medical Education, 13, 87. http://dx.doi.org/10.1186/1472-6920-13-87 Google Scholar
León, J., & Núñez, J. L. (2013). Causal ordering of basic psychological needs and well-being. Social Indicators Research, 114, 243–253. http://dx.doi.org/10.1007/s11205-012-0143-4 Google Scholar
MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variables effects. Psychological Methods, 7(1), 83–104. http://dx.doi.org/10.1037/1082-989X.7.1.83 CrossRefGoogle Scholar
Morin, A. J. S., Moullec, G., Maiano, C., Layet, L., Just, J.-L., & Ninot, G. (2011). Psychometric properties of the Center for Epidemiologic Studies Depression Scale (CES-D) in French clinical and nonclinical adults. Revue d’Épidémiologie et de Santé Publique, 59, 327–340. http://doi.org/10.1016/j.respe.2011.03.061 Google Scholar
Mouratidis, A. A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Vitality and interest-enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology, 103, 353–366. http://dx.doi.org/10.1037/a0022773 Google Scholar
Nix, G. A., Ryan, R. M., Manly, J. B., & Deci, E. L. (1999). Revitalization through self-regulation: The effects of autonomous and controlled motivation on happiness and vitality. Journal of Experimental Social Psychology, 35, 266–284. http://dx.doi.org/10.1006/jesp.1999.1382 Google Scholar
Núñez, J. L., León, J., Grijalvo, F., & Martín-Albo, J. (2012). Measuring autonomy support in university students: The Spanish version of the Learning Climate Questionnaire. The Spanish Journal of Psychology, 15, 1466–1472. http://dx.doi.org/10.5209/rev_SJOP.2012.v15.n3.39430 Google Scholar
Núñez, J. L., Martín-Albo, J., & Navarro, J. G. (2005). Validación de la versión española de la Èchelle de Motivation en Èducation [Validation of the Spanish version of the Échelle de Motivation en Éducation]. Psicothema, 17, 344–349.Google Scholar
Núñez, J. L., & León, J. (2015). Autonomy support in the classroom: A review from the self-determination theory. European Psychologist, 20, 275–283. http://dx.doi.org/10.1027/1016-9040/a000234 Google Scholar
Núñez, J. L., & Reyes, C. I. (2014). La evaluación del aprendizaje de estudiantes: Validación española del Assessment Experience Questionnaire (AEQ) [The assessment of student learning: Spanish validation of the Assessment Experience Questionnaire (AEQ)]. Estudios Sobre Educación, 26, 63–77.Google Scholar
Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In McInerney, D. M. & van Etten, S. (Eds.), Big theories revisited (pp. 31–60). Greenwich, CT: Information Age.Google Scholar
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209–218. http://dx.doi.org/10.1037/0022-0663.98.1.209 Google Scholar
Revelle, W., & Zinbarg, R. E. (2009). Coefficients alpha, beta, omega, and the glb: Comments on sijtsma. Psychometrika, 74(1), 145–154. http://dx.doi.org/10.1007/s11336-008-9102-z Google Scholar
Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. http://dx.doi.org/10.1006/ceps.1999.1020 CrossRefGoogle ScholarPubMed
Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. http://dx.doi.org/10.1037/0003-066X.55.1.68 Google Scholar
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of researchon hedonic and eudaimonic well being. Annual Review of Psychology, 52, 141–166. http://dx.doi.org/10.1146/annurev.psych.52.1.141 Google Scholar
Ryan, R. M., & Deci, E. L. (2004). Autonomy is no illusion: Self-determination theory and the empirical study of authenticity, awareness, and will. In Greenberg, J., Koole, S. L., & Pyszczynski, T. (Eds.), Handbook of experimental existential psychology (pp. 449–479). New York, NY: Guilford Press.Google Scholar
Ryan, R. M., & Deci, E. L. (2008). From ego depletion to vitality: Theory and findings concerning the facilitation of energy available to the self. Social and Personality Psychology Compass, 2, 702–717. http://dx.doi.org/10.1111/j.1751-9004.2008.00098.x Google Scholar
Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529–565. http://dx.doi.org/10.1111/j.1467-6494.1997.tb00326.x Google Scholar
Salamonson, Y., Weaver, R., Chang, S., Koch, J., Bhathal, R., Khoo, C., & Wilson, I. (2013). Learning approaches as predictors of academic performance in first year health and science students. Nurse Education Today, 33, 729–733. http://dx.doi.org/10.1016/j.nedt.2013.01.013 Google Scholar
Sheldon, K. M., Ryan, R. M., & Reis, H. T. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 1270–1279. http://dx.doi.org/10.1177/01461672962212007 Google Scholar
Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., … Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431–439. http://dx.doi.org/10.1016/j.learninstruc.2012.04.002 CrossRefGoogle Scholar
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. http://dx.doi.org/10.1037/0022-3514.87.2.246 Google Scholar
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, 1116–1130. http://dx.doi.org/10.1016/j.tate.2012.06.007 Google Scholar
Yang, Y., & Green, S. B. (2010). A note on structural equation modeling estimates of reliability. Structural Equation Modeling: A Multidisciplinary Journal, 17(1), 66–81. http://dx.doi.org/10.1080/10705510903438963 CrossRefGoogle Scholar
Zumbo, B. D., Gadermann, A. M., & Zeisser, C. (2007). Ordinal versions of coefficients alpha and theta for Likert Rating Scales. Journal of Modern Applied Statistical, 6(1), 21–29.Google Scholar