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dc.contributor.authorJeno, Lucas Matias
dc.contributor.authorNyléhn, Jorun
dc.contributor.authorHole, Torstein N.
dc.contributor.authorRaaheim, Arild
dc.contributor.authorVelle, Gaute
dc.contributor.authorVandvik, Vigdis
dc.date.accessioned2022-01-27T07:32:16Z
dc.date.available2022-01-27T07:32:16Z
dc.date.created2021-11-09T08:26:24Z
dc.date.issued2021
dc.identifier.issn0031-3831
dc.identifier.urihttps://hdl.handle.net/11250/2875307
dc.description.abstractInadequate academic functioning among students might be a main cause of the considerable dropout rates, and well-being and achievement problems in higher education. Few studies address the role of motivation for academic functioning. Thus, using Self-Determination Theory, the main goal of this study was to investigate motivational determinants of academic functioning among 406 biology students (mode age 21-25, 69.5% females) from nine higher education institutions in Norway. Data were collected using an online survey and analyzed using Structural Equation Modeling. Results show that teacherś autonomy-support positively predicts autonomous motivation and perceived competence among the students. In turn, autonomous motivation and competence positively predicts vitality, and negatively predicts dropout intentions. Achievement was only predicted by perceived competence. We recommend that instructors adopt an autonomy-supportive teaching style, for example by providing a meaningful rationale when introducing teaching and learning activities, for students to feel more competent and autonomous in their motivation.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/00313831.2021.1990125
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleMotivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competenceen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2021 The Author(s).en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.doi10.1080/00313831.2021.1990125
dc.identifier.cristin1952581
dc.source.journalScandinavian Journal of Educational Researchen_US
dc.relation.projectDirektoratet for internasjonalisering og kvalitetsutvikling i høgare utdanning: 468879en_US
dc.identifier.citationScandinavian Journal of Educational Research, 2021.en_US


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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