Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction

The purpose of this study was to examine relationships among instructor autonomy support for student learning, and students’ motivational characteristics, learning approaches, perceptions of career competence and life satisfaction. Participated 1048 students from Spanish universities with ages betwe...

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Autores:
Huéscar Hernández, Elisa
LOZANO-JIMÉNEZ, JOSÉ EDUARDO
de Roba Noguera, José Miguel
Moreno-Murcia, Juan Antonio
Tipo de recurso:
Article of journal
Fecha de publicación:
2022
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/9160
Acceso en línea:
https://hdl.handle.net/11323/9160
https://doi.org/10.1371/journal.pone.0266039
https://repositorio.cuc.edu.co/
Palabra clave:
Human learning
Instructors
Social psychology
Language
Deep learning
Psychology
Decision making
Teachers
Rights
openAccess
License
Atribución 4.0 Internacional (CC BY 4.0)
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dc.title.eng.fl_str_mv Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
title Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
spellingShingle Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
Human learning
Instructors
Social psychology
Language
Deep learning
Psychology
Decision making
Teachers
title_short Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
title_full Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
title_fullStr Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
title_full_unstemmed Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
title_sort Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction
dc.creator.fl_str_mv Huéscar Hernández, Elisa
LOZANO-JIMÉNEZ, JOSÉ EDUARDO
de Roba Noguera, José Miguel
Moreno-Murcia, Juan Antonio
dc.contributor.author.spa.fl_str_mv Huéscar Hernández, Elisa
LOZANO-JIMÉNEZ, JOSÉ EDUARDO
de Roba Noguera, José Miguel
Moreno-Murcia, Juan Antonio
dc.subject.proposal.eng.fl_str_mv Human learning
Instructors
Social psychology
Language
Deep learning
Psychology
Decision making
Teachers
topic Human learning
Instructors
Social psychology
Language
Deep learning
Psychology
Decision making
Teachers
description The purpose of this study was to examine relationships among instructor autonomy support for student learning, and students’ motivational characteristics, learning approaches, perceptions of career competence and life satisfaction. Participated 1048 students from Spanish universities with ages between 18, and 57 years. A Structural equation modeling revealed a relationship between instructor autonomy support for student learning with students’ basic psychological need satisfaction. As a result, students’ basic need satisfaction was related to their intrinsic motivation, and to a deeper learning approach. These educational outcomes contributed to explain students’perceived professional competence, and life satisfaction. These findings highlight the importance of student choice, and decision-making in the learning process as a means to facilitating deeper learning, stronger feelings of professional competence, and enhanced well-being.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2022-05-13T20:32:21Z
dc.date.available.none.fl_str_mv 2022-05-13T20:32:21Z
dc.date.issued.none.fl_str_mv 2022-04-14
dc.type.spa.fl_str_mv Artículo de revista
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dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.content.spa.fl_str_mv Text
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.redcol.spa.fl_str_mv http://purl.org/redcol/resource_type/ART
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dc.identifier.citation.spa.fl_str_mv Hernández EH, Lozano-Jiménez JE, de Roba Noguera JM, Moreno-Murcia JA (2022) Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction. PLoS ONE 17(4): e0266039. https://doi.org/10.1371/journal.pone.0266039
dc.identifier.issn.spa.fl_str_mv 1932-6203
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/9160
dc.identifier.url.spa.fl_str_mv https://doi.org/10.1371/journal.pone.0266039
dc.identifier.doi.spa.fl_str_mv 10.1371/journal.pone.0266039
dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
dc.identifier.repourl.spa.fl_str_mv https://repositorio.cuc.edu.co/
identifier_str_mv Hernández EH, Lozano-Jiménez JE, de Roba Noguera JM, Moreno-Murcia JA (2022) Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction. PLoS ONE 17(4): e0266039. https://doi.org/10.1371/journal.pone.0266039
1932-6203
10.1371/journal.pone.0266039
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
url https://hdl.handle.net/11323/9160
https://doi.org/10.1371/journal.pone.0266039
https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.ispartofjournal.spa.fl_str_mv PLoS ONE
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2. Sua´rez B. The Spanish university facing the employability of its graduates. Rev Esp de Orien Psicop. 2014; 25(2): 90–110. https://doi.org/https://doi.org/10.5944/reop.vol.25.num.2.2014.13522
3. Izquierdo T. Duration of unemployment, and attitudes of individuals older than 45 years in Portugal, and Spain: A comparative study. Rev de Cien Soc. 2015; 21(1): 21–29.
4. Izquierdo T, Farı´as A. Employability, and expectations of success in the workplace among university students. Rev Esp de Orie y Psic. 2018; 29(2): 29–40.
5. Moreno R, Barranco R, Dı´az M. Methods of contact: A proposal of teaching-learning for the acquisition of professional competencies in social education. Sensos. 2015; 9(1): 123–135.
6. Lo´pez J. A Copernican revolution in university instruction: Formation of competencies. Rev de Educ. 2011; 356: 279–301.
7. Salmero´n L. Activities that promote learning transfer: A review of the literatura. Rev de Educ. 2013; nÚmero extraordinario: 34–53.
8. Ryan R, Deci E. Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press; 2017. https://doi.org/https://doi.org/10.7202/1041847ar
9. Owen K, Smith J, Lubans D, Ng J, Lonsdale C. Self-determined motivation, and physical activity in children, and adolescents: A systematic review, and meta-analysis. Prev Med. 2014; 67: 270–279. https://doi.org/10.1016/j.ypmed.2014.07.033 PMID: 25073077
10. Kaplan H. Teachers’ autonomy support, autonomy suppression, and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Soc Psyc of Educ. 2017; 21: 223–255. https://doi.org/10.1007/s11218-017-9405-y.
11. Reeve J. Autonomy-supportive teaching: What it is, how to do it. In Wang J, Liu W, Ryan R, editors. Building autonomous learners: Perspectives from research, and practice using self-determination theory. 2016. pp. 129–152. https://doi.org/10.1007/978-981-287-630-0_7.
12. Cheon S, Reeve J. A classroom-based intervention to help teachers decrease students’ amotivation. Cont Educ Psyc. 2015: 40: 99–111. https://doi.org/10.1016/j.cedpsych.2014.06.004.
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14. Jang H, Kim E, Reeve J. Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Lear and Inst. 2016; 43: 27–38. https://doi.org/10.1016/j.learninstruc.2016.01.002.
15. Nu´ñez J, Ferna´ndez C, Leo´n J, Grijalvo F. The relationship between teacher´s autonomy support, and students´ autonomy, and vitality. Teach and Teach: The and Prac. 2015; 25(3): 191–202. https://psycnet.apa.org/doi/10.1080/13540602.2014.928127.
16. Herna´ndez P, Rosario P, Cuesta Saez J. Impact of a program of self-regulation on learning of university students. Rev de Educ. 2010; 353: 571–588.
17. Gutie´rrez M, Toma´s J. Clima motivacional en clase, motivacio´n y e´xito acade´mico en estudiantes universitarios. Rev de Psic. 2018; 23(2): 77–160. http://dx.doi.org/10.1016/j.psicod.2018.02.001.
18. Tilga H, Hein V, Koka A, Hamilton K, Hagger M. The role of teachers’ controlling behaviour in physical education on adolescents’ healthrelated quality of life: test of a conditional process model. Educ Psyc. 2019; 39(7): 862–880. https://doi.org/10.1080/01443410.2018.1546830.
19. Deci E, Ryan R. Self-determination theory. In Van Lange P, Kruglanski W, Higgins E, editors. Handbook of theories social psychology. 2012. pp. 416–437. http://dx.doi.org/10.4135/9781446249215.n21.
20. Vansteenkiste M, Sierens E, Goossens L, Soenens B, Dochy F, Mouratidid A, et al. Identifying configurations of perceived teacher autonomy support, and structure: Associations with self-regulated learning, motivation, and problem behavior. Learn and Inst. 2012; 22: 431–439. https://doi.org/10.1016/j. learninstruc.2012.04.002.
21. Herna´ndez A, Silveira Y, Moreno-Murcia J. Acquisition of professional competence through autonomy support, psychological mediators, and motivation. Bord Rev Pedag. 2015; 67(4): 61–72. http://dx.doi.org/10.13042/Bordon.2015.67406.
22. Cheon S, Reeve J, Song Y. A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction, and decreasing need frustration. J of Sp and Exer Psy. 2016; 38: 217– 235. https://doi.org/10.1123/jsep.2015-0236.
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27. Bieg S, Backes S, Mittag W. The role of intrinsic motivation for teaching, teachers’ care, and autonomy support in students’ self- determined motivation. J for Educ Res Onl. 2011; 3: 122–140.
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40. Hu L., Bentler P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Struct. Equ. Model. 6(1), 1–55. https://doi.org/10.1080/10705519909540118.
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44. Ryan R, Deci E. Promoting self-determined school engagement: Motivation, learning, and well-being. In Wentzel K, Wigfield A, editors. Handbook of motivation at school. 2009. pp. 171–195. https://doi.org/10.4324/9780203879498.
45. Reeve J, Ryan R, Deci E, Jang H. Understanding, and promoting autonomous self-regulation: A selfdetermination perspective. In Schunk D, Zimmerman B, editors. Motivation, and self-regulated learning: Theory, research, and applications. 2008. pp. 223–244. https://doi.org/10.4324/9780203831076.
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49. Gutie´rrez M, Toma´s J, Calatayud P. Influence of the motivational climate in Physical Education on learning goals, and life satisfaction. Retos. 2017; 31: 157–163. http://dx.doi.org/10.47197/retos.v0i31. 49421.
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spelling Huéscar Hernández, Elisaa0bf57cfca593ca0ac6715c1f83043a0LOZANO-JIMÉNEZ, JOSÉ EDUARDO7f85296afb0c4e7099ed0c10cba0cd3b600de Roba Noguera, José Miguelabafaa4ab284b8df0b938bb06b409cc3Moreno-Murcia, Juan Antonio5cd71c5c17bad29049851f0b465210612022-05-13T20:32:21Z2022-05-13T20:32:21Z2022-04-14Hernández EH, Lozano-Jiménez JE, de Roba Noguera JM, Moreno-Murcia JA (2022) Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfaction. PLoS ONE 17(4): e0266039. https://doi.org/10.1371/journal.pone.02660391932-6203https://hdl.handle.net/11323/9160https://doi.org/10.1371/journal.pone.026603910.1371/journal.pone.0266039Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/The purpose of this study was to examine relationships among instructor autonomy support for student learning, and students’ motivational characteristics, learning approaches, perceptions of career competence and life satisfaction. Participated 1048 students from Spanish universities with ages between 18, and 57 years. A Structural equation modeling revealed a relationship between instructor autonomy support for student learning with students’ basic psychological need satisfaction. As a result, students’ basic need satisfaction was related to their intrinsic motivation, and to a deeper learning approach. These educational outcomes contributed to explain students’perceived professional competence, and life satisfaction. These findings highlight the importance of student choice, and decision-making in the learning process as a means to facilitating deeper learning, stronger feelings of professional competence, and enhanced well-being.12 páginasapplication/pdfengPublic Library of ScienceUnited States© 2022 Hernández et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.Atribución 4.0 Internacional (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Relationships among instructor autonomy support, and university students’ learning approaches, perceived professional competence, and life satisfactionArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionhttps://journals.plos.org/plosone/article?id=10.1371/journal.pone.0266039PLoS ONE1. Moreno R, Morales S. Social-personal competencies for the social-workplace involvement of youth in programs of social education. Rev Esp de Ori y Pedag. 2017; 28(1): 33–50.2. Sua´rez B. The Spanish university facing the employability of its graduates. Rev Esp de Orien Psicop. 2014; 25(2): 90–110. https://doi.org/https://doi.org/10.5944/reop.vol.25.num.2.2014.135223. Izquierdo T. Duration of unemployment, and attitudes of individuals older than 45 years in Portugal, and Spain: A comparative study. Rev de Cien Soc. 2015; 21(1): 21–29.4. Izquierdo T, Farı´as A. Employability, and expectations of success in the workplace among university students. Rev Esp de Orie y Psic. 2018; 29(2): 29–40.5. Moreno R, Barranco R, Dı´az M. Methods of contact: A proposal of teaching-learning for the acquisition of professional competencies in social education. Sensos. 2015; 9(1): 123–135.6. Lo´pez J. A Copernican revolution in university instruction: Formation of competencies. Rev de Educ. 2011; 356: 279–301.7. Salmero´n L. Activities that promote learning transfer: A review of the literatura. Rev de Educ. 2013; nÚmero extraordinario: 34–53.8. Ryan R, Deci E. Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press; 2017. https://doi.org/https://doi.org/10.7202/1041847ar9. Owen K, Smith J, Lubans D, Ng J, Lonsdale C. Self-determined motivation, and physical activity in children, and adolescents: A systematic review, and meta-analysis. Prev Med. 2014; 67: 270–279. https://doi.org/10.1016/j.ypmed.2014.07.033 PMID: 2507307710. Kaplan H. Teachers’ autonomy support, autonomy suppression, and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Soc Psyc of Educ. 2017; 21: 223–255. https://doi.org/10.1007/s11218-017-9405-y.11. Reeve J. Autonomy-supportive teaching: What it is, how to do it. In Wang J, Liu W, Ryan R, editors. Building autonomous learners: Perspectives from research, and practice using self-determination theory. 2016. pp. 129–152. https://doi.org/10.1007/978-981-287-630-0_7.12. Cheon S, Reeve J. A classroom-based intervention to help teachers decrease students’ amotivation. Cont Educ Psyc. 2015: 40: 99–111. https://doi.org/10.1016/j.cedpsych.2014.06.004.13. Herna´ndez P, Ara´n A, Salmero´n H. Learning approaches, and teaching methodologies in the university. Rev Iber de Educ. 2012; 60(3). http://dx.doi.org/10.35362/rie6031299.14. Jang H, Kim E, Reeve J. Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Lear and Inst. 2016; 43: 27–38. https://doi.org/10.1016/j.learninstruc.2016.01.002.15. Nu´ñez J, Ferna´ndez C, Leo´n J, Grijalvo F. The relationship between teacher´s autonomy support, and students´ autonomy, and vitality. Teach and Teach: The and Prac. 2015; 25(3): 191–202. https://psycnet.apa.org/doi/10.1080/13540602.2014.928127.16. Herna´ndez P, Rosario P, Cuesta Saez J. Impact of a program of self-regulation on learning of university students. Rev de Educ. 2010; 353: 571–588.17. Gutie´rrez M, Toma´s J. Clima motivacional en clase, motivacio´n y e´xito acade´mico en estudiantes universitarios. Rev de Psic. 2018; 23(2): 77–160. http://dx.doi.org/10.1016/j.psicod.2018.02.001.18. Tilga H, Hein V, Koka A, Hamilton K, Hagger M. The role of teachers’ controlling behaviour in physical education on adolescents’ healthrelated quality of life: test of a conditional process model. Educ Psyc. 2019; 39(7): 862–880. https://doi.org/10.1080/01443410.2018.1546830.19. Deci E, Ryan R. Self-determination theory. In Van Lange P, Kruglanski W, Higgins E, editors. Handbook of theories social psychology. 2012. pp. 416–437. http://dx.doi.org/10.4135/9781446249215.n21.20. 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