Effects of an autonomy support intervention on the involvement of higher education students

Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the reperc...

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Autores:
LOZANO-JIMÉNEZ, JOSÉ EDUARDO
Huéscar, Elisa
Moreno-Murcia, Juan Antonio
Tipo de recurso:
Article of journal
Fecha de publicación:
2021
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
eng
OAI Identifier:
oai:repositorio.cuc.edu.co:11323/8344
Acceso en línea:
https://hdl.handle.net/11323/8344
https://doi.org/10.3390/su13095006
https://repositorio.cuc.edu.co/
Palabra clave:
Self-determined motivation
Basic psychological needs
Interpersonal style
University students
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openAccess
License
CC0 1.0 Universal
id RCUC2_4829e568af7a9747fc63332f7793c50f
oai_identifier_str oai:repositorio.cuc.edu.co:11323/8344
network_acronym_str RCUC2
network_name_str REDICUC - Repositorio CUC
repository_id_str
dc.title.eng.fl_str_mv Effects of an autonomy support intervention on the involvement of higher education students
title Effects of an autonomy support intervention on the involvement of higher education students
spellingShingle Effects of an autonomy support intervention on the involvement of higher education students
Self-determined motivation
Basic psychological needs
Interpersonal style
University students
title_short Effects of an autonomy support intervention on the involvement of higher education students
title_full Effects of an autonomy support intervention on the involvement of higher education students
title_fullStr Effects of an autonomy support intervention on the involvement of higher education students
title_full_unstemmed Effects of an autonomy support intervention on the involvement of higher education students
title_sort Effects of an autonomy support intervention on the involvement of higher education students
dc.creator.fl_str_mv LOZANO-JIMÉNEZ, JOSÉ EDUARDO
Huéscar, Elisa
Moreno-Murcia, Juan Antonio
dc.contributor.author.spa.fl_str_mv LOZANO-JIMÉNEZ, JOSÉ EDUARDO
Huéscar, Elisa
Moreno-Murcia, Juan Antonio
dc.subject.eng.fl_str_mv Self-determined motivation
Basic psychological needs
Interpersonal style
University students
topic Self-determined motivation
Basic psychological needs
Interpersonal style
University students
description Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-06-02T22:33:37Z
dc.date.available.none.fl_str_mv 2021-06-02T22:33:37Z
dc.date.issued.none.fl_str_mv 2021-04-29
dc.type.spa.fl_str_mv Artículo de revista
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.content.spa.fl_str_mv Text
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dc.identifier.issn.spa.fl_str_mv 2071-1050
dc.identifier.uri.spa.fl_str_mv https://hdl.handle.net/11323/8344
dc.identifier.doi.spa.fl_str_mv https://doi.org/10.3390/su13095006
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/
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Corporación Universidad de la Costa
REDICUC - Repositorio CUC
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https://doi.org/10.3390/su13095006
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spelling LOZANO-JIMÉNEZ, JOSÉ EDUARDO72bf853927edb1e4babc28e759d617b6Huéscar, Elisad0e53aaed105093987937c1bc10d12adMoreno-Murcia, Juan Antonio5cd71c5c17bad29049851f0b465210612021-06-02T22:33:37Z2021-06-02T22:33:37Z2021-04-292071-1050https://hdl.handle.net/11323/8344https://doi.org/10.3390/su13095006Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.application/pdfengCorporación Universidad de la CostaCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Sustainabilityhttps://www.mdpi.com/2071-1050/13/9/5006Self-determined motivationBasic psychological needsInterpersonal styleUniversity studentsEffects of an autonomy support intervention on the involvement of higher education studentsArtículo 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/acceptedVersion1. Tikhonova, E.; Raitskaya, L. An Overview of Trends and Challenges in Higher Education on the Worldwide Research Agenda. J. Lang. Educ. 2018, 4, 4–7. [CrossRef]2. Kuoppakangas, P.; Suomi, K.; Stenvall, J.; Pekkola, E.; Kivisto, J.; Kallio, T. Revisiting the five problems of public sector organisations and reputation management—The perspective of higher education practitioners and ex-academics. Int. Rev. Public Nonprofit Mark. 2019, 16, 147–171. [CrossRef]3. Al Abduwani, T. Global challenges in higher education: A gulf perspective. Asian J. Soc. Sci. Arts Hum. 2017, 5, 46–53.4. Orazbayeva, B.; Van der Sijde, P.; Baaken, T. Autonomy, competence and relatedness—The facilitators of academic engagement in education-driven university-business cooperation. Stud. High. Educ. 2019. [CrossRef]5. Siu, O.L.; Bakker, A.B.; Jiang, X. Psychological capital among university students: Relationships with study engagement and intrinsic motivation. J. Happiness Stud. 2014, 15, 979–994. [CrossRef]6. Gutiérrez, J.; Mondragón, V.; Santacruz, L. Expectativas, necesidades y tendencias de la formación en educación superior en Colombia en pregrado y posgrado: Entre la deserción-perfil y vocación profesional [Expectations, needs and trends of training in higher education in Colombia in undergraduate and graduate: Between dropout-profile and professional vocation]. Rev. Univ. Emp. 2019, 21, 313–345. [CrossRef]7. Ryan, R.; Deci, E. Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 2000, 55, 68–78. [CrossRef] [PubMed]8. Nonaillada, J. Applying Self-Determination Theory (SDT) to Faculty Engagement for Curriculum Development. J. Fac. Dev. 2019, 33, 103–108.9. Ryan, R.; Deci, E. Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness; Guilford Publications: New York, NY, USA, 2017; pp. 3–23.10. Fong, C.; Dillard, J.; Hatcher, M. 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