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Perception of teacher style, self-regulated learning and possible educational outcomes among college students


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Sviben, Marina. (2006). Perception of teacher style, self-regulated learning and possible educational outcomes among college students. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Vizek Vidović, Vlasta].

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Self determination theory (SDT) revisits classic definitions of intrinsic and extrinsic motivation. It assumes that intrinsic motivation involves activities which are self determined and differentiates four types of extrinsic motivation in terms of degree to which it has been internalized. These four types are external regulation, introjected regulation, identified regulation and integrated regulation. They can be ordered along the continuum of autonomy between amotivation and intrinsic motivation. The purpose of this research was to investigate some hypothesis of SDT. We examined differences in percieved teacher autonomy support and in degree to which the motivation is self determined according to the year of study. We also examined the relationships between percieved teacher autonomy support, different motivation regulatory styles and possible educational outcomes. The sample included 191 psychology students from the 1st to the 4th year of study on the Faculty of Philosophy in Zagreb. The Learning Climate Questionnaire (LCQ, Williams and Deci, 1996) and The Self Regulation Questionnaire - Academic Domain (SRQ-A, Ryan and Connell, 1989) were used. The instruments showed good internal reliability. One-factor structure of LCQ and two-factor structure of SRQ-A were confirmed. Indicator of good construct validity of SRQ-A were also intercorrelations between four different regulatory styles which confirm the hypothesis about continuum of motivation. The 3rd and the 4th year students perceive their teacher more autonomy supportive than the 1st and the 2nd year students. There is no difference between the 1st, the 2nd, the 3rd and the 4th year students in the degree to which the activities are self determined. Perceived teacher autonomy support and autonomous regulation added significantly to the prediction of satisfaction with study. Significant predictor of academic success was autonomous regulation. The results are discussed in terms of Decy and Ryan self-determination theory.

Item Type: Diploma Thesis
Uncontrolled Keywords: teacher style, autonomy, self-regulated learning
Subjects: Psychology > Školska psihologija
Departments: Department of Psychology
Supervisor: Vizek Vidović, Vlasta
Date Deposited: 28 Nov 2007
Last Modified: 09 Jul 2014 14:06

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