Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Ryan and Deci's Self-Determination Theory01:17

Ryan and Deci's Self-Determination Theory

13.4K
Self-Determination Theory (SDT), formulated by Richard Ryan and Edward Deci, explains that human motivation is driven by three fundamental psychological needs: autonomy, competence, and relatedness. When these needs are met, individuals experience personal growth, intrinsic motivation, and overall well-being.
Autonomy is the need to feel in control of one's actions and decisions. For example, a student who chooses their research topic is likely to be more engaged and motivated than one who...
13.4K
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

18.5K
One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
18.5K
Self-Efficacy01:29

Self-Efficacy

11
Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
11
Role-Based Identity01:21

Role-Based Identity

4
Role-based identities are central to understanding how individuals navigate social environments by adopting distinct self-conceptions aligned with various societal roles. These identities are not fixed traits but are constructed through personal actions and the social feedback individuals receive in context-specific interactions. Each social role, such as student, teacher, or friend, carries a set of expectations and norms that influence how people think, feel, and behave within that...
4
Cognitive Learning01:21

Cognitive Learning

692
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
692
Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis

1.8K
The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
It is critical to determine the patient's learning needs during the assessment. Determination of learning needs compounds data...
1.8K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same journal

Student engagement profiles in a mobile app: Links to self-regulated learning and performance.

Educational technology research and development : ETR & D·2026
Same journal

The iBuddy experience: A digital simulation-based approach to enhance secondary school students' privacy awareness.

Educational technology research and development : ETR & D·2024
Same journal

How do enhanced videos support generative learning and conceptual understanding in individuals and groups?

Educational technology research and development : ETR & D·2023
Same journal

In-between worlds: Chilean university lecturers' experiences of teaching transition between face-to-face and virtual reality contexts during the COVID-19 pandemic.

Educational technology research and development : ETR & D·2023
Same journal

Missed opportunities in mixed methods EdTech research? Visual joint display development as an analytical strategy for achieving integration in mixed methods studies.

Educational technology research and development : ETR & D·2023
Same journal

Exploring the relationships between teacher noticing, ambisonic audio, and variance in focus when viewing 360 video.

Educational technology research and development : ETR & D·2023

Related Experiment Video

Updated: Oct 2, 2025

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
10:43

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Published on: June 10, 2021

5.5K

School learning support for teacher technology integration from a self-determination theory perspective.

Thomas K F Chiu1

  • 1Department of Curriculum and Instruction, Faculty of Education, Centre for Learning Sciences and Technologies, The Chinese University of Hong Kong, Shatin, Hong Kong.

Educational Technology Research and Development : ETR & D
|March 1, 2022
PubMed
Summary

A school learning support intervention increased teachers' motivation and persistence in technology integration. The program met teachers' basic needs, fostering high-quality, student-centered practices and sustaining both high- and low-quality integration over time.

Keywords:
Needs satisfactionPersistenceSelf-determination theoryTeacher EducationTechnology Integration

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K

Related Experiment Videos

Last Updated: Oct 2, 2025

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes
10:43

Eye-tracking Technology and Data-mining Techniques used for a Behavioral Analysis of Adults engaged in Learning Processes

Published on: June 10, 2021

5.5K
Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

8.6K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

4.1K

Area of Science:

  • Educational Technology
  • Teacher Professional Development
  • Self-Determination Theory

Background:

  • Research highlights the need for understanding teacher persistence in technology integration.
  • Self-Determination Theory (SDT) links persistence to autonomous motivation, but research often focuses on student outcomes.
  • Recent calls suggest investigating teacher motivation for technology use.

Purpose of the Study:

  • To investigate how a proposed school learning support intervention encourages and sustains teacher technology integration practices.
  • To examine the impact of leader, expert, and peer support on teachers' basic psychological needs and motivation.
  • To differentiate effects on low-quality (lecturing) versus high-quality (student-centered) integration.

Main Methods:

  • A 22-month sequential explanatory mixed-methods study with 122 teachers.
  • An intervention providing leader, expert, and peer support to meet teachers' basic needs.
  • Data collected via pre-, post-, and delayed questionnaires and two rounds of interviews.

Main Results:

  • The intervention successfully met teachers' basic psychological needs.
  • Teachers demonstrated increased high-quality, student-centered technology integration practices.
  • Both high- and low-quality integration practices were sustained by the intervention.

Conclusions:

  • School learning support interventions can enhance teacher motivation and persistence in technology integration.
  • Meeting teachers' basic needs is crucial for fostering student-centered pedagogical approaches.
  • Findings provide empirical, theoretical, and practical implications for educators and researchers.