Relationships among instructor autonomy support, and university students' learning approaches, perceived professional
Elisa Huéscar Hernández1, José Eduardo Lozano-Jiménez2, Jose Miguel de Roba Noguera3
1Department of Health Sciences, Miguel Hernández University, Elche, Spain.
Abstract:
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.
More Related Videos
08:33A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
10:26Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Related Concept Videos
Ryan and Deci's Self-Determination Theory
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...
Sources of Self-Esteem II: Performance Feedback
Role-Based Identity
Self-Evaluation: Self-Enhancement and Self-Verification
Self-Efficacy
The Sense of Self: Reflected Self-Appraisal and Social Comparison
