Fostering Self-Efficacy and Self-Regulation in Higher Education: A Matter of Autonomy Support or Academic Motivation?

Autor/inn/en	Duchatelet, Dorothy; Donche, Vincent
Titel	Fostering Self-Efficacy and Self-Regulation in Higher Education: A Matter of Autonomy Support or Academic Motivation?
Quelle	In: Higher Education Research and Development, 38 (2019) 4, S.733-747 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duchatelet, Dorothy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2019.1581143
Schlagwörter	Self Efficacy; Metacognition; Student Motivation; Independent Study; Student Centered Learning; College Students; Educational Environment; Correlation; Study Habits; Teacher Student Relationship; Personal Autonomy; College Faculty; Teaching Methods; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Selbststudium; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Study behavior; Study behaviour; Studienverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Autonomie; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Niederlande
Abstract	By implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students' study motivation into account. However, the type of motivation might influence how students perceive their learning environment. To this end, this study investigates the relationship between students' perceived autonomy support in student-centred learning environments and self-regulation and self-efficacy by taking study motivation into account. The results indicate that autonomy-supportive teacher behaviour enhances self-efficacy for students who are autonomously motivated. Amotivated students might need other than autonomy-supportive teacher behaviour to develop self-efficacy. Self-regulation seems to play a less distinct role. Overall, when examining the effects of autonomy-supportive teaching in higher education, the quality and quantity of students' motivation has a role to play, an aspect which is important to consider in future research and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01