Literaturnachweis - Detailanzeige
Autor/inn/en | Hensley, Lauren; Sayers, Robin; Brady, Anna; Cutshall, Jessica |
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Titel | Supporting Autonomy, Competence, and Relatedness in a Learning-to-Learn Course: College Students' Insights into Effective Instruction |
Quelle | In: Teaching of Psychology, 48 (2021) 3, S.236-247 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0098-6283 |
DOI | 10.1177/0098628320977270 |
Schlagwörter | Personal Autonomy; Interpersonal Relationship; Competence; Psychological Needs; Undergraduate Students; Student Attitudes; Course Evaluation; Classroom Environment; Instructional Effectiveness; Study Skills; Learning Strategies; Learning Motivation; Self Management; Public Colleges Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kompetenz; Schülerverhalten; Klassenklima; Unterrichtsklima; Unterrichtserfolg; Studientechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Selbstmanagement |
Abstract | Autonomy, competence, and relatedness are psychological needs that may be particularly important for instructors to address in learning-to-learn courses, which are designed to support college students' personal development and academic success. Guided by self-determination theory, in this qualitative study we focused on the learning-to-learn context to understand psychological need satisfaction from the perspectives of college students and in their own words. We analyzed end-of-semester evaluations in 10 sections of a learning-to-learn course offered through an educational psychology program at a large public university. The findings highlighted how instructional features, intellectual experiences, and teaching practices supported autonomy, competence, and relatedness. The 10 themes emerging from the analysis can be used to understand self-determination theory in practice and guide learner-centered instruction. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |