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Using Multivariate Statistics

https://www.healio.com/psychiatry/journals/psycann/1976-12-6-12/{806b8887-c02e-40c8-a228-57f1cdb2bdba}/the-stress-of-life.pdf

The stress of life

A recurring paradox in the contemporary K-12 classroom is that, although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by defining it, articulating the conditions under which it is most likely to occur, linking it to poor student outcomes, explaining why it undermines these outcomes, identifying its manifest instructional behaviors, and differentiating it from an autonomy-supportive style. Second, the article identifies seven reasons to explain why the controlling style is so prevalent. These reasons show how pressures on teachers from above, from below, and from within can create classroom conditions that make the controlling style both understandable and commonplace. Third, the article offers a remedy to the paradox by articulating how teachers can become more autonomy supportive. Three...

Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive

More Americans now play video games than go to the movies (NPD Group, 2009). The meteoric rise in popularity of video games highlights the need for research approaches that can deepen our scientific understanding of video game engagement. This article advances a theory-based motivational model for examining and evaluating the ways by which video game engagement shapes psychological processes and influences well-being. Rooted in self-determination theory (Deci & Ryan, 2000; Ryan & Deci, 2000a), our approach suggests that both the appeal and well-being effects of video games are based in their potential to satisfy basic psychological needs for competence, autonomy, and relatedness. We review recent empirical evidence applying this perspective to a number of topics including need satisfaction in games and short-term well-being, the motivational appeal of violent game content, motivational sources of postplay aggression, the antecedents and consequences of disordered patterns of game engagement, and the determinants and effects of immersion. Implications of this model for the future study of game motivation and the use of video games in interventions are discussed.

/pdf/a-motivational-model-of-video-game-engagement-40n1p6gwlw.pdf

A Motivational Model of Video Game Engagement

Cognitive evaluation theory (CET; Deci, 1975), SDT's first mini-theory, was built from research on the dynamic interplay between external events (e.g., rewards, choice) and people's task interest or enjoyment – that is, intrinsic motivation (IM). At the time, this research was quite controversial, as operant theory (Skinner, 1971) had dominated the psychological landscape. The central assumption of operant theory was that reinforcement contingencies in the environment control behavior, which precluded the existence of inherently satisfying activities performed for non-separable outcomes. During this time, Deci proposed that people – by nature – possess intrinsic motivation (IM), which can manifest as engagement in curiosity-based behaviors, discovery of new perspectives, and seeking out optimal challenges (see also Harlow, 1953; White, 1959). IM thus represents a manifestation of the organismic growth tendency and is readily observed in infants' and toddlers' exploratory behavior and play. Operationally, an intrinsically motivated activity is performed for its own sake – that is, the behavior is experienced as inherently satisfying. From an attributional perspective (deCharms, 1968), such behaviors have an internal perceived locus of causality, as people perceive their behavior as emanating from their sense of self, rather than from experiences of control or coercion.

/pdf/the-development-of-the-five-mini-theories-of-self-4sw7hyywif.pdf

The development of the five mini-theories of self-determination theory: an historical overview, emerging trends, and future directions

Self-report correlational data support self-determination theory's (SDT's) postulate that there are three basic psychological needs, for autonomy, competence, and relatedness, which combine additively to predict well-being and thriving. However, experimental research in the SDT tradition has focused only on autonomy support, not relatedness and competence support. To fill this gap, we employed a 2 x 2 x 2 factorial design within a game-learning experience to predict rated need satisfaction, mood, and motivation, and also objective game performance. Manipulated competence and relatedness support had main effects on most outcomes. Rated competence, relatedness, and autonomy need satisfaction also predicted the outcomes, and the significant experimental main effects were all mediated by the corresponding rated variables. Neutral control group data showed that thwarting participants' needs is more impactful than enhancing them. These findings offer new support for key postulates of SDT, while integrating the correlational and experimental traditions in this area.

/pdf/manipulating-autonomy-competence-and-relatedness-support-in-4krihv2bb6.pdf

Manipulating autonomy, competence, and relatedness support in a game-learning context: New evidence that all three needs matter

Two studies examined student psychological need satisfaction as a predictor of positive teacher-course evaluations. In Study 1, 268 undergraduates recalled and rated the quality of a recent important college course, then rated their feelings of autonomy, competence, and relatedness within that course. Consistent with self-determination theory, all three ratings predicted instructor and/or course ratings. Study 2 found the same pattern in a sample of 179 introductory journalism students nested within 12 sections of a single course. Study 2 also evaluated instructor characteristics as predictors of mean levels of student need satisfaction across the 12 classes. Although instructor age and overall teaching experience were unrelated to students' need satisfaction, greater experience teaching their particular class negatively predicted student autonomy and relatedness need satisfaction. Implications for pedagogical practice are discussed.

/pdf/student-psychological-need-satisfaction-and-college-teacher-1u7ufuv0l2.pdf

Student Psychological Need Satisfaction and College Teacher-Course Evaluations

Self‐determination theory posits that individuals who have basic psychological needs satisfied while engaging in an activity will be more likely to value and persist in that activity. Scholars in this area have also posited that autonomy‐supportive social contexts are top‐down determinants of individual need satisfaction. To understand better the progression from social to motivational to outcome variables, we tested a four‐step path model within a classroom setting. Data were collected from 220 students in an introductory journalism course, which was subdivided into 14 lab sections. Students were surveyed regarding their feelings about the course, the autonomy support of the instructor, the motivation they felt to engage in the course, and the levels of need satisfaction they experienced. Theoretically‐guided structural equation modeling produced a best‐fitting model in which teacher autonomy support predicted more self‐determined student motivation, which along with teacher autonomy support predicted gr...

Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: testing a sequential path model

This study used social learning theory and a framing perspective to examine the ways in which Black and White college quarterbacks were described by a major sports publication prior to the National...

Roughing the Passer: The Framing of Black and White Quarterbacks Prior to the NFL Draft

Advances in digital technology and a rapidly evolving media landscape continue to dramatically change teaching and learning Among these changes is the emergence of multimedia teaching and learning tools, online degree programs, and hybrid classes that blend traditional and digital content delivery At the same time, visual communication programs that are traditionally print-centric have had to make room for Web design and multimedia storytelling courses, as well as technical skills development To add parsimony to these two areas of study, we chronicle how a blended model has been introduced in a required, 100-level visual communication course through a longitudinal study that followed 174 students through two versions of the same course, one that used blended learning strategies and one that participated in a more traditional method of course delivery In combining an analysis of statements made by the participants in weekly journals (n=13,552) and the data gathered through a survey (n=174), we compared reactions between the two groups Additionally, qualitative data from the journals was used to fully explicate the reactions students had to the course This study sheds light on the effectiveness of a blended model in the context of students’ enjoyment, engagement, and perceived learning outcomes The results revealed that the blended model was in no way different from the traditional course in terms of engagement and attachment Journal data revealed students in the blended sections were significantly less negative about the course material, personal achievement, technology, and their emotional reactions than their traditional counterparts Additionally, statements made by students regarding the issue of fear of the course and problems regarding technology substantially faded over the 15-week semester Our overall findings indicate that students are able to adapt well to the technology and processes that make blended learning different from traditional classroom learning Implications for pedagogy and future research are discussed

/pdf/blended-learning-in-the-visual-communications-classroom-m51440kdzy.pdf

Vincent F. Filak

Papers

Manipulating autonomy, competence, and relatedness support in a game-learning context: New evidence that all three needs matter

Student Psychological Need Satisfaction and College Teacher-Course Evaluations

Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: testing a sequential path model

Roughing the Passer: The Framing of Black and White Quarterbacks Prior to the NFL Draft

Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course