Optimal learning in optimal contexts : the role of self-determination in education.
|Authors:||Guay, Frédéric; Ratelle, Catherine; Chanal, Julien|
|Abstract:||This literature review provides an overview of education studies that have been guided by selfdetermination theory (SDT). First, the authors examine studies that have assessed motivation based on SDT. Second, the authors detail research that has focussed on the linkages between motivation types and students’ behavioural, affective, and cognitive outcomes. Third, the authors present studies on how learning contexts (parents, teachers) contribute to students’ motivational resources. The authors conclude that the motivation types proposed by SDT are important for understanding how students thrive and succeed at school. The authors also highlight the significant role played by teachers and parents in the development of student motivation. The authors conclude with a summary of the benefits of selfmotivation for learning and offer some recommendations for the field.|
|Document Type:||Article de synthèse|
|Issue Date:||1 August 2008|
|Open Access Date:||Restricted access|
|This document was published in:||Canadian Psychology, Vol. 49 (3), 233–240 (2008)|
Canadian Psychological Association
|Collection:||Articles publiés dans des revues avec comité de lecture|
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