Uporaba podporno avtonomnega ali kontrolirajočega motivacijskega stila poučevanja pri specialnih in rehabilitacijskih pedagogih
Ključne besede:
samodeterminacijska teorija, podporno avtonomni stil poučevanja, kontrolirajoči stil poučevanja, specialni in rehabilitacijski pedagogi, učenci s specifičnimi učnimi težavami
Povzetek
Samodeterminacijska teorija predpostavlja, da motivacijski stil poučevanja pomembno vpliva na motivacijsko naravnanost učencev, na zapomnitev in avtomatizacijo učnih spretnosti in na izobrazbene dosežke. V raziskavo je bilo vključenih 30 specialnih in rehabilitacijskih pedagogov, ki izvajajo dodatno strokovno pomoč v osnovni šoli; ti so izpolnjevali samoocenjevalni vprašalnik, ki temelji na samodeterminacijski teoriji. Ugotovili smo, da je pri specialnih in rehabilitacijskih pedagogih v največji meri prisoten podporno avtonomni stil poučevanja, da prisotnost posamezne lastnosti ne pogojuje prisotnosti druge in da glede na leta delovnih izkušenj ni razlike v uporabi stila.
Prenosi
Podatki o prenosih še niso na voljo.
Literatura
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Angold, A., Costello, E. J. in Erkanli, A. (1999). Comorbidity. Journal of Child Psychology and Psychiatry, 40(1), 57–87.
Baird, G. L., Scott, W. D., Dearing, E. in Hamili, S. K. (2009). Cognitive self-regulation in youth with and without learning disabilities: academic self-efficacy, theories of intelligence, learning vs. performance goal preferences and effort attributions. Journal of Social and Clinical Psychology, 28(7), 881–908.
Bierman, K. L. (2004). Peer rejection: developmental process and intervention strategies. The Guilford series on social and emotional development. New York, NY: Guilford Press.
Chang, R., Fukuda E., Durham J. in Little T. D. (2017). Enhancing students’ motivation with autonomy-supportive classrooms. V M. L. Wehmeyer idr. (ur.), Development of self-determination through life-course (str. 99–110). Dordrecht: Springer.
Cheon, S. H., Reeve, J., Yu, T. H. in Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport & Exercise Psychology, 36(4), 331–346. https://doi.org/10.1123/jsep.2013-0231
Černe, T. (2020). Vpliva tipa intervencijskega treninga na učne motivacijo mlajših mladostnikov z disleksijo (Doktorska disertacija). Univerza v Ljubljani, Pedagoška fakulteta, Ljubljana.
Černe, T. in Juriševič, M. (2018a).The self-regulated learning of younger adolescents with and without learning difficulties – A comparative multiple case study. Center For Educational Policy Studies Journal, 8(4), 9–28.
Černe, T. in Juriševič, M. (2018b). Metakognitivno zavedanje bralnih učnih strategij pri mlajših mladostnikih disleksijo in mlajših mladostnikih brez disleksije. V M. Košak Babuder, M. Kavkler, L. Magajna, Z. Stančić, S. Pulec Lah (ur.), Specifične učne težave – sopojavljanje težav in možnosti za uresničevanje pozitivnih izidov zbornik prispevkov (str. 183–194). Mednarodna konferenca o specifičnih učnih težavah. Ljubljana: Društvo
Bravo – društvo za pomoč otrokom in mladostnikom s specifičnimi učnimi težavami.
Deci, E. L., Hodges, R., Pierson, L. in Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25(7), 457–71.
Deci, E. L. in Ryan, R. M. (1985). The general causality orientation scale: self-determination in personality. Journal of Research in Personality, 19(2), 109–134.
Deci, E. L., Schwartz, A. J., Sheinman, L. in Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.
Desoete, A. (2008). Co-Morbidity in mathematical learning disabilities: Rule or exception? The Open Rehabilitation Journal, 1, 15–26.
Doll, B., Sands, D. J., Wehmeyer, M. L. in Palmer, S. (1996). Promoting the development and acquisition of self-determined behavior. V D. J. Sands in M. L. Wehmeyer (ur.), Self-determination across the life span: independence and choice for people with disabilities (str. 63–88). Baltimore: Brookes.
Dweck, C. S. (2000). Self-theories: their role in motivation, personality and development. Philadelphia, PA: Taylor & Francis.
Grolnick, W. S. in Ryan, R. M. (1987). Autonomy in children’s learning: an experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.
Hofferber, N., Eckes, A. in Wilde, M. (2016): Effects of autonomy supportive vs. controlling teachers’ behavior on students’ achievements. Self Determination Conference 2–5 June 2016, Victoria BC, Canada. Lastni zapiski.
Järvelä, S. in Niemivirta, M. (2001). Motivation in context: challenges and possibilities in studying the role of motivation in new pedagogical cultures. V S. Volet in S. Järvelä (ur.), Motivation in learning context: theoretical advances and methodological implications (str. 105–127). Amsterdam, Netherland: Pergamon.
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Kingma T. (2016). How do pressure from above, mindset and motivation influence the autonomy supportive teaching style? Self Determination Conference 2–5 June 2016, Victoria BC, Canada. Lastni zapiski.
Kaplan, B. J., Dewey, D., Crawford, S. G. in Wilson, B. N. (2001). The term comorbidity is of questionable value in reference to developmental disorders: data and theory. Journal of Learning Disabilities, 34(4), 555–565.
Koestner, R., Ryan, R. M., Bernieri, F. in Holt, K. (1984). Setting limits on children's behavior: the differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(3), 233–248.
Košir, K. in Kos Strašek, T. (2015). Kontekstualni dejavniki spodbujanja avtonomije učencev pri učiteljih osnovne in srednje šole. Journal of Elementary Education, 8(4), 49–64.
Lackaye, T., Margalit, M., Ziv, O. in Zimen, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-LD-matched peers. Learning Disabilities Research & Practice, 21(2), 111–121.
Licardo, M. (2015). Strukturalna analiza samoodločanja pri dijakih s posebnimi potrebami in dijaki brez posebnih potreb v srednjih poklicnih in strokovnih šolah (Doktorska disertacija). Univerza v Mariboru, Filozofska fakulteta, Maribor.
Licardo, M. in Schmidt, M. (2012). Samoodločanje v perspektivi inkluzije. V D. Hozjan in M. Strle (ur.), Inkluzija v sodobni šoli (str. 35–53). Koper: Univerza na Primorskem, Univerzitetna založba Annales.
Licardo, M. in Schmidt, M. (2014). Samoodločanje otrok in mladostnikov s posebnimi potrebami v izobraževanju. Revija za elementarno izobraževanje, 7(1), 65–81. New Directions for Teaching and Learning 126, 9–19. doi: 10.1002/tl.440.
Liu, W. C., Wang J. C. K in Ryan R. M. (2016). Understanding motivation in education: theoretical and practical considerations. V W.C. Liu, J. C. K. Wang in R.M. Ryan (ur.), Building autonomous learners (str. 1–9). Singapore: Springer.
Loman, S., Vatland, C., Strickland - Cohen, K., Horner, R. in Walker, W. (2010). Promoting self-determination. A practice guide. US Department of health and human services. http://ngsd.org/sites/default/files/promoting_self-determination_a_practice_guide.
Magajna L., Kavkler M., Čačinovič Vogrinčič G., Pečjak, S. in Bregar Golobič, K. (2008). Učne težave v osnovni šoli. Ljubljana: Zavod za šolstvo.
Margalit, M. (2004). Second-generation research on resilience: social-emotional aspects of children with learning disabilities. Learning Disabilities Research & Practice, 19(1), 45–48.
Mrvčić, B. (2016). Pomen učenja in razvijanja samozagovorniških spretnosti pri učencih s primanjkljaji na posameznih področjih učenja (Magistrska naloga). Univerza v Ljubljani, Pedagoška fakulteta, Ljubljana.
Niemiec, C. P. in Ryan R. M. (2009). Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice. http://selfdetermination–theory.org/SDT/documents/2009_NiemiecRyan_TRE.pdf
Park, Y. (2011). The importance of intrinsic motivation for high and low ability readers' reading comprehension performance. Learning and Individual Differences, 21(1), 124–128.
Pauc, R. (2005). Comorbidity of dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), obsessive compulsive disorder (OCD) and Tourette's syndrome in children: a prospective epidemiological study. Clinical Chiropractic, 8, 189–198.
Pelletier, L. G. in Rocchi, M. (2016). Teachers’ motivation in the classroom. V W.C. Liu, J. C. K. Wang in R.M. Ryan (ur.), Building autonomous learners (str. 107–129). Singapore: Springer.
Pelletier, L. G., Séguin - Lévesque, C. in Legault, L. (2002). Pressure from above and pressure from below as determinants of teacher’s motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196.
Pelletier, L. G. in Sharp, E. C. (2009). Administrative pressures and teachers’ interpersonal behaviour in the classroom. Theory and Research in Education, 7(2), 174–183.
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition 101, 385–413.
Pirnat, K (2012). Učiteljev stil vodenja in motiviranje učencev (Diplomsko delo). Univerza v Ljubljani, Pedagoška fakulteta, Ljubljana.
Reeve, J. (1998). Autonomy support as an interpersonal motivating style: is it teachable? Contemporary Educational Psychology, 23, 312−330.
Reeve J. (2016). Autonomy-supportive teaching: what it is, how to do it. V W. C. Liu, J. C. K. Wang in R.M. Ryan (ur.), Building autonomous learners (str. 129–153). Singapore: Springer.
Reeve, J., Bolt, E. in Cai, Y. (1999). Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology 91, 537–548.
Reeve, J. in Cheon, S. H. (2014). An intervention-based program of research on teacher's motivational styles. V S. Karabenick, T. Urdan s (ur.) Advances in motivation and achievement: motivational interventions 18, (str. 293–339). Bingley, United Kingdom: Emerald Group Publishing.
Reeve, J. in Cheon, S. H. (2021). Autonomy-supportive teaching: its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi. 10.1080/00461520.2020.1862657
Reeve, J., Deci, E. L., in Ryan, R. M. (2004). Self-determination theory: a dialectical framework for understanding socio-cultural influences on student motivation. V S. Van Etten in M. Pressley (ur.), Big theories revisited (str. 31–60). Greenwich, CT: Information Age Press.
Reeve, J., Nix, G. in Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375–392.
Reeve, J., Bolt, E. in Cai, Y. (1999). Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology, 91(3), 537–548.
Roth, L. S. (2008). Comprehension, monitoring, cognitive resources and reading disability. http://search.proques-t.com/openview/93dd35a410ddfac44c41f6566cff7fc7/1?pq-origsite=gscholar&cbl=18750&diss=y
Ryan, R. M. in Deci E. L. (2009). Promoting self-determined school engagement: motivation, learning and well-being. V K. R. Wentzel in A. Wigfield (ur.), Handbook of motivation at school (str. 171–195). New York, NY: Routledge.
Ryan, R. M. (2016). Motivation in education: research and practice using SDT. Self Determination Conference 2–5 June 2016, Victoria BC, Canada (Lastni zapiski).
Ryan, R. M. in Deci, E. L. (2017). Self-Determination theory. Basic psychological needs in motivation, development, and wellness. New York: The Guilford Press.
Ryan, R. M. in Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, R. M. in Grolnick, W. S. (1986). Origins and pawns in the classroom: self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550−558.
Ryan, R. M. in Weinstein. N. (2009). Undermining teaching and learning: a self-determinational theory perspective on high-stakes testing. Theory and Research in Education 7(2), 224−233. doi: 10.1177/1477878509104327
Sideridis, G. D.(2009). Motivation and learning disabilities: past, present, future. V K. R. Wentzel in A. Wigfield (ur.), Handbook of Motivation at School (str. 605–627). New York, London: Routledge.
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Angold, A., Costello, E. J. in Erkanli, A. (1999). Comorbidity. Journal of Child Psychology and Psychiatry, 40(1), 57–87.
Baird, G. L., Scott, W. D., Dearing, E. in Hamili, S. K. (2009). Cognitive self-regulation in youth with and without learning disabilities: academic self-efficacy, theories of intelligence, learning vs. performance goal preferences and effort attributions. Journal of Social and Clinical Psychology, 28(7), 881–908.
Bierman, K. L. (2004). Peer rejection: developmental process and intervention strategies. The Guilford series on social and emotional development. New York, NY: Guilford Press.
Chang, R., Fukuda E., Durham J. in Little T. D. (2017). Enhancing students’ motivation with autonomy-supportive classrooms. V M. L. Wehmeyer idr. (ur.), Development of self-determination through life-course (str. 99–110). Dordrecht: Springer.
Cheon, S. H., Reeve, J., Yu, T. H. in Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport & Exercise Psychology, 36(4), 331–346. https://doi.org/10.1123/jsep.2013-0231
Černe, T. (2020). Vpliva tipa intervencijskega treninga na učne motivacijo mlajših mladostnikov z disleksijo (Doktorska disertacija). Univerza v Ljubljani, Pedagoška fakulteta, Ljubljana.
Černe, T. in Juriševič, M. (2018a).The self-regulated learning of younger adolescents with and without learning difficulties – A comparative multiple case study. Center For Educational Policy Studies Journal, 8(4), 9–28.
Černe, T. in Juriševič, M. (2018b). Metakognitivno zavedanje bralnih učnih strategij pri mlajših mladostnikih disleksijo in mlajših mladostnikih brez disleksije. V M. Košak Babuder, M. Kavkler, L. Magajna, Z. Stančić, S. Pulec Lah (ur.), Specifične učne težave – sopojavljanje težav in možnosti za uresničevanje pozitivnih izidov zbornik prispevkov (str. 183–194). Mednarodna konferenca o specifičnih učnih težavah. Ljubljana: Društvo
Bravo – društvo za pomoč otrokom in mladostnikom s specifičnimi učnimi težavami.
Deci, E. L., Hodges, R., Pierson, L. in Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25(7), 457–71.
Deci, E. L. in Ryan, R. M. (1985). The general causality orientation scale: self-determination in personality. Journal of Research in Personality, 19(2), 109–134.
Deci, E. L., Schwartz, A. J., Sheinman, L. in Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650.
Desoete, A. (2008). Co-Morbidity in mathematical learning disabilities: Rule or exception? The Open Rehabilitation Journal, 1, 15–26.
Doll, B., Sands, D. J., Wehmeyer, M. L. in Palmer, S. (1996). Promoting the development and acquisition of self-determined behavior. V D. J. Sands in M. L. Wehmeyer (ur.), Self-determination across the life span: independence and choice for people with disabilities (str. 63–88). Baltimore: Brookes.
Dweck, C. S. (2000). Self-theories: their role in motivation, personality and development. Philadelphia, PA: Taylor & Francis.
Grolnick, W. S. in Ryan, R. M. (1987). Autonomy in children’s learning: an experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.
Hofferber, N., Eckes, A. in Wilde, M. (2016): Effects of autonomy supportive vs. controlling teachers’ behavior on students’ achievements. Self Determination Conference 2–5 June 2016, Victoria BC, Canada. Lastni zapiski.
Järvelä, S. in Niemivirta, M. (2001). Motivation in context: challenges and possibilities in studying the role of motivation in new pedagogical cultures. V S. Volet in S. Järvelä (ur.), Motivation in learning context: theoretical advances and methodological implications (str. 105–127). Amsterdam, Netherland: Pergamon.
Juriševič, M. (2012). Motiviranje učencev v šoli : analiza ključnih dejavnikov zagotavljanja kakovosti znanja v vzgojno-izobraževalnem sistemu. Ljubljana: Pedagoška fakulteta.
Kingma T. (2016). How do pressure from above, mindset and motivation influence the autonomy supportive teaching style? Self Determination Conference 2–5 June 2016, Victoria BC, Canada. Lastni zapiski.
Kaplan, B. J., Dewey, D., Crawford, S. G. in Wilson, B. N. (2001). The term comorbidity is of questionable value in reference to developmental disorders: data and theory. Journal of Learning Disabilities, 34(4), 555–565.
Koestner, R., Ryan, R. M., Bernieri, F. in Holt, K. (1984). Setting limits on children's behavior: the differential effects of controlling vs. informational styles on intrinsic motivation and creativity. Journal of Personality, 52(3), 233–248.
Košir, K. in Kos Strašek, T. (2015). Kontekstualni dejavniki spodbujanja avtonomije učencev pri učiteljih osnovne in srednje šole. Journal of Elementary Education, 8(4), 49–64.
Lackaye, T., Margalit, M., Ziv, O. in Zimen, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-LD-matched peers. Learning Disabilities Research & Practice, 21(2), 111–121.
Licardo, M. (2015). Strukturalna analiza samoodločanja pri dijakih s posebnimi potrebami in dijaki brez posebnih potreb v srednjih poklicnih in strokovnih šolah (Doktorska disertacija). Univerza v Mariboru, Filozofska fakulteta, Maribor.
Licardo, M. in Schmidt, M. (2012). Samoodločanje v perspektivi inkluzije. V D. Hozjan in M. Strle (ur.), Inkluzija v sodobni šoli (str. 35–53). Koper: Univerza na Primorskem, Univerzitetna založba Annales.
Licardo, M. in Schmidt, M. (2014). Samoodločanje otrok in mladostnikov s posebnimi potrebami v izobraževanju. Revija za elementarno izobraževanje, 7(1), 65–81. New Directions for Teaching and Learning 126, 9–19. doi: 10.1002/tl.440.
Liu, W. C., Wang J. C. K in Ryan R. M. (2016). Understanding motivation in education: theoretical and practical considerations. V W.C. Liu, J. C. K. Wang in R.M. Ryan (ur.), Building autonomous learners (str. 1–9). Singapore: Springer.
Loman, S., Vatland, C., Strickland - Cohen, K., Horner, R. in Walker, W. (2010). Promoting self-determination. A practice guide. US Department of health and human services. http://ngsd.org/sites/default/files/promoting_self-determination_a_practice_guide.
Magajna L., Kavkler M., Čačinovič Vogrinčič G., Pečjak, S. in Bregar Golobič, K. (2008). Učne težave v osnovni šoli. Ljubljana: Zavod za šolstvo.
Margalit, M. (2004). Second-generation research on resilience: social-emotional aspects of children with learning disabilities. Learning Disabilities Research & Practice, 19(1), 45–48.
Mrvčić, B. (2016). Pomen učenja in razvijanja samozagovorniških spretnosti pri učencih s primanjkljaji na posameznih področjih učenja (Magistrska naloga). Univerza v Ljubljani, Pedagoška fakulteta, Ljubljana.
Niemiec, C. P. in Ryan R. M. (2009). Autonomy, competence, and relatedness in the classroom: applying self-determination theory to educational practice. http://selfdetermination–theory.org/SDT/documents/2009_NiemiecRyan_TRE.pdf
Park, Y. (2011). The importance of intrinsic motivation for high and low ability readers' reading comprehension performance. Learning and Individual Differences, 21(1), 124–128.
Pauc, R. (2005). Comorbidity of dyslexia, dyspraxia, attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD), obsessive compulsive disorder (OCD) and Tourette's syndrome in children: a prospective epidemiological study. Clinical Chiropractic, 8, 189–198.
Pelletier, L. G. in Rocchi, M. (2016). Teachers’ motivation in the classroom. V W.C. Liu, J. C. K. Wang in R.M. Ryan (ur.), Building autonomous learners (str. 107–129). Singapore: Springer.
Pelletier, L. G., Séguin - Lévesque, C. in Legault, L. (2002). Pressure from above and pressure from below as determinants of teacher’s motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196.
Pelletier, L. G. in Sharp, E. C. (2009). Administrative pressures and teachers’ interpersonal behaviour in the classroom. Theory and Research in Education, 7(2), 174–183.
Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition 101, 385–413.
Pirnat, K (2012). Učiteljev stil vodenja in motiviranje učencev (Diplomsko delo). Univerza v Ljubljani, Pedagoška fakulteta, Ljubljana.
Reeve, J. (1998). Autonomy support as an interpersonal motivating style: is it teachable? Contemporary Educational Psychology, 23, 312−330.
Reeve J. (2016). Autonomy-supportive teaching: what it is, how to do it. V W. C. Liu, J. C. K. Wang in R.M. Ryan (ur.), Building autonomous learners (str. 129–153). Singapore: Springer.
Reeve, J., Bolt, E. in Cai, Y. (1999). Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology 91, 537–548.
Reeve, J. in Cheon, S. H. (2014). An intervention-based program of research on teacher's motivational styles. V S. Karabenick, T. Urdan s (ur.) Advances in motivation and achievement: motivational interventions 18, (str. 293–339). Bingley, United Kingdom: Emerald Group Publishing.
Reeve, J. in Cheon, S. H. (2021). Autonomy-supportive teaching: its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77. https://doi. 10.1080/00461520.2020.1862657
Reeve, J., Deci, E. L., in Ryan, R. M. (2004). Self-determination theory: a dialectical framework for understanding socio-cultural influences on student motivation. V S. Van Etten in M. Pressley (ur.), Big theories revisited (str. 31–60). Greenwich, CT: Information Age Press.
Reeve, J., Nix, G. in Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375–392.
Reeve, J., Bolt, E. in Cai, Y. (1999). Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology, 91(3), 537–548.
Roth, L. S. (2008). Comprehension, monitoring, cognitive resources and reading disability. http://search.proques-t.com/openview/93dd35a410ddfac44c41f6566cff7fc7/1?pq-origsite=gscholar&cbl=18750&diss=y
Ryan, R. M. in Deci E. L. (2009). Promoting self-determined school engagement: motivation, learning and well-being. V K. R. Wentzel in A. Wigfield (ur.), Handbook of motivation at school (str. 171–195). New York, NY: Routledge.
Ryan, R. M. (2016). Motivation in education: research and practice using SDT. Self Determination Conference 2–5 June 2016, Victoria BC, Canada (Lastni zapiski).
Ryan, R. M. in Deci, E. L. (2017). Self-Determination theory. Basic psychological needs in motivation, development, and wellness. New York: The Guilford Press.
Ryan, R. M. in Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, R. M. in Grolnick, W. S. (1986). Origins and pawns in the classroom: self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550−558.
Ryan, R. M. in Weinstein. N. (2009). Undermining teaching and learning: a self-determinational theory perspective on high-stakes testing. Theory and Research in Education 7(2), 224−233. doi: 10.1177/1477878509104327
Sideridis, G. D.(2009). Motivation and learning disabilities: past, present, future. V K. R. Wentzel in A. Wigfield (ur.), Handbook of Motivation at School (str. 605–627). New York, London: Routledge.
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2022-12-05
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Černe T. (2022). Uporaba podporno avtonomnega ali kontrolirajočega motivacijskega stila poučevanja pri specialnih in rehabilitacijskih pedagogih. Revija Za Elementarno izobraževanje, 15(4), 475-492. https://doi.org/10.18690/rei.15.4.475-492.2022
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