The Experts below are selected from a list of 222 Experts worldwide ranked by ideXlab platform
Rob Martens - One of the best experts on this subject based on the ideXlab platform.
-
Student-centered and teacher-centered Learning Environment in pre-vocational secondary education: Needs and motivation
2014Co-Authors: Karin Smit, Cornelis J. De Brabander, Rob MartensAbstract:In this study the perception of psychological needs and motivation in a Student-Centred and a teacher-centred Learning Environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the Student-Centred Learning Environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a Student-Centred form of Learning can be more beneficial for students’ motivation if granted autonomy is embedded in a supportive Environment.
-
Student-Centred and teacher-centred Learning Environment in pre-vocational secondary education: Psychological needs, and motivation
Scandinavian Journal of Educational Research, 2013Co-Authors: Karin Smit, Cornelis J. De Brabander, Rob MartensAbstract:In this study the perception of psychological needs and motivation in a Student-Centred and a teacher-centred Learning Environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the Student-Centred Learning Environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a Student-Centred form of Learning can be more beneficial for students' motivation if granted autonomy is embedded in a supportive Environment.
Karin Smit - One of the best experts on this subject based on the ideXlab platform.
-
Student-centered and teacher-centered Learning Environment in pre-vocational secondary education: Needs and motivation
2014Co-Authors: Karin Smit, Cornelis J. De Brabander, Rob MartensAbstract:In this study the perception of psychological needs and motivation in a Student-Centred and a teacher-centred Learning Environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the Student-Centred Learning Environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a Student-Centred form of Learning can be more beneficial for students’ motivation if granted autonomy is embedded in a supportive Environment.
-
Student-Centred and teacher-centred Learning Environment in pre-vocational secondary education: Psychological needs, and motivation
Scandinavian Journal of Educational Research, 2013Co-Authors: Karin Smit, Cornelis J. De Brabander, Rob MartensAbstract:In this study the perception of psychological needs and motivation in a Student-Centred and a teacher-centred Learning Environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the Student-Centred Learning Environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a Student-Centred form of Learning can be more beneficial for students' motivation if granted autonomy is embedded in a supportive Environment.
Colin Jones - One of the best experts on this subject based on the ideXlab platform.
-
Creating the reasonable adventurer: The co-evolution of student and Learning Environment
Journal of Small Business and Enterprise Development, 2007Co-Authors: Colin JonesAbstract:Purpose – This paper seeks to address the issue of how graduate skills are developed. The focus is not on which skills, but rather what type of Learning Environments are required within higher education to support the development of skills valued and demanded by SMEs within Australia.Design/methodology/approach – This paper takes a step back to consider the underlying issue of how an individual student's habits of thought are altered. In doing so, the past works of Morgan, Dewey, Whitehead, and Tyler are synthesized with the modern work of Baxter Magolda, Heath, and Biggs.Findings – It is argued that that without the development of a student‐centred Learning Environment, most graduates will not develop the types of skills demanded by SMEs in a meaningful way. The failure to treat knowledge and skills as equal drivers of curriculum design will result in an imbalance that relegates skill development to a secondary Learning outcome.Practical implications – By removing the distraction of what skills should be...
Cornelis J. De Brabander - One of the best experts on this subject based on the ideXlab platform.
-
Student-centered and teacher-centered Learning Environment in pre-vocational secondary education: Needs and motivation
2014Co-Authors: Karin Smit, Cornelis J. De Brabander, Rob MartensAbstract:In this study the perception of psychological needs and motivation in a Student-Centred and a teacher-centred Learning Environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the Student-Centred Learning Environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a Student-Centred form of Learning can be more beneficial for students’ motivation if granted autonomy is embedded in a supportive Environment.
-
Student-Centred and teacher-centred Learning Environment in pre-vocational secondary education: Psychological needs, and motivation
Scandinavian Journal of Educational Research, 2013Co-Authors: Karin Smit, Cornelis J. De Brabander, Rob MartensAbstract:In this study the perception of psychological needs and motivation in a Student-Centred and a teacher-centred Learning Environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the Student-Centred Learning Environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a Student-Centred form of Learning can be more beneficial for students' motivation if granted autonomy is embedded in a supportive Environment.
K. Smit - One of the best experts on this subject based on the ideXlab platform.
-
Exploring perspectives for improving students’ motivation in pre-vocational secondary education
2008Co-Authors: K. SmitAbstract:Students’ motivation in pre-vocational secondary education is lower and dropout rates are higher than in other forms of secondary education. In this dissertation we studied the Learning Environment and self-regulation of motivation as two feasible intervention points to enhance and increase the motivation of these students. Students in a Student-Centred Learning Environment reported more need-satisfaction and motivational engagement than students in a teacher-centred Learning Environment. Boys also showed less absenteeism. Our studies on self-regulation showed that most students prefer Learning goals, social goals and well-being goals above goals on material gain, superiority and individuality. Few goals were related to motivational engagement. The use of motivational regulation strategies functions as a partial mediator between the value students attach to schoolwork and motivational engagement: more use of strategies leads to more pleasure and effort, and more value leads to more strategy use. In conclusion, schools can support students’ motivation by designing Learning Environments according to social constructivist principles, thereby feeding their basic psychological needs. Further research is necessary to link students’ goals to their motivational engagement. Furthermore, the training of motivational strategies and emphasizing the value of schoolwork may increase students’ use of motivational strategies and thereby their motivational engagement.
