June 20, 2010
June 20, 2010
June 23, 2010
Educational Research and Methods
15.650.1 - 15.650.19
How Student-Faculty Interactions Influence Student Motivation: A Longitudinal Study Using Self-Determination Theory
Through the National Survey of Student Engagement (NSSE) and other sources we have quantitative measures of student-faculty interactions and we know that such interactions impact learning. Yet we know little about the quality of these interactions or how such interactions -determination motivation theory, this research begins addressing this gap using interviews with students to explore students perceptions of interactions with faculty and how such interactions impact students autonomy, competence and relatedness beliefs. The interviews, collected annually with each participant for four years, were analyzed using multi-case methods. The results of our analysis across all four years show that -support decrease after the first year, that students do not generally describe competence supporting behaviors by faculty, and that students are generally positive about relatedness with faculty other than in the third year. Over all four years, more women report positive relatedness than men, while men are much more likely to report neutral feelings or not discuss the topic. The primary implication for practice is the need for faculty to be more aware of the many unintended ways their actions can influence students.
relationships within the engineering community, including engineering faculty members.1 As part of the undergraduate education process, faculty guide students through thousands of hours in classrooms and laboratories. To design better educational experiences for engineering students, faculty must understand how students perceive these interactions and how such interactions contribute to engagement in learning. Using self-determination theory 2 and analyzing ns of interactions with faculty and how these interactions changed during their four undergraduate years.
Self-determination theory (SDT) posits the importance of socio-contextual factors in human motivation.3, 4 In learning environments, socio-contextual factors include social aspects such as relationships with teachers and faculty. Social aspects of learning are important but are infrequently studied. In a review of social motivation and the classroom social environment, Patrick, Anderman, and A. M. Ryan5 concluded that more research is needed to understand how social aspects of the classroom, including the role of the teacher, positively and negatively Research that does exist focuses on the social aspects of learning and student motivation and has typically been limited to primary and secondary school children.6 There is little research examining the social aspects of learning in college and particularly the role of faculty in s
Winters, K., & Matusovich, H., & Streveler, R. (2010, June), How Student Faculty Interactions Influence Student Motivation: A Longitudinal Study Using Self Determination Theory Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16324
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