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Direct linkSu, Chien-Yuan; Chen, Cheng-Huan – Innovations in Education and Teaching International, 2022
The goal of this study was to investigate the determinants affecting university students' attitude and intention towards using a learning management system from the perspective of self-determination theory, and to examine the moderating effect of gender and usage experience and the relationships between these determinants. Two hundred forty-one…
Descriptors: Student Attitudes, Intention, Integrated Learning Systems, Gender Differences
Hafer, Leslie C.; Gibson, Nicole M.; York, Travis T.; Fiester, Herbert R.; Tsemunhu, Rudo – Journal of College Student Retention: Research, Theory & Practice, 2021
The purpose of this study was to develop a retention model specific to the 2-year college environment using factors not typically combined with the study of student retention. The study operationalized factors representing the basic psychological needs of autonomy, competence, and relatedness combined with elements of Bean and Metzner's…
Descriptors: School Holding Power, Academic Persistence, Structural Equation Models, Two Year College Students
Vasconcellos, Diego; Parker, Philip D.; Hilland, Toni; Cinelli, Renata; Owen, Katherine B.; Kapsal, Nathanial; Lee, Jane; Antczak, Devan; Ntoumanis, Nikos; Ryan, Richard M.; Lonsdale, Chris – Journal of Educational Psychology, 2020
In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive…
Descriptors: Self Determination, Physical Education, Personal Autonomy, Correlation
Årdal, Elisabeth; Holsen, Ingrid; Diseth, Åge; Larsen, Torill – School Psychology International, 2018
The aim of this study was to examine the mediating effect of the Five Cs of Positive Youth Development (PYD) on the relationship between students' perceived school empowerment and school satisfaction, as well as gender differences in these relationships. The data stemmed from a cross-sectional survey of 997 adolescents from four upper secondary…
Descriptors: Youth Programs, Student Empowerment, Student Satisfaction, Gender Differences
Lazarides, Rebecca; Rohowski, Susanne; Ohlemann, Svenja; Ittel, Angela – Educational Psychology, 2016
This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students' career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students' intrinsic motivation and their career…
Descriptors: Foreign Countries, Classroom Environment, Student Motivation, Career Exploration
Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A. – Infant and Child Development, 2015
Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…
Descriptors: Social Development, Emotional Development, Competence, Predictor Variables
Kim-Spoon, Jungmeen; Ollendick, Thomas H.; Seligman, Laura D. – Child Psychiatry and Human Development, 2012
This longitudinal study examined the interactive effects of depressive attributional style and multiple domains of perceived competence on depressive symptoms among 431 adolescents. Our structural equation modeling with latent factor interactions indicated that (1) for girls with a higher depressive attributional style, lower perceived competence…
Descriptors: Females, Structural Equation Models, Adolescents, Depression (Psychology)
Yeung, Alexander Seeshing; McInerney, Dennis M.; Ali, Jinnat – Educational Psychology, 2014
Students' motivation is known to be influenced by both internally referenced and externally referenced factors. Internally referenced factors include self-processes (sense of competence and affect), whereas externally referenced factors include significant others (parents, peers and teachers). Using the Facilitating Conditions Questionnaire, the…
Descriptors: Foreign Countries, Asians, Student Motivation, White Students
