Students' Experiences of Autonomy, Competence, Social Relatedness and Interest Within a CSCL Environment in Vocational Education: The Case of Commerce and Business Administration

Vocations and Learning

Volumn 4, Issue 3, 2011, Pages 175-190

  Minnaert, Alexander ^a   Boekaerts, Monique ^b   de Brabander, Cornelis ^b   Opdenakker, Marie Christine ^a  

^a UNIVERSITY OF GRONINGEN   (Netherlands)

^b LEIDEN UNIVERSITY   (Netherlands)

Author keywords

Computer Supported Collaborative Learning; Interest; Self determination theory; Vocational education; Workplace learning

Indexed keywords

EID: 80054008598     PISSN: 1874785X     EISSN: 18747868     Source Type: Journal    
DOI: 10.1007/s12186-011-9056-7     Document Type: Article

References (43)

1. Alexander, P., & Wade, S. E. (2000). Contexts that promote interest, self-determination, and learning: Lasting impressions and lingering questions. Computers in Human Behavior, 16, 349-358.
2. Anderson, C. W. (1994, April). Engagement in explanation and design in middle school science. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, USA.
3. Bennett, N., & Dunne, E. (1991). The nature and quality of talk in cooperative classroom groups. Learning and Instruction, 1, 103-118.
4. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 161-186.
5. Boekaerts, M., & Minnaert, A. (2003). Assessment of students' feelings of autonomy, competence, and social relatedness: A new approach to measuring the quality of the learning process through self- and peer assessment. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 225-246). Dordrecht: Kluwer Academic Publishers.
6. Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park: Sage Publications.
7. Byrne, B. (1989). Multigroup comparisons and the assumptions of equivalent construct validity across groups: Methodological and substantive issues. Multivariate Behavioral Research, 24, 503-523.
8. Cho, H., Stefanone, M., & Gray, G. (2002). Social information sharing in a CSCL community. In G. Stahl (Ed.), Computer support for collaborative learning: Foundations for a CSCL community (pp. 43-50). Hillsdale, NJ: Erlbaum.
9. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes and development. The Minnesota symposia on child psychology Vol. 23 (pp. 43-77). Hillsdale, NJ: Lawrence Erlbaum.
10. Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and application. The Journal of Applied Psychology, 78, 98-104.
11. Debnath, S. C., Tandon, S., & Pointer, L. V. (2007). Designing business school courses to promote student motivation: An application of the Job Characteristics Model. Journal of Management Education, 31, 812-831.
12. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
13. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325-346.
14. Dillenbourg, P., & Traum, D. (1999). Does a shared screen make a shared solution? In C. Hoadley & J. Roschelle (Eds.), Computer support for collaborative learning (pp. 127-135). Palo Alto, CA: Stanford University.
15. Ewing, J., & Miller, D. (2002). A framework for evaluating computer supported collaborative learning. Educational Technology & Society, 5, 112-118.
16. Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Education & Psychology, 81, 43-54.
17. Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41, 111-127.
18. Järvelä, S., Bonk, C. J., Lehtinen, E., & Lehti, S. (1999). A theoretical analysis of social interactions in computer-based learning environments: Evidence for reciprocal understandings. Journal of Educational Computing Research, 21, 359-384.
19. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365-379.
20. King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educational Psychology Review, 10, 54-74.
21. Koschmann, T., Hall, R., & Miyake, N. (2002). CSCL 2: Carrying forward the conversation. Mahwah: Erlbaum.
22. Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14, 23-40.
23. Krapp, A. (2002). An educational-psychological theory of interest and its relation to self-determination theory. In E. L. Deci & R. M. Ryan (Eds.), The handbook of self-determination research (pp. 405-427). Rochester: University of Rochester Press.
24. Lehtinen, E. (2003). Computer-supported collaborative learning: An approach to powerful learning environments. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: unravelling basic components and dimensions (pp. 35-53). Amsterdam: Elsevier Science.
25. Lewalter, D., & Krapp, A. (2004). The role of contextual conditions of vocational education for motivational orientations and emotional experiences. European Psychologist, 9, 210-221.
26. Lienert, G. A., & Raatz, U. (1994). Testaufbau und Testanalyse [test construction and test analysis]. Weinheim: Beltz, Psychologie Verlags Union.
27. Lindblom-Ylänne, S., & Pihlajamaki, H. (2003). Can a collaborative network environment enhance essay-writing processes? British Journal of Educational Technology, 34, 17-30.
28. Martens, R., Bastiaens, T., & Kirschner, P. A. (2007). New learning design in distance education: The impact on student perception and motivation. Distance Education, 28, 81-91.
29. Minnaert, A., Boekaerts, M., & De Brabander, C. (2007). Autonomy, competence, and social relatedness in task interest within project-based education. Psychological Reports, 101, 574-586.
30. Minnaert, A., & Vermunt, J. D. (2006). 25 years of educational psychology in the Netherlands and in Flanders during 1980 till 2005. Pedagogische Studiën, 83, 260-277.
31. Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424-436.
32. Pea, R. D. (1994). Seeing what we build together: Distributed multimedia learning environments for transformative communications. Journal of the Learning Sciences, 3, 283-298.
33. Phielix, C., Prins, F. J., & Kirschner, P. A. (2010). Awareness of group performance in a CSCL environment: Effects of peer feedback and reflection. Computers in Human Behavior, 26, 151-161.
34. Renninger, K. A., Hidi, S., & Krapp, A. (1992). The role of interest in learning and development. Hillsdale: Lawrence Erlbaum.
35. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55, 68-78.
36. Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26, 299-323.
37. Schiefele, U. (2001). The role of interest in motivation and learning. In J. M. Collis & S. Messick (Eds.), Intelligence and personality: Bridging the gap in theory and measurement (pp. 163-194). Mahwah: Erlbaum.
38. Schraw, G., & Lehman, S. (2001). Situational interest: A review of the literature and directions for future research. Educational Psychology Review, 13, 23-52.
39. Sluijsmans, D. M. A., & Strijbos, J. W. (2010). Flexible peer assessment formats to acknowledge individual contributions during (web-based) collaborative learning. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 139-160). Hershey: Information Science Reference.
40. Vauras, M., Iiskala, T., Kajamies, A., Kinnunen, R., & Lehtinen, E. (2003). Shared-regulation and motivation of collaborating peers: A case analysis. Psychologia: an International Journal of Psychology of the Orient, 46, 19-37.
41. Vedder, P., & Veendrick, A. (2003). The role of the task and reward structure in cooperative learning. Scandinavian Journal of Educational Research, 47, 529-542.
42. Virtanen, A., Tynjälä, P., & Collin, K. (2009). Characteristics of workplace learning among Finnish vocational students. Vocations and Learning, 2, 153-175.
43. Vuorela, M., & Nummenmaa, L. (2004). How undergraduate students meet a new learning environment? Computers in Human Behavior, 20, 763-777.