Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation

Scandinavian Journal of Educational Research

Volumn 58, Issue 6, 2014, Pages 695-712

  Smit, Karin ^a   de Brabander, Cornelis J ^a   Martens, Rob L ^b  

^a Faculty of Social and Behavioral Sciences   (Netherlands)

^b OPEN UNIVERSITY OF THE NETHERLANDS   (Netherlands)

Author keywords

learning environment; motivation; psychological needs

Indexed keywords

EID: 84907593123     PISSN: 00313831     EISSN: 14701170     Source Type: Journal    
DOI: 10.1080/00313831.2013.821090     Document Type: Article

References (65)

1. Ahmed, W., Minnaert, A., Werf, G. van der, & Kuyper, H. (2010). Perceived social support and early adolescents' achievement: The meditational roles of motivational beliefs and emotions. Journal of Youth and Adolescence, 39, 36–46. doi: 10.1007/s10964-008-9367-7
2. Arnqvist, A. (2010). Arbetsformer i grundskolan – från helklassundervisning till eget arbete [Work forms in primary education – from whole class teaching to working individually]. Forskning om Undervisning och Lärande [Research on Education and Learning], 4, 52–57.
3. Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviours as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397–413. doi: 10.1016/j.learninstruc.2005.07.008
4. Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. British Journal of Educational Psychology, 72, 261–278. doi: 10.1348/000709902158883
5. Backman, Y., Alerby, E., Bergmark, U., Gardelli, Å., Hertting, K., Kostenius, C., & Öhrling, K. (2011). Learning within and beyond the classroom: Compulsory school students voicing their positive experiences of school. Scandinavian Journal of Educational Research, 56, 555–570. doi: 10.1080/00313831.2011.621138
6. Baker, M. L., Sigmon, J. N., & Nugent, M. E. (2001). Truancy reduction: Keeping students in school. U.S. Department of Justice, Office of Juvenile Justice Programs, Office of Juvenile Justice and Delinquency PreventionWashingtonDC.
7. Bandura, A. (1986). Social foundations of thought and action: Social cognitive theory. Prentice HallEnglewood CliffsNJ.
8. Bandura, A. (1994). Self-efficacy. In V.S. Ramachandran (Ed.), Encyclopedia of human behavior, (pp. 71–81). New York: Academic Press.
9. Black, P., & William, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21, 5–31. doi: 10.1007/s11092-008-9068-5
10. Boekaerts, M. (2002). Bringing about change in the classroom: Strengths and weaknesses of the self-regulated learning approach. Learning and Instruction, 12, 589–604. doi: 10.1016/S0959-4752(02)00010-5
11. Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199– 231. doi: 10.1111/j.1464-0597.2005.00205.x
12. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32–42. doi: 10.3102/0013189X018001032
13. Cannon, R., & Newble, D. (2000). A guide to improving teaching methods: A handbook for teachers in university and colleges. Kogan PageLondon.
14. CBS. (2011). Jaarboek onderwijs in cijfers 2011 [Yearbook education in numbers 2011], www.cbs.nl.
15. De Brabander, C. J., Rozendaal, J. S., & Martens, R. L. (2009). Investigating efficacy expectancy as criterion for comparison of teacher versus student regulated learning in higher education. Learning Environments Research, 12, 191–207. doi: 10.1007/s10984-009-9062-y
16. De Corte, E. (2003). Designing learning environments that foster the productive use of acquired knowledge and skills. In E. De Corte, L. Verschaffel, N. Entwistle & J. J. G. Van Merrienboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions, (pp. 21–33). Oxford: Elsevier Science.
17. De Kock, A., Sleegers, P., & Voeten, M. J.M. (2004). New learning and the classification of learning environments in secondary education. Review of Educational Research, 74, 141–170. doi: 10.3102/00346543074002141
18. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. Plenum PressNew York.
19. Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem based learning: A meta-analysis. Learning and Instruction, 13, 533–568. doi: 10.1016/S0959-4752(02)00025-7
20. Eccles, J. S. (2004). Schools, academic motivation, and stage–environment fit. In R. M. Lerner & L.D. Steinberg (Eds.), Handbook of adolescent psychology, (pp. 125–153). New York: Wiley.
21. Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. SageLondon.
22. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148–162. doi: 10.1037/0022-0663.95.1.148
23. Hammond, C., Linton, D., Smink, J., & Drew, S. (2007). Dropout risk factors and exemplary programs. National Dropout Prevention Center, Communities in Schools, IncClemsonSC.
24. Hansson, Å. (2010). Instructional responsibility in mathematics education: Modelling classroom teaching using Swedish data. Educational Studies in Mathematics, 75, 171–189. doi: 10.1007/s10649-010-9249-2
25. Hebb, D. O. (1955). Drives and the C.N.S. (conceptual nervous system). Psychological Review, 62, 243–254. doi: 10.1037/h0041823
26. Hijzen, D., Boekaerts, M., & Vedder, P. (2006). The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom. Scandinavian Journal of Psychology, 47, 9–21. doi: 10.1111/j.1467-9450.2006.00488.x
27. Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99–107. doi: 10.1080/00461520701263368
28. Hox, J. J. (2002). Multilevel analysis: Techniques and applications. Lawrence ErlbaumHillsdaleNJ.
29. Jang, H., Reeves, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102, 588–600. doi: 10.1037/a0019682
30. Kazdin, A. E. (1999). Overview of research design issues in clinical psychology. In P.C. Kendall, J.N. Butcher & G.N. Holmbeck (Eds.), Handbook of research methods in clinical psychology, (pp. 3–30). New York: Wiley.
31. Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry based teaching. Educational Psychologist, 4, 75–86. doi: 10.1207/s15326985ep4102_1
32. Kutner, M. H., Nachtsheim, C. J., & Neter, J. (2004). Applied linear regression models, (4th ed.). Boston, MA: McGraw-Hill Irwin.
33. Lehtinen, E., Vauras, M., Salonen, P., Olkinuora, E., & Kinnunen, R. (1995). Long-term development of learning activity: Motivational, cognitive and social interaction. Educational Psychologist, 30, 21–35. doi: 10.1207/s15326985ep3001_3
34. Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and competence in German and American university students: Comparative study based on self-determination theory. Journal of Educational Psychology, 96, 68–84. doi: 10.1037/0022-0663.96.1.68
35. Lodewyk, K. R., Winne, P. H., & Jamieson-Noel, D.L. (2009). Implication of task structure on self-regulated learning and achievement. Educational Psychology, 29, 1–25. doi: 10.1080/01443410802447023
36. Lowijck, J., Elen, J., & Lehtinen, E. (2004). Students' perspectives on learning environments. International Journal for Educational Research, 41, 401–406. doi: 10.1016/j.ijer.2005.08.008
37. Martens, R., Bastiaens, T., & Kirschner, P. A. (2007). New learning design in distance education: The impact on student perception and motivation. Distance Education, 28, 1, 81–93. doi: 10.1080/01587910701305327
38. Martens, R. L., De Brabander, C. J., Rozendaal, J. S., Boekaerts, M., & van der Leeden, R. (2010). Inducing mindsets in self-regulated learning with motivational information. Educational studies, 36, 1–17. doi: 10.1080/03055690903424915
39. Martin, A. J. (2003). Boys and motivation: Contrasts and comparisons with girls' approaches to schoolwork. Australian Educational Researcher, 30, 43–65. doi: 10.1007/BF03216797
40. Martin, A. J. (2004). School motivation of boys and girls: Differences of degree, differences of kind or both?. Australian Journal of Psychology, 56, 133–146. doi: 10.1080/00049530412331283363
41. Markussen, E., Frøseth, M. W., & Sandberg, N. (2011). Reaching for the unreachable: Identifying factors predicting early school leaving and non-completion in Norwegian upper secondary education. Scandinavian Journal of Educational Research, 55, 225–253. doi: 10.1080/00313831.2011.576876
42. Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14–19. doi: 10.1037/0003-066X.59.1.14
43. McAuley, E., Duncan, T., & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48–58. doi: 10.1080/02701367.1989.10607413
44. OECD. (2011). Education at a glance 2011: OECD indicators, www.oecd.org.
45. O'Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers?. In G. O'Neill, S. Moore & B. McMullin (Eds.), Emerging issues in the practice of university learning and teaching, pp. AISHEDublin.
46. Peetsma, T. T.D., & van der Veen, I. (2008). A 2nd research study on influencing students' motivation in the lowest level of secondary education, Paper presented at the 11th International Conference on Motivation, EARLI SIG Motivation and Emotion Turku, Finland.
47. Peetsma, T. T.D., Hascher, T., van der Veen, I., & Roede, E. (2005). Relations between adolescents' self-evaluations, time perspectives, motivation for school and their achievement in different countries and at different ages. European Journal of Psychology of Education, 20, 209–225. doi: 10.1007/BF03173553
48. Rasbach, J., Steele, F., Browne, W., & Prosser, B. (2003). A user's guide to MLwiN version 2.0. Centre for Multilevel Modelling, Institute of Education, University of LondonLondon.
49. Ryan, R. M., & Deci, E. L.Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Educational Psychology2000a25, 54–67. doi: 10.1006/ceps.1999.1020
50. Ryan, R. M., & Deci, E. L.Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist2000b55, 68–78. doi: 10.1037/0003-066X.55.1.68
51. Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of children's perceptions. Journal of Personality and Social Psychology, 50, 550–558. doi: 10.1037/0022-3514.50.3.550
52. Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34, 619–638. doi: 10.1007/s10964-005-8950-4
53. Savery, J. R., & Duffy, T. M. (2001). Problem based learning: An instructional model and its constructivist framework. Centre for Research on Learning and Technology Technical Report, 16, University of IndianaBloomingtonIN.
54. Simons, R. J., van der Linden, J., & Duffy, T. (2000). New learning. KluwerDordrecht.
55. Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24, 568–608. doi: 10.1007/s10648-012-9199-6
56. Snijders, T. A.B., & Boskers, R. J. (2011). Multilevel analysis: An introduction to basic and advanced multilevel modeling. SageLondon.
57. Statistics Norway. (2012). Education statistics: Throughput of pupils in upper secondary education, www.ssb.no.
58. Statistics Sweden. (2008). Youths without completed upper secondary education – a survey with many challenges, www.scb.se.
59. Stornes, T., Bru, E., & Idsoe, T. (2008). Classroom social structure and motivational climates: On the influence of teachers' involvement, teachers' autonomy support and regulation in relation to motivational climates in school classrooms. Scandinavian Journal of Educational Research, 52, 315–329. doi: 10.1080/00313830802025124
60. Teasley, M. L. (2004). Absenteeism and truancy: Risk, protection, and best practice implications for school social workers. Children & Schools, 26, 117–127. doi: 10.1093/cs/26.2.117
61. Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A.E. Elliot & C. Dweck (Eds.), Handbook of competence motivation, (pp. 297–317). New York: Guilford Press.
62. Van Hout-Wolters, B. H.A.M., Simons, P. R.J., & Volet, S. (2000). Active learning: Self-directed learning and independent work. In P. R. J. Simons, J. L. van der Linden & T. Duffy (Eds.), New learning, (pp. 73–89). Dordrecht: Kluwer.
63. Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87, 246–260. doi: 10.1037/0022-3514.87.2.246
64. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University PressCambridgeMA.
65. Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236–250. doi: 10.1037/0022-0663.96.2.236