Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model

By Hyungshim Jang, Eun Joo Kim, J. Reeve. 2016

716 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/27810a9742be6871d7ef304048507a914223f869

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, positive): “…feeling close to others) are met, students report more high-quality motivation and engagement (Orsini et al. 2016; Patall et al. 2018; Skinner et al. 2008) and they are more likely to deeply process the learning material and to perform better (e.g., Vansteenkiste et al. 2005; Jang et al. 2016b).”
Self-determination for all language learners: New applications for formal language education (2019, background): “…experiencing disengagement, negative emotions, and other maladaptive outcomes was not because students did not perceive that these three basic psychological needs were not well supported but that their needs were strongly frustrated or thwarted by contextual facilitators (Jang et al., 2016a, b).”
Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation (2020, background): “…and with previous cross-sectional (De Meyer et al. 2016; Jang, Ryan, and Kim 2009; Sánchez-Oliva et al. 2014; Wilson et al. 2012), longitudinal (Jang, Kim, and Reeve 2016) and experimental studies (Aelterman et al. 2014; Sánchez-Oliva et al. 2017) concerns the role of needs satisfaction as a…”
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “…support would have a direct effect on students’ academic self-efficacy and students’ school engagement (Bandura et al., 2001; Hoigaard et al., 2015; Jang et al., 2016); (b) academic self-efficacy would be positively related to academic success (satisfaction with school, academic performance,…”
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “…study clarified that behavioral, cognitive, and emotional engagement should be seen as separate but overlapping dimensions (Wang et al. 2019), which commonly correlate in empirical studies with a moderate to high degree (Conner and Pope 2013; Jang et al. 2016; Li and Lerner 2013; Watt et al. 2017).”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “…and competence (i.e., experience of effectiveness) are nurtured, promoting internalization (e.g., Markland & Tobin, 2010), intrinsic motivation (e.g., Dysvik, Kuvaas, & Gagn e, 2013), and learners’ engagement (e.g., Jang et al., 2016) and persistence (e.g., Vallerand, Fortier, & Guay, 1997).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “, 2011; Ryan & Deci, 2017; Vansteenkiste & Ryan, 2013) and empirical demonstration (Haerens et al., 2015; Jang et al., 2016) of a dual process model, which suggest that teacher autonomy support and control may constitute a ‘bright’ and ‘dark’ pathway to students’ optimal functioning (Haerens et al.”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, methodology): “The engagement-disengagement rating sheet was the four-item Engagement Rating Sheet (Reeve et al., 2004), which has been used previously in classroom settings (Jang et al., 2016), including PE classrooms (Tessier, Sarrazin, & Ntoumanis, 2010; Van den Berghe et al., 2016).”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “Although ample studies have demonstrated that motivating teaching behaviour relates to higher student engagement (Quin 2017), most of this research has been conducted using questionnaires tapping into students’ perceptions of the teacher’s teaching style (Jang et al. 2016; Molinari and Mameli 2018),”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, background): “…relationship between students’ autonomous motivation and engagement to perceived autonomy support on a daily basis even though some prior traditional longitudinal research examining reciprocal effects predicted by the dual process model (e.g., Jang et al., 2016) did not observe this relationship.”
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (2020, background): “We assessed students' classroom engagement as a multidimensional construct assessing behavior, emotion, cognition, and agency (Jang et al., 2016).”