Large-scale school reform as viewed from the self-determination theory perspective

By Edward L. Deci. 2009

109 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8ce9aa2b6803b5ebc6f9350622309e024454490d

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Citations in the corpus

A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy (2011, unknown): “…interpersonal style toward others can be expected to occur only to the extent that the person accepts and internalizes that recommended change (Deci 2009), and people with an autonomy causality orientation have been shown to accept and internalize messages consistent with an…”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “Effective change is only expected when the importance of the behavioral change is fully internalized by the individual, which is more likely to occur when teachers’ basic psychological needs for autonomy, competence, and relatedness are met during the training (Deci, 2009).”
School Belonging in Different Cultures: The Effects of Individualism and Power Distance (2017, unknown): “Deci (2009) has noted that giving schools more leeway in the way it is run should result in a better psychological climate throughout, arguing that psychological influences at the administration level may trickle down to teachers and then students.”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “According to selfdetermination theory, relatedness is a basic psychological need influencing intrinsic motivation, self-regulation, and well-being (Deci, 2009).”
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training (2016, background): “, O'Sullivan & Deglau, 2006; Swennen, Lunenberg, & Korthagen, 2008), if not, more important than its specific content for this internalization process to occur (Aelterman et al., 2013; Deci, 2009).”
Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, background): “For instance, while teachers with a good quality motivational profile might be more open for advice (Assor, Kaplan, Feinberg, & Tal, 2009; Deci, 2009) regarding how to teach in a need-supportive fashion, teachers with a more maladaptive motivational profile might respond more defensively to such adv”
Self-determination theory: An approach to motivation in music education (2015, background): “SDT would normally predict that evaluations such as examinations are external motivators and would thus undermine intrinsic motivation for playing an instrument (Deci, 2009).”
Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale (2013, background): “Specifically, when teachers are autonomy supportive, they take the students’ perspective so they are able to ascertain what type of instructional adaptations are appropriate for them (Deci 2009).”
Protective Factors at School: Reciprocal Effects Among Adolescents’ Perceptions of the School Environment, Engagement in Learning, and Hope (2011, unknown): “A similar approach has been taken by intervention researchers both in the United States (Connell and Broom 2004) and internationally (Feinberg et al. 2007, as cited in Deci 2009 ), but this study is the first to examine the mediating processes empirically.”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, unknown): “…inspired by self-determination theory has several important implications for the structuring of learning environments (see also Deci, Connell, & Ryan, 1985 ; Niemiec & Ryan, 2009 ; Reeve, 2002 ) and comprehensive school reform (Connell, Klem, Lacher, Leiderman, & Moore, 2009 ; Deci, 2009 ) .”
Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program (2012, background): “Some examples of such programs are the First Things First Program (e.g., Connell and Broom 2004; Levin et al. 2006; Deci 2009), the Caring Community program (e.g., Solomon et al. 2000), and the Personal and Social Growth program (Assor et al. 2000a,b, 2009).”