Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?

By Hyungshim Jang, J. Reeve, Richard M. Ryan, A. Kim. 2009

719 citations recorded by the source corpus.

Subfields: Applied Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ae69b60e4b466011533d23c0969ba375e0c9b7f0

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Citations in the corpus

Agency as a fourth aspect of students engagement during learning activities (2011, background): “…motivating styles), correlates highly with other corresponding measures of psychological need satisfaction (e.g., Basic Needs Scale; Gagne’, 2003), and predicts student outcomes such as classroom engagement and course grades (Hardre & Reeve, 2003; Jang et al., 2009; Reeve, Nix, & Hamm, 2003).”
Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A self‐determination theory approach (2018, methodology): “” To measure controlling styles, we used the four-item Controlling Teacher Scale (CTS; Jang et al., 2009; Jeon, 2004), which includes items such as “My PE instructor puts a lot of pressure on me.”
Motivation, Satisfaction, and Innate Psychological Needs (2012, background): “However, competence has been reported as being positively related to intrinsic motivation in South Korean high school students (Jang et al, 2009).”
Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015, result): “Jiang et al.’s (2013) study on the other hand, found that teacher–student relationship was a more salient predictor of school satisfaction compared to family and peer support among American adolescent students.”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, methodology): “…has shown strong psychometric properties (internal consistency, predictive validity of need satisfaction) in previous studies (Cheon et al., 2012; Jang et al., 2009), and scores on this measure were internally consistent throughout each assessment period (a ¼ .91 at T1; a ¼ .92 at T2; a ¼ .94 at…”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, methodology): “The 4-item CTS has also been used successfully in previous studies (Cheon & Reeve, 2013; Jang et al., 2009), and a sample example item is “My coach puts a lot of pressure on me.””