Using self determination theory principles to promote engineering students’ intrinsic motivation to learn

By Kyle F. Trenshaw, Renata A. Revelo, Katherine Earl, Geoffrey L. Herman. 2016

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Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, background): “…teachers will consider student perspectives, allow for choices around learning, give a rationale when choice is constrained, avoid the use of controlling language, and reduce unnecessary stress and demands on students (Alamri et al., 2020; Lee et al., 2015; Trenshaw et al., 2016; Xie et al., 2006).”
The impact of Generative AI (GenAI) on practices, policies and research direction in education: a case of ChatGPT and Midjourney (2023, unknown): “This is aligned with most of SDT-based students on digital education (Chiu, 2021, 2022; Hartnett, 2015; Trenshaw et al., 2016).”
Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19 (2020, background): “One way for faculty to motivate engineering students is by fostering relatedness through assigning team projects or homework assignments [70].”