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No description available.

No description available.

No description available.

No description available.

How might a curriculum based on Self-Determination Theory (SDT) influence student motivation and art making in a 9th grade art classroom? The researcher devised a negotiated curriculum called The Master Artist Program based on the SDT theory of intrinsic motivation. The implementation of this curriculum was designed to explore the question of how a curriculum based on SDT theory would influence student motivation and art making in a 9th grade art classroom. This curriculum was implemented in a ninth grade art class on an optional basis for the course of nine weeks. The results of data analysis, illustrated by relevant vignettes, revealed features indicative of intrinsic motivation as well as peer interaction and community.

The purpose of this study was (a) to test a hypothesized model of motivation grounded in the Self-Determination Theory within the context of conceptual physical education (CPE), and (b) to explore the strength and directionality of perceived competence for physical activity as a possible mediator for health-related fitness knowledge and actual physical activity behaviors. Participants were 280 high school students who were at the end of a CPE course. Participants completed the Behavioural Regulation in Exercise Questionnaire–2, the Godin Leisure–Time Exercise Questionnaire, the Perceived Competence Scale, and a Health-Related Fitness Knowledge Questionnaire. Structural equation modeling analysis was used to explore the relationships between the variables of health-related fitness knowledge, perceived competence, motivation, and physical activity. The analysis resulted in a modified model that showed a relationship between perceived competence and physical activity, mediated by introjected and identified regulation. Implications and recommendations for physical education professionals are made.

Motivation är centralt vid lärande. En av lärarens huvuduppgifter är således att främja motivationen hos eleverna. Det finns dock få empiriskt underbyggda metoder för detta. Syftet med studien var att utforska motivationen hos elever på naturvetenskaps-programmet, och särskilt då att undersöka om det genom utformningen av en specifik lektion, går att påverka den motivation elever känner under lektionen. Med avstamp i konstruktivismen och pragmatismen ville vi undersöka om en lektion med en tydligt uttalad utmaning och ett verkligt sammanhang kunde främja elevernas motivation. Vi utgår till stor del ifrån self-determination theory (SDT) som är ledande vad gäller modern forskning kring motivation och lärande. 174 elever från två sydsvenska gymnasieskolor delades in i två grupper och fick arbeta med olika webbaserade övningar inom ekologi där den ena utformats för att stimulera inre motivation, medan den andra övningen saknade motivationsskapande faktorer. Eleverna fyllde sedan i två olika SDT-enkäter med frågor om hur de upplevde övningen respektive deras allmänna inställning till skolarbete. Utifrån svaren skattades elevernas motivation. Resultaten visar att elevernas skolmotivation varierade mycket samt att vi inte lyckades utforma en lektion som på ett entydigt sätt ökade elevernas inre motivation. Vi fick dock ett visst stöd för att både sammanhang och utmaning kan upplevas stimulerande och avstressande. Skälet till att vi inte fick så tydliga resultat var troligen att kontrollövningen var allt för lik den stimulerande övningen, och att det kan vara svårt att uppnå effekter på så kort tid som en lektion.

School music ensembles have the potential to provide a space where students can develop a strong sense of belonging and relatedness. A sense of belonging and relatedness has been shown to be an important factor in helping students avoid social isolation and its attendant issues of poor academic performance, lack of motivation, and behavioral problems. Particularly within a music education context, however, little is known about how fulfilling the need for belonging and relatedness might have a positive impact in the music classroom. In order to address this research gap, I used self-determination theory to test the hypothetical links among students’ perception of teacher support for relatedness, perceived relatedness satisfaction, general prosocial behavior, and music practice quantity and quality. I surveyed a sample of 749 high school band students about their perceptions of the band classroom and their band-related behaviors. Path analysis was then used to test the hypothetical model. As hypothesized, the findings of this study indicate a strong relationship between relatedness support and relatedness satisfaction. Results also show that relatedness support—through relatedness satisfaction—predicted certain general prosocial behaviors (compliant and public) and music practice quality. Also, relatedness need fulfillment was negatively associated with music practice quantity. These results indicate that teacher support for relatedness in band may play an important role in promoting other positive outcomes such as increased prosocial behavior and higher-quality music practice. This study also shows continued evidence for the viability of using self-determination theory to understand the motivational processes at work in the music classroom.

Volunteer youth coaches make up the majority of sport coaches in the United States, and therefore play a significant role in youth athletes’ experiences in sport. Recent data suggest that fewer than 30% of all youth coaches have received any coach training within the past year. Given coaches’ significant role in the youth development process, and the lack of training required of them, there is a need for innovative approaches to youth coach development in the United States. The purpose of this exploratory study was to implement a revised version of the Mastery Approach to Coaching (MAC) (Smith, Smoll, & Cumming, 2007) coach development program (CDP) (called the MAC-RGR), and to investigate coaches’ perceptions of the CDP. The MAC-RGR featured two notable adaptations from the original: (a) content was added from self-determination theory (Ryan & Deci, 2017); and (b) a novel in-situ method of delivery was employed, based on the partnership principles used by instructional coaches (Knight, 2018) and the parallel process model used in supervising counseling psychologists (Vella, Crowe, & Oades, 2013). The CDP was presented to seven coaches over the course of a six-week summer program, featuring both formal group sessions and informal one-on-one coach interactions. Data were collected via multiple modalities (observations, interviews, and field notes), and explored coach’s perceptions of the training’s content, and their insights into the value of the in-situ delivery method. Data were analyzed using an interpretive description methodology (Thorne, 2013). Coaches demonstrated significant use of need-supportive behaviors, such as asking questions, and reported learning these from the training. Coaches also reported numerous benefits from the in-situ delivery model and the practical implementation of such an approach. A description of coach development that took place in real time is presented. Findings are considered in relationship to instructional coaching and the parallel process of coach education, where the relationship dynamics between coach and athlete are paralleled in the relationship dynamics between coach-educator and coach. Additionally, the nuances of developing coaches in community-based sport settings are portrayed. Practical implications and recommendations for alternative methods of delivery of coach development programs are discussed.