The complexities of how people learn have plagued researchers for centuries. A range of experimental and non-experimental methodologies have been used to isolate and implement positive interventions for students' cognitive, meta-cognitive, behavioral, and socio-emotional successes in learning. But the face of learning is changing in the digital age. The value of accrued knowledge, popular throughout the industrial age, is being overpowered by the value of curiosity and the ability to ask critical questions. Most students can access the largest free collection of human knowledge (and cat videos) with ease using their phones or laptops and omnipresent cellular and Wi-Fi networks. Viewing this new-age capacity for connection as an opportunity, educational stakeholders have delegated many traditional learning tasks to online environments. With this influx of online learning, student errors can be corrected with immediacy, student data is more prevalent and actionable, and teachers can intervene with efficiency and efficacy. As such, endeavors in educational data mining, learning analytics, and authentic educational research at scale have grown popular in recent years; fields afforded by the luxuries of technology and driven by the age-old goal of understanding how people learn. This dissertation explores the evolution and application of ASSISTments Research, an approach to authentic educational research at scale that leverages ASSISTments, a popular online learning platform, to better understand how people learn. Part I details the evolution and advocacy of two tools that form the research arm of ASSISTments: the ASSISTments TestBed and the Assessment of Learning Infrastructure (ALI). An NSF funded Data Infrastructure Building Blocks grant (#1724889, $494,644 2017-2020), outlines goals for the new age of ASSISTments Research as a result of lessons learned in recent years. Part II details a personal application of these research tools with a focus on the framework of Self Determination Theory. The primary facets of this theory, thought to positively affect learning and intrinsic motivation, are investigated in depth through randomized controlled trials targeting Autonomy, Belonging, and Competence. Finally, a synthesis chapter highlights important connections between Parts I & II, offering lessons learned regarding ASSISTments Research and suggesting additional guidance for its future development, while broadly defining contributions to the Learning Sciences community.

Syfte och frågeställningar Syftet med denna undersökning var att studera elevers uppfattning om livslång fysisk hälsa och skolans förmåga att lära ut den. Utifrån syftet formulerades tre frågeställningar: 1) Vad upplever gymnasieelever att de fått med sig för kunskap om det livslånga perspektivet på fysisk hälsa från skolan? 2) Hur ser gymnasieelever på sin egen förmåga att främja sin fysiska hälsa i framtiden? 3) Hur upplever gymnasieelever de kritiska ungdomsåren med hänsyn till minskad fysisk aktivitet? Metod Studien har en kvalitativ ansats där semi-strukturerade intervjuer användes som datainsamlingsmetod. Urvalet bestod av åtta gymnasieelever (16-18 år) från två olika skolor i Stockholmsområdet. Intervjuerna varade i cirka 30 minuter, transkriberades och analyserades enligt tematisk innehållsanalys. Resultatet diskuterades utifrån det teoretiska perspektivet Self-determination theory om inre- och yttre motivation. Resultat Deltagarna upplevde att skolan har haft en positiv inverkan på deras syn på livslång fysisk hälsa. Samtliga deltagare uttryckte på olika sätt att de genom skolan tagit åt sig av sambandet mellan positiva hälsoaspekter och regelbunden fysisk aktivitet. Merparten av deltagarna lyfte fram generella tankar om livslång fysisk hälsa som behandlats inom skolan, men många upplevde att ämnet ofta behandlats relativt ytligt och varit avskilt från praktiska moment. Samtliga deltagare uttryckte en vilja att upprätthålla den fysiska hälsan genom regelbunden aktivitet i framtiden och majoriteten uttryckte även att de trodde de skulle lyckas med detta. Olika typer av inre- och yttre motivation nämndes som viktiga faktorer för att främja den fysiska hälsan i framtiden, och tidsaspekten nämndes av flera som en riskfaktor. Deltagarna såg på sin nuvarande ålder som en övergångsålder där fysisk- hälsa och aktivitet ofta bortprioriteras. Slutsats Skolans förmåga att lära ut livslång fysisk hälsa upplevs som något ytlig enligt respondenterna i föreliggande studie. Gymnasieleverna förstår att det är viktigt att främja den fysiska hälsan men har svårare att uttrycka varför det är viktigt. Det tycks också finnas ett behov av att integrera teori med praktiska moment i undervisningen, för att skapa en djupare förståelse. Eleverna har emellertid en positiv framtidstro gällande främjandet av den fysiska hälsan, dock bekräftas svårigheterna i att upprätthålla aktivitetsnivåerna i den nuvarande åldern. / Aim The purpose of this study was to examine students’ perceptions of lifelong physical health and the schools ability to teach this. From this purpose, three research questions were formulated: 1) What knowledge about the lifelong perspective on physical health do upper secondary school students perceive they have obtained from school? How do upper secondary school students view their own ability to promote their physical health in the future? 3) How do upper secondary school students perceive the critical youth years with regards to reduced physical activity? Method The study has a qualitative approach and semi-structured interviews where the method used for data collection. Data was collected from eight upper secondary school students (16-18 years) from two different schools in Stockholm. The interviews lasted about 30 minutes, and were thereafter transcribed and analyzed by thematic context analysis. Results were discussed in the light of the theoretical perspective Self-Determination and intrinsic- and extrinsic motivation. Results The participants expressed that the school had contributed with a positive impact on their views on lifelong physical health. They expressed that the school had taught them about the connection between positive health aspects and regular physical activity. The majority also put forward general thoughts about lifelong physical health that had been addressed in school, but many perceived that the subject often had been addressed on a relatively superficial level, separated from physical activity. The students expressed a will to maintain the physical health by regular physical activity in the future and the majority also believed that they would be able to succeed in this. Intrinsic- and extrinsic motivation were mentioned as important factors in the promotion of physical health in the future, and the aspect of time was mentioned as a risk factor by many participants. Their current age was viewed as a transition period between the adolescent life to the adult life, where physical- health and activity often is neglected. Conclusions The schools ability to teach lifelong physical health is by the participants perceived as somewhat superficial. The students expressed that they know that it is important to promote the physical health but they struggle to explain why. There also seems to be a need for theory to be integrated in practical lessons. The students have, however, a positive belief in the future when it comes to the promotion of their physical health, but in line with previous research, the current age is perceived as a challenging period to maintain physical activity and health.

No campo da psicologia educacional, muitos estudos têm diagnosticado a motivação de estudantes na área da química, mas poucos propõem intervenções e avaliam seu potencial para a mudança da motivação para a aprendizagem, especialmente no contexto brasileiro. Diante disso, este estudo avaliou a contribuição de palestras interativas para a promoção da motivação para aprender química em estudantes do primeiro ano do Ensino Médio de três escolas públicas da cidade de São Carlos com base na Self-Determination Theory (SDT). As palestras foram desenvolvidas a partir da parceria com grupos de pesquisa do IQSC e representam um conjunto de atividades dinâmicas de divulgação científica, das quais quatro foram selecionadas para serem aplicadas ao longo de um ano, no total de 21 apresentações para cerca de 150 estudantes. Os espaços de apresentação das palestras foram um museu de ciências e o saguão de uma biblioteca da USP. Foi utilizada a triangulação metodológica pautada na aplicação de questionários com escala Likert, realização de entrevistas semiestruturadas com estudantes e professores e observações no diário de campo. A análise do instrumento Chemistry Motivation Questionnaire (CMQ), através do cálculo da mediana, juntamente da análise das entrevistas dos professores, forneceu dados sobre o estado motivacional inicial dos estudantes e o cenário na qual a pesquisa se desdobrou. Foi revelada a prevalência da motivação regulada por fatores externos, como a motivação por nota, em todas as escolas. A análise do instrumento Intrinsic Motivation Inventory (IMI), indicou que as palestras interativas de química satisfizeram aspectos promotores do interesse, valor, esforço e percepção de escolha nos estudantes, em detrimento do sentimento de pressão, o que aponta para uma atividade motivadora. A partir da categorização simples das entrevistas e análise dos resultados, o aumento do interesse pela química, a melhor compreensão dos conceitos químicos, a melhor compreensão da natureza da química, bem como do aumento do esforço aplicado para o aprendizado forneceram, dentre outros fatores, indícios da promoção da motivação para o aprendizado de química. Tais resultados foram corroborados pelas observações dos professores à medida que aprofundaram o olhar para suas turmas e notaram particular aumento do esforço e interesse, embora não tenham observado mudanças em toda a sala de aula. Dentre os aspectos das palestras que contribuíram para os resultados, destacam-se a promoção de interação entre os alunos, do engajamento e envolvimento cognitivo a partir das dinâmicas das apresentações. As pesquisas científicas apresentadas, espaços não formais utilizados e formação dos apresentadores também tiveram papel fundamental. Contudo, aspectos relacionados à avaliação escolar e falta de diálogo entre professores e estudantes podem limitar essas atividades no que concerne ao diagnóstico, intervenção e acompanhamento dos estudantes. Os resultados fomentam a importância da divulgação científica da química e responsabilidade da universidade pública no processo de divulgação e motivação do estudante para o aprendizado. / In the educational psychology field, many studies have been doing the diagnosis of student\'s motivation to chemistry, but few studies propose interventions and evaluate its potential for changing the motivation to learning, especially at Brazilian context. From this, this study evaluated the contribution of interactive lectures to promote the motivation to learn chemistry in first-year High School students of three public schools of São Carlos city based on Self-Determination Theory (SDT). The lectures were develop from the partnership with IQSC research groups and represent a set of dynamic activities of science popularization, of which four of them were chosen to be applied over one year, in a total of 21 presentations to around 150 students. The presentation spaces of the lectures were a science museum and the hall of a library of USP. The triangulation methodology was used, based on the application of Likert scale questionnaires, semi-structured interviews with students and teachers and observations and field notes. The analysis of the Chemistry Motivation Questionnaire (CMQ), through the median calculation, and the teachers\' interview analysis, provided data about students\' initial motivational state and about the scenario in which the research was unfolded. The prevalence of motivation regulated by external factors, such as grade motivation, was revealed in all schools. The analysis of the Intrinsic Motivation Inventory (IMI) indicated that the interactive chemistry lectures have satisfied aspects related to promotion of interest, value, effort and perception of choice to the detriment of the sense of pressure, which points to a motivating activity. From the simple categorization of the interviews and analysis of the results, the increase in interest for chemistry and the increase of the effort to learn provided, between other factors, indications of promotion of motivation to learning chemistry. These results were corroborated by the observations of the teachers as they paid more attention to their classroom and noticed a particular increase in effort and interest, although they did not observe changes in all students. Among the aspects of the lectures that contributed to the results, the promotion of interaction among students, engagement and cognitive involvement based on the dynamics of presentations are highlight. The scientific research presented, non-formal spaces used and presenters training also played fundamental role. However, aspects related to school evaluation and lack of dialogue between teachers and students may limit this activities regarding the diagnosis, intervention and monitoring of the classes. The results foment the importance of scientific popularization of chemistry and the responsibility of the public university in the process of dissemination and motivation of students to learn.

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Health behavior change may prevent many fatal diseases, and may be influenced by social and motivational constructs. We assessed the interaction effect of future time perspective and basic psychological need fulfillment on positive and negative health behaviors. Future time perspective was associated with more positive, and less negative, health behaviors. Need fulfillment was associated with only positive health behaviors. In moderation analyses, individuals reporting both high need fulfillment and future perspective reported greater positive health behaviors, and were especially unlikely to smoke. Enhancing future-mindedness and supporting need satisfaction in interventions targeting modifiable health behaviors is encouraged.

ObjectiveWe examined the self-reported preparedness of hospitalized adolescents and young adults (AYA) for transition from pediatric to adult-oriented health care with regard to: 1) previous health care transition (HCT) preparation, 2) Self-Determination Theory (SDT) constructs of health self-management autonomy and competence, and 3) their perception of medical knowledge, attitudes, and concerns.MethodsFrom 2013 to 2015, 139 hospitalized patients aged 15 to 21 years completed a 40-item survey on HCT preparation, attitudes, concerns, and perception of knowledge adapted in part from validated questionnaires of the Department of Health and Human Services, Maternal and Child Health Bureau, and SDT Treatment Self-Regulation Study.ResultsFewer than 40% of all respondents endorsed previous HCT preparation such as providers discussing taking responsibility for their health, transitioning to adult providers, and only 20% had discussed future health insurance needs. Of our AYA population, 84% had 1 or more special health care needs. Older patients, female patients, and those with increased HCT preparation scores had increased autonomous motivation, positive attitudes toward transition, yet also increased transition concerns. Higher autonomous motivation and perceived competence correlated with increased perception of knowledge (P = .002, < .001 respectively) and more positive attitudes toward transition planning (P < .001, .054 respectively). Multivariate regression analysis revealed those with increased HCT preparation and those with increased perceived competence had increased perception of knowledge (β = .25, P = .005 and β = .35, P < .001).ConclusionsOur findings suggest that hospitalized AYA received limited education and preparation regarding key elements of HCT to adult-oriented health care. Moreover, those previously exposed to transition preparation efforts were more likely to have motivation and a sense of competence in HCT skills.

The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese then rated these speech samples holistically on a scale of 1 to 5, with 1 indicating a strong foreign accent, and 5 indicating a native accent. Scores on the questionnaires were then correlated with the accent ratings. None of the English-speaking participants were judged as native or near-native speakers of Japanese. However, results demonstrated a significant positive correlation between ratings of accent and two variables: Intrinsic Motivation Toward Accomplishment and attitudes toward pronunciation. The statistical analysis also revealed a positive correlation between integrative and instrumental orientation and extrinsic motivation, suggesting a relationship between measures of orientation and extrinsic motivation as well. These results highlight the importance of including Self-Determination Theory in the area of second/foreign language acquisition research, as well as clarifying the role of motivation and attitudes toward pronunciation in the present context of late learners of Japanese.

Excessive teacher turnover has considerable financial, logistical, and academic implications for public education. The purpose of this study was to develop a grounded theory (GT) that conceptualized the experiences of former Georgia public school teachers in order to better understand voluntary teacher attrition. Informed by Ryan and Deci's self-determination theory, this GT study provided insight into the process by which teachers arrive at the decision to leave public schools. Interviews with 12 former Georgia public school teachers were conducted. A constant comparative analysis was used to develop the theory of navigating the cycle of decline, which accounts for the general trend of declining motivation, well-being, and fulfillment among teachers who choose to leave the public school system. The cycle of decline consists of 4 stages: (a) embarking, in which new teachers initially experience concerns about authenticity and support in the public school context; (b) resolving, in which teachers attempt to resolve these concerns; (c) weathering, in which teachers attempt to endure or tolerate the conditions causing these concerns; and (d) opting out, in which teachers opt to leave the public school context entirely. The theory provides a useful framework for identifying and implementing strategies for retaining public school teachers. Stakeholders and policymakers in education may be able to minimize the impact of early attrition by ensuring opportunities for teachers to do authentic work in a supportive environment. The study supports positive social change by providing new insight into factors that lead to teacher turnover, and could thus help improve systemic and educational outcomes of public schools in Georgia and across the nation.

Positive psychological capital (PsyCap), a second-order construct formed from optimism, hope, resilience, and self-efficacy, has predicted the performance and psychological well-being of a variety of full-time workers, and mediators of the relationships between PsyCap and performance and psychological well-being have rarely been examined. Using self-determination theory, broaden-and-build theory, and the conceptual framework of positive psychology, this study was an exploration of (a) the relationships among PsyCap, (b) basic psychological need satisfaction (i.e., autonomy, competence, relatedness), and (c) psychological well-being and performance using a sample of 103 working actors and stunt people. A serial mediation model was proposed whereby PsyCap predicted performance through need satisfaction and psychological well-being. Statistically significant bivariate correlations were found among PsyCap, autonomy, competence, relatedness, psychological well-being, and performance. Multiple regression analyses yielded indirect effects tested for statistical significance using bias-corrected bootstrapping. Results showed a total indirect effect of PsyCap on psychological well-being through need satisfaction and a specific indirect effect of PsyCap on psychological well-being through relatedness. Results showed no total indirect effect for PsyCap on performance through need satisfaction but did show a specific indirect effect of PsyCap on performance through relatedness. No statistically significant indirect effects of autonomy, competence, and relatedness on performance through psychological well-being were found. Theoretical and practical implications for future researchers, independent workers, and organizations supporting independent workers are discussed.

Retention of registered nurses (RNs) is essential to the sustainability of quality health care services. More than 55% of hospitals in the United States have not translated retention initiatives into a formal retention strategy. The purpose of this study was to examine the relationship between training programs, new hire onboarding processes, frozen positions, and nurse retention. The self-determination theory was the theoretical framework for this study. Secondary data were collected from the 2016 Texas Hospital Nurse Staffing Survey. Data were analyzed using multiple linear regression. The results of the multiple linear regression were statistically significant, with F(3, 251) = .602, p > .001, R2 = .007. Although the model is significant, length of residency/internship/fellowship, length of new employee training, and total number of direct resident care RN positions frozen does not add significant predictive value to turnover. The results of the multiple linear regression produced correlation of the independent variables with the dependent variable of nurse turnover. Length of residency/internship/fellowship was positively correlated with RN turnover rate at .025, length of new employee training was negatively correlated at .072, and total number of direct resident care RN positions frozen was negatively correlated at .012. The findings of this study might influence positive social change by providing insights into length and content of programs and the effect of understaffing on retention of RNs. An increase in retention of RNs might contribute to improved hospital reputation, financial capability, and organizational balance leading to a positive effect on the economy, sustainability, and quality of life of the surrounding community.