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Direct linkBäulke, Lisa; Dresel, Markus – Educational Psychology, 2023
Procrastination is a widespread phenomenon in higher education. Recently, specific aspects of the higher education course context have been theoretically linked to procrastination. Therefore, the aim of the present study was to integrate specific course characteristics (e.g., feedback structure, social norms, clarity of assignments), examine in…
Descriptors: Undergraduate Students, Course Content, Time Management, Need Gratification
Fu, Dingmeng; Liu, Yue; Zhang, Danhui – Educational Psychology, 2023
According to self-determination theory, teachers' autonomy support is an effective approach to motivate students to learn. Longitudinal studies are necessary to clear up the relation between students' perception of teacher autonomy support and students' achievement in mathematics. The present study investigated the effect of teachers' autonomy…
Descriptors: Mathematics Achievement, Longitudinal Studies, Student Motivation, Student Attitudes
Chiu, Thomas K. F.; Sun, Jerry Chih-Yuan; Ismailov, Murod – Educational Psychology, 2022
Digital literacy, a prerequisite for online learning, is fostered by active engagement with technology, a concept that is explained by self-determination theory (SDT). This two-study project took the unique opportunity afforded by COVID-19 to explore the effect of technology learning support for SDT-needs satisfaction on digital literacy and the…
Descriptors: Digital Literacy, Self Determination, Electronic Learning, COVID-19
Diseth, Åge; Breidablik, Hans Johan; Meland, Eivind – Educational Psychology, 2018
The relation between autonomy support and basic need satisfaction was investigated by applying a longitudinal design at a time interval of two years, and by comparing two different grade level cohorts of students. Participants comprised 1.225 Norwegian students divided by two subsamples (6th and 8th grade level/8th and 10th grade level). The…
Descriptors: Foreign Countries, Longitudinal Studies, Secondary School Students, Cohort Analysis
Leptokaridou, Elisavet T.; Vlachopoulos, Symeon P.; Papaioannou, Athanasios G. – Educational Psychology, 2016
The present study examined the efficacy of autonomy-supportive teaching during elementary school physical education (PE) in influencing pupils' enjoyment, fear of failure, boredom and effort. A sample of 54 pupils attending fifth and sixth grades comprised the control group (typical instruction; n = 27) and the experimental group…
Descriptors: Personal Autonomy, Elementary School Students, Student Motivation, Student Participation
