Now showing 1 - 10 of 72
  • Publication
    Metadata only
    Building autonomous learners: Perspectives from research and practice using self-determination theory
    (Springer, 2016) ; ;
    Ryan, Richard M.

    This edited work presents a collection of papers on motivation research in education around the globe. Pursuing a uniquely international approach, it also features selected research studies conducted in Singapore under the auspices of the Motivation in Educational Research Lab, National Institute of Education, Singapore.

    A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical considerations, parental involvement, teachers’ motivation, ways to create a self-motivating classroom, use of ICT, and nurturing a passion for learning.

    The book will appeal to several different audiences: firstly, policymakers in education, school leaders and teachers will find it a valuable resource. Secondly, it offers a helpful guide for researchers and teacher educators in pre-service and postgraduate teacher education programmes. And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book.

    WOS© Citations 30  59
  • Publication
    Open Access
      169  221
  • Publication
    Open Access
    A motivational analysis of project work in Singapore using self-determination theory
    (Time Taylor International, 2011) ; ; ; ;
    Ee, Jessie
    Our students today face a knowledge-based economy, which requires the ability to learn independently, to be innovative in using and synthesizing knowledge, and to adapt fast to the changing world. Project Work (PW) is introduced as one of the instructional models for a more student-centered approach of learning in Singapore. The purpose of this study was to examine the impact of project work (PW) and study the motivational processes of PW using a self-determination theory (SDT) framework. A total of 435 students from Normal Academic stream (NA) and Normal Technical stream (NT) were recruited from four secondary schools in Singapore. Students‟ perceptions of the values of PW, basic psychological needs, relative autonomy, enjoyment, and grades were measured across three time points. Results showed that students valued the PW experience. However, their enjoyment, needs, and relative autonomy decreased significantly in the 10 to 12 weeks of PW experience. Multiple regression analyses revealed that post-PW enjoyment negatively predicted PW grades, while psychological needs, relative autonomy and pre-PW enjoyment positively predicted post-PW enjoyment. After 6-month PW, post-PW enjoyment emerged as a stronger predictor than grades in predicting the perceived skills learned from PW. The study applies self-determination theory to the PW context and highlights the importance of facilitating the three psychological needs in the PW context to enhance students‟ motivation and achievement in PW.
      789  1480
  • Publication
    Open Access
    Positive social climate for enhancing students' math self-concept: Some research findings
    (2005)
    Lui, Elena Hah Wah
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    ; ;
    In Nov 2002, a research team in the National Institute of Education, NTU, launched a cross-discipline quasi-experimental study on “Positive Social Climate for Enhancing Students’ Math Self-concept”. Its main objective was to find the attributes (variables) in the social climate which are accountable for the increase of self-concept of Secondary Two students in the Math remedial classes in Singapore neighbourhood schools. Phase I of this study ( in 2003) was Instrumentation: validating the scales used in the measurement of treatment effect. H.W. Marsh’s Self-Description Questionnaire (SDQ-II, 1990), and B. Fraser’s “What Is Happening In This Class?” questionnaire (WIHIC) were validated together with the Motivational Orientation scale and Intellectual Achievement Responsibility (IAR) questionnaire. More than 700 Secondary Two students from four neighbourhood schools took part in this validating exercise. Phase II was Intervention`(in 2004): the teachers’ interactions with students, the enhancement of students’ capabilities and confidence. A training workshop for teachers in the experimental groups was conducted before the intervention. Two schools had the experimental groups and another two neighbourhood schools’ samples were held as the control groups of this study. Based on the results in Phase I, only two instruments: SDQII and WIHIC were selected to measure the effect of intervention. The total sample in this phase was close to 1000 Sec 2 students.
      136  355
  • Publication
    Restricted
    Evaluating the e-portfolio as a pedagogical tool for initial teacher education
    (Office of Education Research, National Institute of Education, Singapore, 2024) ;
    There has been extensive research on the use of the e-portfolio in a variety of contexts but few have focused on the application of the e-portfolio as a holistic pedagogical tool. The uniqueness of this study lies in its focus on the pedagogical and psychological implications of the e-portfolio in enabling learning through self-regulation and motivation. This research was timely since the use of the e-portfolio in initial teacher education programmes was one of the key recommendations of the TE21 model.
      42  15
  • Publication
    Metadata only
    “Who just pushed my metaphoric button”? An examination of student-related factors influencing teachers’ motivating styles
    (Springer, 2024) ;
    Kong, Leng Chee
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    Lam, Karen
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    Reeve, Johnmarshall
    Teachers’ motivational strategies can be categorised into two types of motivating styles—autonomy-supportive style versus controlling style (Reeve in Educ Psychol 44:159–175, 2009). Several factors can affect the teachers’ use of motivational strategies, and student-related factors are some influential reasons. In this study, we focussed on identifying the student-related reasons that could affect the teachers’ motivating styles through 56 teacher interviews from 17 secondary schools across Singapore. From the teachers’ accounts, we identified “student profiles”, “students’ behaviours”, “students’ engagements”, and “students’ feedback” as the student-related factors that could affect the teachers’ motivating styles. By identifying these factors, we hope to raise awareness amongst the teachers (at the personal level) and their social environments (at the contextual level) on what can facilitate or thwart the expression of autonomy-supportive teaching. We also hope to provide useful information on what the social environments can do to support teachers in autonomy-supportive teaching.
      15
  • Publication
    Open Access
    From intrinsic motivation to passion in sport and exercise: A self-determination theory framework
    (2010) ; ;
    Chatzisarantis, Nikos
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    Lim, Carol Boon San
    Adolescence is a critical period in the study of physical activity (PA). Research evidence has shown that there is a decline in participation in P A in young people over their teenage years with ages 11 to 12 thought to be a critical age period at which PA begins to diminish. The purpose of this study was to examine the relationships between students' perceived autonomy support, behavioural regulations, and enjoyment in a physical education (PE) context, using a selfdetermination theory framework. Participants were 1854 secondary school students aged between 13 and 19 years from Singapore. Questionnaires were used to access perceived autonomy support, behavioural regulations, and enjoyment in PE. Results showed that perceived autonomy support predicted more self-determined forms of behavioural regulations in PE (intrinsic and identified) positively and negatively predicted more controlling forms of regulations (external and amotivation). Only intrinsic motivation positively predicted enjoyment. On the other hand, amotivation negatively predicted enjoyment. The findings highlight the importance of perceived autonomy support in fostering more self-determined forms of behavioural regulations and intrinsic motivation in school PE.
      239  320
  • Publication
    Open Access
    Motivating the academically unmotivated: The why’s and how’s
    (Office of Education Research, National Institute of Education, Singapore, 2020) ;
    Hong, Ying-Yi
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    Chiu, Chi-Yue
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    ; ; ;
    Lim, Coral Boon San
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    Chye, Stefanie Yen Leng
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    Sim, Clare Miao Qin
    Based on three major theories in the motivation literature – the self-determination theory, the achievement goal theory, and implicit theories of intelligence – this research project seeks to deconstruct the psychological underpinnings of Normal stream students’ motivation in the Mathematics classroom and provide answers on why (the causes) and how (the underlying mechanisms) students are motivated or unmotivated to pursue academic excellence. Specifically, it investigates the relationship between students’ intrinsic motivations, self- regulation, intelligence beliefs and goals adopted in Mathematics, as well as teachers’ intelligence beliefs and teaching methods, with an aim toward informing a follow-up intervention study.
      27  706
  • Publication
    Open Access
    Patterns of physical activity, sedentary behaviors, and psychological determinants of physical activity among Singaporean school children
    (West Virginia University, 2006) ; ;
    Quek, Jin Jong
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    The purpose of the research was to examine the prevalence and interrelationships between sedentary and physical activity behaviors, and psychological determinants of physical activity among Singaporean school children. A sample of 1935 children aged 10 to 14 years, took part in the study. In Study 1 (N=780), physical activity and sedentary behaviors were assessed using a 7-day physical activity recall method. Three distinct clusters were found for each sex using cluster analysis. Thirty six percent of the boys spent much of their sedentary time in technology based entertainment (e.g., computer/internet), and 38% of them reported substantial amount of time spent studying and doing homework. The rest of the boys spent their time being physically active but they were also substantially engaged in playing video games. Among the girls, time spent socializing with friends, studying, and engaging in physical activity amounted to 57.3%. Fifteen percent of the girls reported spending much of their time studying and doing homework. A group of girls (27.8%) reported little study time, little socialization, and low engagement in physical activity compared to their peers. In Study 2 (N =1155), three clusters were found using sport ability beliefs, perceived autonomy, and perceived competence as clustering variables. The amount of physical activity that the children took part in was influenced by their perceptions of competence, sport ability, and autonomy. The findings of the research showed that physical activity and sedentary behaviors were not inversely related. In addition, the studies confirmed that certain psychological determinants were important for examining the physical activity behaviors of Singaporean school children.
    WOS© Citations 19  416  932