An evaluation of the integrative model for learning and motivation in the college classroom
Grounded in self-determination theory, the integrative model for learning and motivation examines how student motivational processes link to course outcomes, including perceived knowledge transferability. This investigation sought to evaluate the tenets of the integrative model that link the classro...
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| Veröffentlicht in: | Current psychology (New Brunswick, N.J.) N.J.), 2022-03, Vol.41 (3), p.1447-1459 |
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| container_title | Current psychology (New Brunswick, N.J.) |
| container_volume | 41 |
| creator | Levesque-Bristol, Chantal Richards, K. Andrew R. Zissimopoulos, Angelika Wang, Cong Yu, Shi |
| description | Grounded in self-determination theory, the integrative model for learning and motivation examines how student motivational processes link to course outcomes, including perceived knowledge transferability. This investigation sought to evaluate the tenets of the integrative model that link the classroom climate, basic psychological needs satisfaction, and self-regulated motivation to perceived knowledge transferability. Participants included 4385 students (2185 females, 2200 males) enrolled in courses across a variety of disciplines at a large university in the U.S. Midwest. The students completed a cross-sectional survey, and the data analysis process proceeded using factor analytic and structural equation modeling procedures. Results indicate that the data were a good fit for the model, C3(342) = 6691.75,
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| doi_str_mv | 10.1007/s12144-020-00671-x |
| format | Article |
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< .001, RMSEA = .08, SRMR = .05, TLI = .94, CFI = .95. Developing student-centered learning environments is integral to enhancing motivation and perceptions of knowledge transferability through the satisfaction of students’ need for autonomy, competence, and relatedness.</description><identifier>ISSN: 1046-1310</identifier><identifier>EISSN: 1936-4733</identifier><identifier>DOI: 10.1007/s12144-020-00671-x</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Behavioral Science and Psychology ; Classroom management ; Learning ; Methods ; Motivation ; Motivation in education ; Psychological aspects ; Psychology ; Self-determination theory (Psychology) ; Social Sciences ; Structural equation modeling</subject><ispartof>Current psychology (New Brunswick, N.J.), 2022-03, Vol.41 (3), p.1447-1459</ispartof><rights>Springer Science+Business Media, LLC, part of Springer Nature 2020</rights><rights>COPYRIGHT 2022 Springer</rights><rights>Springer Science+Business Media, LLC, part of Springer Nature 2020.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c523t-74d25bfedd7b3d8e056874aa0a129f9291be5920b9d3abf788df2f4ad37f18d83</citedby><cites>FETCH-LOGICAL-c523t-74d25bfedd7b3d8e056874aa0a129f9291be5920b9d3abf788df2f4ad37f18d83</cites><orcidid>0000-0003-3045-6001</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12144-020-00671-x$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12144-020-00671-x$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,777,781,27905,27906,41469,42538,51300</link.rule.ids></links><search><creatorcontrib>Levesque-Bristol, Chantal</creatorcontrib><creatorcontrib>Richards, K. Andrew R.</creatorcontrib><creatorcontrib>Zissimopoulos, Angelika</creatorcontrib><creatorcontrib>Wang, Cong</creatorcontrib><creatorcontrib>Yu, Shi</creatorcontrib><title>An evaluation of the integrative model for learning and motivation in the college classroom</title><title>Current psychology (New Brunswick, N.J.)</title><addtitle>Curr Psychol</addtitle><description>Grounded in self-determination theory, the integrative model for learning and motivation examines how student motivational processes link to course outcomes, including perceived knowledge transferability. This investigation sought to evaluate the tenets of the integrative model that link the classroom climate, basic psychological needs satisfaction, and self-regulated motivation to perceived knowledge transferability. Participants included 4385 students (2185 females, 2200 males) enrolled in courses across a variety of disciplines at a large university in the U.S. Midwest. The students completed a cross-sectional survey, and the data analysis process proceeded using factor analytic and structural equation modeling procedures. Results indicate that the data were a good fit for the model, C3(342) = 6691.75,
p
< .001, RMSEA = .08, SRMR = .05, TLI = .94, CFI = .95. Developing student-centered learning environments is integral to enhancing motivation and perceptions of knowledge transferability through the satisfaction of students’ need for autonomy, competence, and relatedness.</description><subject>Behavioral Science and Psychology</subject><subject>Classroom management</subject><subject>Learning</subject><subject>Methods</subject><subject>Motivation</subject><subject>Motivation in education</subject><subject>Psychological aspects</subject><subject>Psychology</subject><subject>Self-determination theory (Psychology)</subject><subject>Social Sciences</subject><subject>Structural equation modeling</subject><issn>1046-1310</issn><issn>1936-4733</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNqNkk1rFTEUhgdRsNb-ga4GBMHF1HxNMlleS62FgmDrykXITE7mTskkNcmU67837Qj1wkUkixNOnieBnLeqTjE6wwiJjwkTzFiDCGoQ4gI3uxfVEZaUN0xQ-rLsEeMNphi9rt6kdIcQFlzKo-rHxtfwoN2i8xR8HWydt1BPPsMYS-sB6jkYcLUNsXago5_8WGtvSrucrtLkn6QhOAdjqU6nFEOY31avrHYJTv7U4-r754vb8y_N9dfLq_PNdTO0hOZGMEPa3oIxoqemA9TyTjCtkcZEWkkk7qGVBPXSUN1b0XXGEsu0ocLiznT0uHq33nsfw88FUlZ3YYm-PKkIZ5hQTgl7pkbtQE3ehhz1ME9pUBsuRYdbTkihmgPUCB6idsGDnUp7jz87wJdlYJ6Gg8KHPaEwGXZ51EtK6urm2_-zny732fd_sVvQLm9TcMvjhNI-SFZwiKHMCay6j9Os4y-FkXoMk1rDpEqY1FOY1K5IdJVSgf0I8fmL_2H9BgASyXQ</recordid><startdate>20220301</startdate><enddate>20220301</enddate><creator>Levesque-Bristol, Chantal</creator><creator>Richards, K. 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Andrew R.</au><au>Zissimopoulos, Angelika</au><au>Wang, Cong</au><au>Yu, Shi</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>An evaluation of the integrative model for learning and motivation in the college classroom</atitle><jtitle>Current psychology (New Brunswick, N.J.)</jtitle><stitle>Curr Psychol</stitle><date>2022-03-01</date><risdate>2022</risdate><volume>41</volume><issue>3</issue><spage>1447</spage><epage>1459</epage><pages>1447-1459</pages><issn>1046-1310</issn><eissn>1936-4733</eissn><abstract>Grounded in self-determination theory, the integrative model for learning and motivation examines how student motivational processes link to course outcomes, including perceived knowledge transferability. This investigation sought to evaluate the tenets of the integrative model that link the classroom climate, basic psychological needs satisfaction, and self-regulated motivation to perceived knowledge transferability. Participants included 4385 students (2185 females, 2200 males) enrolled in courses across a variety of disciplines at a large university in the U.S. Midwest. The students completed a cross-sectional survey, and the data analysis process proceeded using factor analytic and structural equation modeling procedures. Results indicate that the data were a good fit for the model, C3(342) = 6691.75,
p
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| subjects | Behavioral Science and Psychology Classroom management Learning Methods Motivation Motivation in education Psychological aspects Psychology Self-determination theory (Psychology) Social Sciences Structural equation modeling |
| title | An evaluation of the integrative model for learning and motivation in the college classroom |
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