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How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes

  • Chapter
Building Autonomous Learners

Abstract

In many societies, teachers must cope with students who are not motivated to learn. Self-determination theory (SDT; Ryan & Deci (2009) Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 171–196). New York: Routledge) proposes that demotivation or amotivation can be attributed to learning environments that do not promote students’ autonomous engagement. In recent decades, SDT has provided a conceptual framework for many empirical education studies. In this chapter, we first describe the main instruments for measuring students’ motivation according to the different motivation types proposed by SDT. We then discuss the potential effects of these motivation types on students’ emotions, learning strategies, academic achievement, and school perseverance. In addition, the roles of parents, peers, and teachers in promoting certain motivation types are discussed. More specifically, we describe some of the practices of these social agents that are beneficial or harmful for students’ autonomous motivation and academic achievement. Some SDT-based school intervention programs are also presented. Finally, we derive certain practical implications from the reviewed studies and propose some avenues for future research.

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Authors and Affiliations

  1. Université Laval, Québec, QC, Canada

    Frédéric Guay, Valérie Lessard & Pascale Dubois

Authors
  1. Frédéric Guay
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  2. Valérie Lessard
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  3. Pascale Dubois
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Correspondence to Frédéric Guay .

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Editors and Affiliations

  1. National Inst of Edu, Singapore, Singapore

    Woon Chia Liu

  2. National Inst of Edu, Singapore, Singapore

    John Chee Keng Wang

  3. Institute for Positive Psychology and Education, Faculty of Health Sciences, Australian Catholic University, Strathfield, New South Wales, Australia

    Richard M. Ryan

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Guay, F., Lessard, V., Dubois, P. (2016). How Can We Create Better Learning Contexts for Children? Promoting Students’ Autonomous Motivation as a Way to Foster Enhanced Educational Outcomes. In: Liu, W., Wang, J., Ryan, R. (eds) Building Autonomous Learners. Springer, Singapore. https://doi.org/10.1007/978-981-287-630-0_5

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  • DOI: https://doi.org/10.1007/978-981-287-630-0_5

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  • Online ISBN: 978-981-287-630-0

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