Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness

Teacher autonomy support is related to improved student learning. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between t...

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Autores: Moreno-Murcia, Juan Antonio, Huéscar Hernández, Elisa, León, Jaime, Fin, Gracielle, Nodari Júnior, Rudy José, Tristan, José, Gastélum-Cuadras, Gabriel, Zueck Enríquez, María del Carmen, Vargas Vitoria, Rodrigo, Cid, Luís, Monteir, Diogo, Teixeira, Diogo, Valero Valenzuela, Alfonso
Formato: artículo
Fecha de publicación:2024
País:España
Recursos:Universidad de Murcia
Repositorio:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
OAI Identifier:oai:digitum.um.es:10201/140593
Acesso em linha:https://doi.org/10.6018/analesps.571161
http://hdl.handle.net/10201/140593
Access Level:acceso abierto
Palavra-chave:Self-determination theoy
Intrinsic motivation to learn
Teoría de la autodeterminación
Motivación intrínseca para aprender
CDU::1 - Filosofía y psicología::159.9 - Psicología
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spelling Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulnessMotivación para aprender: un estudio internacional multinivel so-bre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenidoMoreno-Murcia, Juan AntonioHuéscar Hernández, ElisaLeón, JaimeFin, GracielleNodari Júnior, Rudy JoséTristan, JoséGastélum-Cuadras, GabrielZueck Enríquez, María del CarmenVargas Vitoria, RodrigoCid, LuísMonteir, DiogoTeixeira, DiogoValero Valenzuela, AlfonsoSelf-determination theoyIntrinsic motivation to learnTeoría de la autodeterminaciónMotivación intrínseca para aprenderCDU::1 - Filosofía y psicología::159.9 - PsicologíaTeacher autonomy support is related to improved student learning. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class content with student autonomy, and, in turn, on motivation to learn. The participants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and motivation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the student autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del con-tenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N=602), Portugal (N=469), México (N=1177), Chile (N=372), y Brasil (N=413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprendeUniversidad de Murcia. Servicio de Publicaciones202420242024info:eu-repo/semantics/articleapplication/pdf7application/pdfhttps://doi.org/10.6018/analesps.571161http://hdl.handle.net/10201/140593reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murciainstname:Universidad de MurciaInglés"Sin financiación externa a la Universidad"info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/oai:digitum.um.es:10201/1405932026-05-27T12:40:41Z
dc.title.none.fl_str_mv Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
Motivación para aprender: un estudio internacional multinivel so-bre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido
title Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
spellingShingle Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
Moreno-Murcia, Juan Antonio
Self-determination theoy
Intrinsic motivation to learn
Teoría de la autodeterminación
Motivación intrínseca para aprender
CDU::1 - Filosofía y psicología::159.9 - Psicología
title_short Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
title_full Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
title_fullStr Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
title_full_unstemmed Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
title_sort Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness
dc.creator.none.fl_str_mv Moreno-Murcia, Juan Antonio
Huéscar Hernández, Elisa
León, Jaime
Fin, Gracielle
Nodari Júnior, Rudy José
Tristan, José
Gastélum-Cuadras, Gabriel
Zueck Enríquez, María del Carmen
Vargas Vitoria, Rodrigo
Cid, Luís
Monteir, Diogo
Teixeira, Diogo
Valero Valenzuela, Alfonso
author Moreno-Murcia, Juan Antonio
author_facet Moreno-Murcia, Juan Antonio
Huéscar Hernández, Elisa
León, Jaime
Fin, Gracielle
Nodari Júnior, Rudy José
Tristan, José
Gastélum-Cuadras, Gabriel
Zueck Enríquez, María del Carmen
Vargas Vitoria, Rodrigo
Cid, Luís
Monteir, Diogo
Teixeira, Diogo
Valero Valenzuela, Alfonso
author_role author
author2 Huéscar Hernández, Elisa
León, Jaime
Fin, Gracielle
Nodari Júnior, Rudy José
Tristan, José
Gastélum-Cuadras, Gabriel
Zueck Enríquez, María del Carmen
Vargas Vitoria, Rodrigo
Cid, Luís
Monteir, Diogo
Teixeira, Diogo
Valero Valenzuela, Alfonso
author2_role author
author
author
author
author
author
author
author
author
author
author
author
dc.subject.none.fl_str_mv Self-determination theoy
Intrinsic motivation to learn
Teoría de la autodeterminación
Motivación intrínseca para aprender
CDU::1 - Filosofía y psicología::159.9 - Psicología
topic Self-determination theoy
Intrinsic motivation to learn
Teoría de la autodeterminación
Motivación intrínseca para aprender
CDU::1 - Filosofía y psicología::159.9 - Psicología
description Teacher autonomy support is related to improved student learning. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class content with student autonomy, and, in turn, on motivation to learn. The participants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and motivation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the student autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://doi.org/10.6018/analesps.571161
http://hdl.handle.net/10201/140593
url https://doi.org/10.6018/analesps.571161
http://hdl.handle.net/10201/140593
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv "Sin financiación externa a la Universidad"
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivatives 4.0 Internacional
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.format.none.fl_str_mv application/pdf
7
application/pdf
dc.publisher.none.fl_str_mv Universidad de Murcia. Servicio de Publicaciones
publisher.none.fl_str_mv Universidad de Murcia. Servicio de Publicaciones
dc.source.none.fl_str_mv reponame:DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
instname:Universidad de Murcia
instname_str Universidad de Murcia
reponame_str DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
collection DIGITUM. Depósito Digital Institucional de la Universidad de Murcia
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,228081

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