Motivation and Achievement in Undergraduate STEM Calculus: Applying Self-Determination Theory to Examine the Differential Impact of Learning Environments across Demographic Groups

Autor/inn/en	Wiles, Benjamin; Levesque-Bristol, Chantal
Titel	Motivation and Achievement in Undergraduate STEM Calculus: Applying Self-Determination Theory to Examine the Differential Impact of Learning Environments across Demographic Groups
Quelle	In: School Science and Mathematics, 123 (2023) 4-5, S.154-167 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wiles, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12590
Schlagwörter	Undergraduate Students; Personal Autonomy; Competence; Self Determination; Theories; Learning Motivation; Academic Achievement; STEM Education; Calculus; Mathematics Instruction; Educational Environment; Student Characteristics; Prior Learning; Cultural Differences; Social Differences; Outcomes of Education + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Kompetenz; Selbstbestimmung; Theory; Theorie; Motivation for studies; Lernmotivation; Schulleistung; STEM; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Vorkenntnisse; Kultureller Unterschied; Sozialer Unterschied; Lernleistung; Schulerfolg
Abstract	This study examines the relationships among students' perceptions of autonomy, competence, and relatedness, self-determined motivation, and achievement across two different undergraduate Calculus learning environments at the same institution. Furthermore, it also exposits how learning environments are not culturally or socially neutral by establishing clear evidence that one learning environment offered motivational support and associated achievement gains to specific demographic groups while diminishing motivation and achievement for others. To accomplish this, we applied constructs from Self-Determination Theory (SDT) within a quasi-experimental design (N = 6866), controlling for prior math knowledge, in both Calculus I and Calculus II over seven semesters. We use this information to advance the broad notion of student-centeredness and identify the role of motivational processes by which undergraduate Calculus learning environments function. We propose using motivational frameworks as a tool for defining and measuring student-centeredness relative to individual students, or student groups, rather than to students as a monolith. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01