THE LEVEL OF MOTIVATION AND SELF-REGULATION AS DETERMINANTS OF THE QUALITY OF PUPILS FUNCTIONING IN THE SCHOOL ENVIRONMENT
DOI:
https://doi.org/10.20319/pijss.2017.32.472494Keywords:
Self-Regulation, Motivation, Self-Control, School Environment, Behavior, StudentAbstract
Background: The content of the article focuses on the issue of self-regulation of middle school students, showing its significance in adolescent, in the light of the Theory of Self-Regulation (Deci), the concept of Baumeister’s self-regulation and the Helping Relationship Theory by Lawrence M. Brammer. Various research has been conducted among middle school students, in order to establish the relationship between the level of selected areas of self-regulation and the quality of functioning in the school environment in the perception of those students. Theoretical viewpoint is the basis for the empirical part of the article. Aims: It was assumed that there is a correlation between the level of motivation and the level of self-regulation and the quality of student's functioning in the school environment.Method: To measure the aspects of self-regulation, two questionnaire were used: the first one: Learning Regulation Questionnaire (Deci & Williams, 1996) and the School Motivation Questionnaire (Sterczyński, 2010). The F/D-U survey (Gaś, 2004) was used to measure the aspects of the basic conditions in the process of supporting a child in his or her way of achieving maturity. Results and conclusion: The research analysis and conclusions constitute the practical implication in the field of the quality of pupils' functioning in the school environment. They constitute the practical implication in the field of the quality of functioning pupils in the school environment. The results can help to create effective preventive and educational impact in the school environment.
References
Apter M. J. (2001). Motivational styles in everyday life: A guide to reversal theory. Washington, DC: American Psychological Association. https://doi.org/10.1037/10427-000
Apter M. J. (2007). Reversal theory: The dynamics of motivation, emotion and personality. Oxford: Oneworld Publications.
Baummeister R. F., Vohs K. D. (2007). Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, https://doi.org/10.1111/j.1751-9004.2007.00001.x
Baumeister R. F., Vohs, K. D. (2004). Handbook of self-regulation: research, theory and applications. New York: Guilford Press.
Baumeister, R. F., Heatherton, T. F., Tice, D. M. (1994). Losing control: How and why people fail at self-regulation. San Diego: Academic Press
Boekaerst M. (2014). Motivation to learn. International Academy of Education, http://www.ibe.unesco.org, pp. 2-28.
Brammer L.M. (1984). Kontakty służące pomaganiu. Warszawa: PTP.
Carver Ch. S., Scheier M. F., Self-Regulation of Action and Affect. In: K. D. Vohs, R.F. Baumeister (ed.), Handbook of Self-Regulation. Research, Theory, and Applications, New York London: The Guilford Press.
Connell J. P., Wellborn J. G. (1990). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In: M. R. Gunnar, L. A. Sroufe (ed.), The Minnesota symposium on child psychology, Hillsdale, NJ: Erlbaum, pp. 22.
Deci E. L., Ryan R. M. (2008). Self- Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology, 49 (3), pp. 182-185. https://doi.org/10.1037/a0012801
Deci E., Ryan R. M. (2000). What is the self in self-directed learning? Findings from recent motivational research. In: G. Staka (ed.), Conceptions of self-directed learning: Theoretical and conceptual considerations. Munster: Waxmann
Deci E. L., Williams G. C. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal Of Personality and Social Psychology, 70(4), pp. 767-779. https://doi.org/10.1037/0022-3514.70.4.767
Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In: M. Kernis (Ed.), Efficacy, agency, and self-esteem. New York: Plenum Publishing Co, pp. 31-49. https://doi.org/10.1007/978-1-4899-1280-0_3
Deci E. L., Ryan R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. https://doi.org/10.1007/978-1-4899-2271-7
Deci, Edward L., Ryan Richard M. (2008). Self- Determination Theory: A Macrotheory of Human Motivation, Development, and Health. Canadian Psychology 49 (3), pp. 182-185. https://doi.org/10.1037/a0012801
Frohlich, S., Kuhl, J. (2003). Das Selbststeuerungsinventar [Inwentarz Zdolności Samoregulacji]. In: J. Stiensmeier-Pelster, F. Rheinberg (ed.), Diagnostik von Motivation und Selbstkonzept (Tests und Trends N.F. Bd. 2) Göttingen: Hogrefe, pp. 221-257.
Gagne M., Deci E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26 (4), pp. 331-362. https://doi.org/10.1002/job.322
Gaś Z. B., (2004). Badanie zapotrzebowania na profilaktykę w szkole. Poradnik dla szkolnych liderów profilaktyki, Warszawa: MENiS.
Gaś Z. B. (2006). Profilaktyka w szkole. Warszawa: WSiP.
Gryniuk I., Tuszyńska-Bogucka W. (2004). Psychorysunek tematyczny jako narzędzie diagnozy sytuacji szkolnej i rodzinnej ucznia. In: Z. B. Gaś, Badanie zapotrzebowania na profilaktykę w szkole Poradnik dla szkolnych liderów profilaktyki, Warszawa: MENiS.
Hefnawi A. (2017). Towards an effective teachers’ professional learning. PEOPLE: International Journal of Social Sciences 3 (1), pp. 453 – 466,
DOI https://dx.doi.org/10.20319/pijss.2017.s31.453466
Janowska J. (2000). Samoaktualizacja w teorii i praktyce kształcenia nauczycieli. Lublin: UMCS
Kuchcińska M. (1997). Od edukacji dyrektywnej do emancypacyjnej. Bydgoszcz: WSP.
Koestner, R., Bernieri, F., & Zuckerman, M. (1992). Self-regulation and consistency between attitudes, traits, and behaviors. Personality and Social Psychology Bulletin, 18, pp. 52-59. https://doi.org/10.1177/0146167292181008
Kozioł E. (1994). Rola zawodowa wychowawcy klasy w świadomości nauczycieli szkół podstawowych. Zielona Góra: WSP.
Kuhl, J., Fuhrmann, A. (1998). Decomposing self-regulation and self-control: The volitional components inventory. In: J. Heckhausen, C. S. Dweck (ed.), Motivation and self-regulation across the life-span (s. 15–49). Cambridge: Cambridge University Press. In: K. Woydyło, J. Buczny (2011). Samoregulacja i samokontrola powinnościowe: analiza psychometryczna Skali Rozbieżności Ja (SkRAP), Psychologia Społeczna 64 (19), pp. 375-390.
Mesárošová, M. (2017). Care for self-development in relation to the self-regulation in the students of helping professions. PEOPLE: International Journal of Social Sciences, 3 (1), p. 586 – 596, https://dx.doi.org/10.20319/pijss.2017.s31.586596
Mischel, W., & Ayduk, O. (2002). Self-Regulation in a cognitive-affective personality system: Attentional control in the service of the self. Self and Identity, 1, pp. 113-120. https://doi.org/10.1080/152988602317319285
Perera R., Hathaway T. (2017). Principals and teachers perceptions about the impact of school conditions on early adolescents’ motivation and engagement in learning and their motivating practices (in low socio-economic districts in Sri Lanka). PEOPLE: International Journal of Social Sciences 3 (1), pp. 288 – 306, https://dx.doi.org/10.20319/pijss.2017.31.288306
Porzak R. (1994). Wychowanie jako proces tworzenia warunków do rozwoju. In: Z. B. Gaś (ed.), Wspomaganie rozwoju dziecka, Lublin: Masz Szansę.
Reeve, J., & Deci, E. L. (1996). Elements within the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, pp. 24-33. https://doi.org/10.1177/0146167296221003
Reeve J., Nix G., Hamm D. (1999). The experience of self-determination in intrinsic motivation. Unpublished manuscript, University of Iowa.
Roeser R.W., Eccles J. S., Sameroff A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10. https://doi.org/10.1017/S0954579498001631
Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determiniation, and will? Journal of Personality, 74, pp. 1557-1586. https://doi.org/10.1111/j.1467-6494.2006.00420.x
Schunk, D. H. (2005). Commentary on self-regulation in school contexts. Learning and Instruction 2005, 15, pp. 173-177. https://doi.org/10.1016/j.learninstruc.2005.04.013
Sheldon, K.M., Kasser, T. (1995). Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology, 68, pp. 531-543. https://doi.org/10.1037/0022-3514.68.3.531
Sterczyński R., Burczyk P., Tucholska K., Konwińska M., Gmińska B., Bławat K., Kutajczyk T., Przychodzeń B., Kwestionariusz Motywacji Szkolnej Gimnazjalisty, In: XVI Konferencja Diagnostyki Edukacyjnej, Toruń 2010.
Stone D., Deci E. L., Ryan R. M. (2009). Beyond talk: Creating autonomous motivation through self-determination theory. Journal of General Management, 34, pp.75-91. https://doi.org/10.1177/030630700903400305
Tangney J. P., Baumeister R.F., Boone A. L., (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success, Journal of Personality, 4 (72). https://doi.org/10.1111/j.0022-3506.2004.00263.x
Zimmerman B. J., Models of self-regulated learning and academic achievement. In: B. J. Zimmerman, D. H. Schunk (red.), Self-regulated learning and academic achievement: Theory, research and practice (1-25). New York: Lawrence Erlbaum 1989. https://doi.org/10.1007/978-1-4612-3618-4_1
Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, pp. 165-183. https://doi.org/10.1016/S1041-6080(96)90013-8
Wojnar I. (2000). Humanistyczne intencje edukacji, Warszawa: Żak
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2017 Authors
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
