|Learning: learning is acquiring the ability to establish relationships between signs, symptoms or symbols and objects. This also includes e.g. recognition and recollection of patterns, similarities, sensory perceptions, self-perception, etc. In the ideal case, the ability to apply generalizations to future cases is acquired while learning. See also knowledge, knowledge-how, competence._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. |
Self-Determination Theory on Learning - Dictionary of Arguments
Corr I 448
Learning/Self-Determination Theory/Deci/Ryan: studies have examined student’s learning under conditions that are either controlling or supportive of their need satisfaction (see Reeve, Ryan, Deci and Jang 2007)(1). For example, Benware and Deci (1984)(2) did an experiment in which college students read a detailed article on neurophysiology under one of two learning sets. One condition was made controlling by telling students they would have a graded exam, whereas the other encouraged the students’ active involvement by offering them the opportunity to have a subsequent impact on their environment; that is, they would teach the material to others. (…+…)
>Motivation/Deci/Ryan, >Regulation/Deci/Ryan, >Self-Determination Theory/Deci/Ryan.
1. Reeve, J., Ryan, R. M., Deci, E. L. and Jang, H. (2007). Understanding and promoting autonomous self-regulation: a self-determination theory perspective, in D. Schunk and B. Zimmerman (eds.), Motivation and self-regulated learning: theory, research, and applications, pp. 221–42 Mahwah, NJ: Erlbaum
2. Benware, C. and Deci, E. L. 1984. Quality of learning with an active versus passive motivational set, American Educational Research Journal 21: 755–65
Edward L. Deci and Richard M. Ryan, „Self-determination theory: a consideration of human motivational universals“, in: Corr, Ph. J. & Matthews, G. (eds.) 2009. The Cambridge handbook of Personality Psychology. New York: Cambridge University Press_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Philip J. Corr
The Cambridge Handbook of Personality Psychology New York 2009
Philip J. Corr (Ed.)
Personality and Individual Differences - Revisiting the classical studies Singapore, Washington DC, Melbourne 2018