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Fostering personal meaning and self-relevance : a self-determination theory perspective on internalization

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Abstract
Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of this review, we discuss how the process of internalization, in addition to intrinsic motivation, constitutes an important growth process. In Part II, we indicate how autonomy-supportive teaching and the provision of a rationale are critical to fostering internalization, and we review past empirical studies. Further, we propose an emerging model to explain when provided rationales foster perceived self-relevance and promote the process of internalization, thereby, considering both critical features of the rationale itself and the broader context in which the rationale becomes embedded. In Part III, the process of internalization is discussed in relation to the concepts of utility value and instrumentality.
Keywords
:Autonomy support, internalization, intrinsic motivation, rationale, utility value, SCHOOL PHYSICAL-EDUCATION, FUTURE TIME PERSPECTIVE, UTILITY-VALUE INTERVENTION, EXPECTANCY-VALUE THEORY, INTRINSIC MOTIVATION, UNINTERESTING ACTIVITY, PARENTAL PROHIBITION, COMMUNICATION STYLE, UNIVERSITY-STUDENTS, ACADEMIC MOTIVATION

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MLA
Vansteenkiste, Maarten et al. “Fostering Personal Meaning and Self-relevance : a Self-determination Theory Perspective on Internalization.” JOURNAL OF EXPERIMENTAL EDUCATION 86.1 (2018): 30–49. Print.
APA
Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering personal meaning and self-relevance : a self-determination theory perspective on internalization. JOURNAL OF EXPERIMENTAL EDUCATION, 86(1), 30–49.
Chicago author-date
Vansteenkiste, Maarten, Nathalie Aelterman, Gert-Jan De Muynck, Leen Haerens, Erika Patall, and Johnmarshall Reeve. 2018. “Fostering Personal Meaning and Self-relevance : a Self-determination Theory Perspective on Internalization.” Journal of Experimental Education 86 (1): 30–49.
Chicago author-date (all authors)
Vansteenkiste, Maarten, Nathalie Aelterman, Gert-Jan De Muynck, Leen Haerens, Erika Patall, and Johnmarshall Reeve. 2018. “Fostering Personal Meaning and Self-relevance : a Self-determination Theory Perspective on Internalization.” Journal of Experimental Education 86 (1): 30–49.
Vancouver
1.
Vansteenkiste M, Aelterman N, De Muynck G-J, Haerens L, Patall E, Reeve J. Fostering personal meaning and self-relevance : a self-determination theory perspective on internalization. JOURNAL OF EXPERIMENTAL EDUCATION. 2018;86(1):30–49.
IEEE
[1]
M. Vansteenkiste, N. Aelterman, G.-J. De Muynck, L. Haerens, E. Patall, and J. Reeve, “Fostering personal meaning and self-relevance : a self-determination theory perspective on internalization,” JOURNAL OF EXPERIMENTAL EDUCATION, vol. 86, no. 1, pp. 30–49, 2018.
@article{8553800,
  abstract     = {Central to self-determination theory (SDT) is the notion that autonomously motivated learning relates to greater learning benefits. While learners' intrinsic motivation has received substantial attention, learners also display volitional learning when they come to endorse the personal meaning or self-relevance of the learning task. In Part I of this review, we discuss how the process of internalization, in addition to intrinsic motivation, constitutes an important growth process. In Part II, we indicate how autonomy-supportive teaching and the provision of a rationale are critical to fostering internalization, and we review past empirical studies. Further, we propose an emerging model to explain when provided rationales foster perceived self-relevance and promote the process of internalization, thereby, considering both critical features of the rationale itself and the broader context in which the rationale becomes embedded. In Part III, the process of internalization is discussed in relation to the concepts of utility value and instrumentality.},
  author       = {Vansteenkiste, Maarten and Aelterman, Nathalie and De Muynck, Gert-Jan and Haerens, Leen and Patall, Erika and Reeve, Johnmarshall},
  issn         = {0022-0973},
  journal      = {JOURNAL OF EXPERIMENTAL EDUCATION},
  keywords     = {:Autonomy support,internalization,intrinsic motivation,rationale,utility value,SCHOOL PHYSICAL-EDUCATION,FUTURE TIME PERSPECTIVE,UTILITY-VALUE INTERVENTION,EXPECTANCY-VALUE THEORY,INTRINSIC MOTIVATION,UNINTERESTING ACTIVITY,PARENTAL PROHIBITION,COMMUNICATION STYLE,UNIVERSITY-STUDENTS,ACADEMIC MOTIVATION},
  language     = {eng},
  number       = {1},
  pages        = {30--49},
  title        = {Fostering personal meaning and self-relevance : a self-determination theory perspective on internalization},
  url          = {http://dx.doi.org/10.1080/00220973.2017.1381067},
  volume       = {86},
  year         = {2018},
}

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