Primary school teachers’ content and pedagogical content knowledge about self-regulated learning
Notice bibliographique
Résumé
Maarten Vansteenkiste is since 2014 a full professor in the Department of Developmental, Personality, and Social Psychology.He has substantially contributed to the extension, refinement, application and dissemination of the Self Determination Theory (SDT).His work addresses novel topics in the motivational literature, such as the study of motivational profiles, individuals' multiple reasons for lacking motivation, the interface between psychological and physiological needs, and the development of a more fine-grained and holistic understanding of how different (de)motivating practices of socializing agents (e.g., teachers, parents) relate to each other.His work has had a strong scientific impact as it is highly cited (h-index = 77 in web of science and 120 on google scholar), with diverse publications in high impact journals in diverse fields of psychology.In terms of societal impact, his work has had a strong influence on the domains of education, sports, and parenting, with the publication of the handbook 'Vitamins for growth', followed by the publication of a practice-friendly book 'Motivating coaching in the sport'.He played a critical role during the coronacrisis leading a consortium of scholars who tracked diverse aspects of individuals' psychological functioning (motivation, well-being, vaccination) across 2,5 years during the pandemic.Nourishing Learners' and Teachers' Engagement and Growth?The Critical Role of Basic Psychological Needs and Need-supportive SocializationAt the heart of Self-Determination Theory is the claim that all people have basic psychological needs for autonomy, competence, and relatedness, the satisfaction of which is beneficial for learners' psychological growth and the frustration of which increases risk for ill-being and maladjustment.In the present presentation, the key criteria to characterize basic needs are addressed, together with supportive diary, longitudinal, and experimental research in diverse age groups, some of which was collected as part of a large-scale population study across the pandemic (www.motivationbarometer.com).Although basic needs are presumed to play a universal critical role across different developmental phases and challenges, there is room for contextual variation in the support of basic needs by key socialization figures (i.e., teachers, parents).Indeed, there is not a one-size-fits-all approach to support learners' psychological needs.Recent work grounded in a circumplex-based approach on need-supportive and need-thwarting contextual conditions, thereby providing a deeper insight in the dynamic interplay between autonomy support (relative to control) and structure (relative to chaos), shows that different (but not all) roads can lead to Rome.Accordingly, the provision of adequate need support becomes a matter of calibration and of tailoring support to individual differences between students and situational demands.Finally, apart from contextual support of basic needs, individuals can also get their basic needs met through need crafting.This promising line of correlational and intervention research on need crafting testifies to the pro-active and growth-oriented nature of the human organism.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,019 | 0,018 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».