Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/74754
Title: The relationships between autonomy support, autonomy and deep learning
Authors: Núñez Alonso, Juan Luis 
Grijalvo Lobera, Fernando 
Fernández Sarmiento, Celia 
UNESCO Clasification: 580106 Evaluación de alumnos
61 Psicología
Issue Date: 2014
Conference: International Congress on Education, Innovation and Learning Technologies
Abstract: The self-determination theory (SDT) is a macro-theory of human motivation that establishes that the social factors such as the autonomy support satisfies the basic psychological need of autonomy. This, in turn, leads to an increase in individuals’ intrinsic motivation and psychological wellbeing. In classrooms where the teacher supports students’ autonomy, there have been reports of improved academic performance [1], and increased school engagement [2]. Furthermore, the use of deep learning strategies fosters stronger memory of the subject matter and better academic grades. The aim of this study was to test a theoretical model that would explain deep learning within academic setting. The model hypothesized the influence of the autonomy support climate on the basic psychological need of autonomy, and, in consequence, on deep learning. Participants were 276 undergraduate students of the University de Las Palmas de Gran Canaria, 241 female and 29 male (6 missing values), with an average age of 21.80 years (SD = 2.93).
URI: http://hdl.handle.net/10553/74754
Source: International Congress on Education, Innovation and Learning Technologies. Barcelona, España. 2014
Appears in Collections:Actas de congresos
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