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Titolo:
USE OF TECHNIQUES PROMOTING STUDENTS SELF-DETERMINATION - EFFECTS ON STUDENTS ANALYTIC PROBLEM-SOLVING SKILLS
Autore:
BOGGIANO AK; FLINK C; SHIELDS A; SEELBACH A; BARRETT M;
Indirizzi:
UNIV COLORADO,DEPT PSYCHOL,CAMPUS BOX 345 BOULDER CO 80309
Titolo Testata:
Motivation and emotion
fascicolo: 4, volume: 17, anno: 1993,
pagine: 319 - 336
SICI:
0146-7239(1993)17:4<319:UOTPSS>2.0.ZU;2-D
Fonte:
ISI
Lingua:
ENG
Soggetto:
COGNITIVE EVALUATION THEORY; INTRINSIC MOTIVATION; REWARD CONTINGENCY; GENDER DIFFERENCES; STRATEGIES; CHILDREN; TEACHERS; BEHAVIOR; ORIENTATION; ACHIEVEMENT;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social Sciences Citation Index
Citazioni:
41
Recensione:
Indirizzi per estratti:
Citazione:
A.K. Boggiano et al., "USE OF TECHNIQUES PROMOTING STUDENTS SELF-DETERMINATION - EFFECTS ON STUDENTS ANALYTIC PROBLEM-SOLVING SKILLS", Motivation and emotion, 17(4), 1993, pp. 319-336

Abstract

Based on self-determination theory (Deci & Ryan, 1985, 1987, 1991), we assessed the effect of controlling strategies and restricted choice options on students' performance on analytic reason problems. Subjectsin the controlling-directives condition were told by their ''teacher'' that a given strategy was the way students ''should'' solve a set ofanalytical problems. Although subjects in the noncontrolling-directives condition were taught the same strategy, they were encouraged to use any strategy they chose to solve the identical problems. The resultsindicated, as predicted, that subjects in the controlling-directives condition performed significantly worse than subjects in the noncontrolling-directives condition on a subsequent set of analytic reasoning problems, when tested by an experimenter who was unaware of a subject'scondition. Interestingly, subjects in the controlling-directives condition regarded the teacher as qualitatively more competent than noncontrolling-directives subjects, in spite of their poorer performance. Furthermore, feelings about the task, mood differences, or perceptions of performance as a function of condition did not account for these findings. The data are discussed as they relate to the theoretical and practical import of the deleterious use of controlling techniques in a number of contexts, as well as adults' erroneous beliefs about controlling strategies.

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Documento generato il 23/09/20 alle ore 07:37:09