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Descriptors:
Structural Equation Models; Academic Achievement; Motivation; Self Determination; Medical Education; Medical Students; Gender Differences; Grade Point Average; Statistical Analysis; Goodness of Fit; Foreign Countries

Abstract:
Few studies in medical education have studied effect of quality of motivation on performance. Self-Determination Theory based on quality of motivation differentiates between Autonomous Motivation (AM) that originates within an individual and Controlled Motivation (CM) that originates from external sources. To determine whether Relative Autonomous Motivation (RAM, a measure of the balance between AM and CM) affects academic performance through good study strategy and higher study effort and compare this model between subgroups: males and females; students selected via two different systems namely qualitative and weighted lottery selection. Data on motivation, study strategy and effort was collected from 383 medical students of VU University Medical Center Amsterdam and their academic performance results were obtained from the student administration. Structural Equation Modelling analysis technique was used to test a hypothesized model in which high RAM would positively affect Good Study Strategy (GSS) and study effort, which in turn would positively affect academic performance in the form of grade point averages. This model fit well with the data, Chi square = 1.095, df = 3, p = 0.778, RMSEA model fit = 0.000. This model also fitted well for all tested subgroups of students. Differences were found in the strength of relationships between the variables for the different subgroups as expected. In conclusion, RAM positively correlated with academic performance through deep strategy towards study and higher study effort. This model seems valid in medical education in subgroups such as males, females, students selected by qualitative and weighted lottery selection. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Adolescents; Foreign Countries; Males; Mathematics Instruction; Teaching Methods; Self Determination; Guidelines; Feminism; Gender Differences

Abstract:
The article points out some pedagogical challenges in supporting girls and young women in their emancipatory movements today. It spotlights a specific section in gender pedagogy by focusing on the aim of self-determination (rather than achievement) in the field of social-pedagogy and it refers to the concept of "girls work" in Germany. A critical discussion of new images of "top girls" leads to a first challenge: the necessity of acting in a self-reflective and sensitive way with these images in the field of pedagogy. The boys' turn in the current gender debate accuses pedagogy of being too girl-friendly. The challenge in this generalising discussion is to shift the perspective away from the boys and girls as being deficient "qua" sex towards pedagogy in general. Regarding the organisational framework this could mean rethinking single- and mixed-sex settings and their impact on gender transgressions. According to this, the concept of girls work is a special point of consideration in the article. It presents some of the results of research on girls' understandings of their self-determination within feminist youth work. It shows how girls and young women value a "girls-only" place. (Contains 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Resistance (Psychology); Self Determination; Mexican American Education; Indigenous Knowledge; Ethnic Studies; Community Colleges; Student Needs; Two Year College Students; Ideology; Instruction; Epistemology; Praxis

Abstract:
This paper builds upon the edict for self-determination in El Plan de Santa Barbara: a Chicano plan for higher education (1969), which calls for "strategic use of education," by placing value on needs of the community (La Causa, p. 9). For me, this passage translates into valuing needs of community-college students entering my classes and life. I believe it is my obligation, as an educator, to problematize ways in which knowledge has been defined, framed, presented, and researched by dominant ideologies informing institutions of learning at all levels. In essence, this work is a meditation allowing readers to witness how I am weaving together various strands of myself including the personal, emotional, professional, intellectual, and spiritual. It captures how my participant-observation of MAS-Tucson educators, while describing their use of barrio pedagogy and critically compassionate intellectualism, has been enhanced by my re-reading of Elena Avila's (2000) "Woman who Glows in the Dark: A Curandera Reveals Traditional Aztec Secrets of Physical and Spiritual Health." This paper represents an ongoing epistemological exercise about my own teaching and scholarship, resulting in an emergence of my own modality as an apprenticing practitioner of Chicano-Indigenous pedagogy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Cultural Differences; Minority Groups; Citizenship Education; Migration; Social Theories; Cultural Pluralism; Self Determination; Immigration; State Action; Acculturation

Abstract:
Most societies today are culturally diverse. Increasingly, minority groups are demanding recognition and self-governing rights to protect their ways of life against that of the majority. These demands represent a serious challenge for the state: how is it to balance between the equally legitimate claims of the many cultures inhabiting its territories, all the while promoting a set of common practices and democratic institutions? In several influential publications, Will Kymlicka has offered persuasive answers to those questions. This article examines his theory, with particular emphasis on the distinction he draws between what he calls national minorities and polyethnic (or immigrant) groups. Given his hierarchical structuring of both groups, this article attempts to show that Kymlicka falls into somewhat contradictory positions, especially evident when considering the implications of his theory on how education is structured within multicultural states. (Contains 7 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Focus Groups; Student Attitudes; Teacher Student Relationship; Urban Schools; Educational Environment; Student Needs; Self Determination; Interpersonal Communication; College Freshmen; After School Programs; Community Programs; Youth Programs; Secondary Schools; Barriers

Abstract:
In urban secondary schools where underpreparation and dropping out are real world concerns, students understand that their relationships with teachers affect their learning. Using descriptive coding and thematic analysis of focus group data, we explore adolescents' perceptions of the "bridges" that foster and the "barriers" that inhibit supportive relationships with teachers, and the boundary expectations that function as both. The characteristics of supportive student-teacher relationships identified by youth participants suggest a number of teacher practices capable of meeting adolescents' developmental needs and, as such, are likely to positively influence adolescents' developmental and academic trajectories. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Human Capital; Social Capital; Social Networks; International Education; Foreign Students; Interviews; Student Attitudes; Vietnamese People; Academic Aspiration; Ideology; Occupational Aspiration; Self Determination; Citizenship; Social Environment; Cultural Influences

Abstract:
Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Validity; Motivation; Physical Education; Construct Validity; Factor Structure; Self Determination; Grade 5; Grade 6; Elementary School Students; Middle School Students; High School Students; Scores; Correlation; Foreign Countries; Team Sports; Likert Scales; Goodness of Fit; Reliability

Abstract:
The present study investigated the nomological validity of the Amotivation Inventory-Physical Education (Shen, Wingert, Li, Sun, & Rukavina, 2010b) scores by examining the associations of ability, effort, value, and task characteristics amotivation beliefs with self-determination theory variables. Data were collected from 401 fifth- and sixth-grade students, 416 middle-school students, and 401 high-school students. After providing support for the correlated four-factor structure, the hierarchical structure, internal consistency, and composite reliability of the Amotivation Inventory-Physical Education scores, large negative correlations emerged with perceived autonomy support by the PE teacher; needs for autonomy, competence, and relatedness; identified regulation; intrinsic motivation; and students' subjective vitality. Strong positive correlations were obtained with unidimensional amotivation and external regulation, and weak correlations were obtained with introjected regulation. Also, multidimensional amotivation beliefs partially mediated the relationship between the need for autonomy and subjective vitality. The results provided support for the nomological aspect of construct validity of the Amotivation Inventory-Physical Education scores. (Contains 5 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Educational Attainment; Counselors; Content Analysis; Psychology; Career Counseling; Mexican Americans; Case Studies; Interviews; Correlation; Self Determination; Personal Autonomy; Power Structure; Social Networks

Abstract:
Using Blustein's (2006) psychology of working and Hackman and Oldham's (1975) job characteristics theory, the authors investigated the job attribute preferences of Mexican American women with low educational attainment. They used content analysis to code and analyze the interview transcripts of 27 women. The most valued job attributes were not only those associated with survival and power but also those that incorporated aspects of social connection and self-determination, including autonomy, the opportunity to help others, the opportunity to use one's existing abilities, and the opportunity to learn. Understanding the preferences of this group of women can help career counselors and managers to be more effective in working with these women. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Choice; Models; Student Motivation; High School Students; Student Surveys; Self Determination; Career Choice; Goodness of Fit; Student Interests; Income; Occupational Aspiration; Expectation; Success; Family Influence; Factor Analysis; Structural Equation Models; Foreign Countries

Abstract:
This study developed and tested two models that examined the decision-making processes of adolescents relating to entry into university, in terms of the extent to which they may be amotivated and undecided. The models incorporated variables derived from self-determination theory, expectancy-value theory, and research on occupational indecision. A modified version of a psychometrically rigorous survey instrument was used to collect data from 349 senior high school students attending three high schools in Sydney, Australia. Data were analysed using confirmatory factor analysis and structural equation modeling procedures. The refined versions of both models had good fit. The superior model suggested that: (a) family influences negatively predict amotivation with university entry (b) amotivation with university entry negatively predicts the valuing of interest/enjoyment and income due to university study, a desire for a "good" occupation, and expectations for success, and (c) amotivation with university entry positively predicts indecision with university entry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Racial Identification; Socialization; Focus Groups; African Americans; Stereotypes; Classroom Environment; Self Determination; Self Concept; Intervention; Parent Child Relationship; High School Students

Abstract:
The aim of the study was to identify the contextual factors and socialization experiences most salient to the identity development of African American girls. Seventeen African American young women participated in dyadic focus groups. Themes that emerged included exposure to stereotypes, negative classroom environments, and parental and peer socialization that fostered self-determination and positive identity development. Implications for interventions and future research are included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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