NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 8 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Curren, Randall – Theory and Research in Education, 2020
This article addresses the ethical and motivational dimensions of punishment in schools, focusing on the idea of a just school community. Lawrence Kohlberg's account of a just school community is examined and systematically revised to reflect advances in psychology and a more adequate conceptualization of justice. A eudaimonic conception of…
Descriptors: Punishment, Justice, Educational Environment, Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Pena-Rangel, David – Theory and Research in Education, 2013
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…
Descriptors: Foreign Countries, Cultural Differences, Minority Groups, Citizenship Education
Peer reviewed Peer reviewed
Direct linkDirect link
Chirkov, Valery I. – Theory and Research in Education, 2009
In this article I highlight recent (published after 2000) cross-cultural studies on the role of autonomous academic motivation and autonomy support in students' cognitive and psychological development. The self-determination theory (SDT) thesis of a universal beneficial role of autonomous motivation is supported by numerous empirical results from…
Descriptors: Self Determination, Social Theories, Cross Cultural Studies, Role
Peer reviewed Peer reviewed
Direct linkDirect link
Niemiec, Christopher P.; Ryan, Richard M. – Theory and Research in Education, 2009
Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge. All too often, however, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students,…
Descriptors: Teacher Student Relationship, Student Motivation, Psychological Needs, Personal Autonomy
Peer reviewed Peer reviewed
Direct linkDirect link
Ryan, Richard M.; Niemiec, Christopher P. – Theory and Research in Education, 2009
In many graduate schools of education there is strong resistance to formal theories, especially those that are supported through quantitative empirical methods. In this article we describe how self-determination theory (SDT), a formal and empirically focused framework, shares sensibilities with critical theorists concerning the importance of…
Descriptors: Schools of Education, Self Determination, Social Theories, Graduate Study
Peer reviewed Peer reviewed
Direct linkDirect link
Grolnick, Wendy S. – Theory and Research in Education, 2009
Self-determination theory identifies three dimensions of parenting--autonomy support versus control, involvement, and structure--as facilitating children's autonomous motivation in school. Research involving children of a range of ages--one-year-olds through adolescents--and from a variety of research labs supports this theory. This work is…
Descriptors: Self Determination, Social Theories, Parent Role, Child Rearing
Peer reviewed Peer reviewed
Direct linkDirect link
Ryan, Richard M.; Weinstein, Netta – Theory and Research in Education, 2009
Using tests to compare nations, states, school districts, schools, teachers, and students has increasingly become a basis for educational reform around the globe. Although tests can be informative, "high-stakes testing" (HST) is an approach to reform that applies rewards and sanctions contingent on test outcomes. Results of HST reforms indicate a…
Descriptors: Educational Change, High Stakes Tests, Rewards, Sanctions
Peer reviewed Peer reviewed
Direct linkDirect link
Deci, Edward L. – Theory and Research in Education, 2009
Successful school reform requires that administrators, teachers, and students internalize the value of improved teaching and learning and of the policies, structures, procedures, and behaviors implicit in the reform. This is most likely to happen when school personnel and students experience satisfaction of their basic psychological needs for…
Descriptors: Foreign Countries, High Schools, Educational Change, Self Determination