Need satisfaction and the self-regulationof learning. Motivation and Education: The Self-Determination Perspective. Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Journal of Applied Psychology, 74, 580-590. (1989) Self-Determination in a Work Organization. Curreny Psychology.ĭeci, E.L., Connell, J.P. Academic buoyancy, academic motivatopn, and academic achievement among filipino high school student. Contemporary School Psychology, 22(3), 207– 212. Predictors and consequences of academic buoyancy: A review of literature with implications for educational psychological research and practice. Social support, academic adversity and academic buoyancy: A person-centred analysis and implications for academic outcomes. J., Bottrell, D., Armstrong, D., Ungar, M., & Liebenberg, L. Academic buoyancy mediates academic anxiety’s effects on learning strategies: An investigation of English- and Chinese-speaking Australian students. British Journal of Educational Psychology, 85, 113–130. Academic buoyancy, student’s achievement, and the linking role of control: A cross-lagged analysis of high school students. J., Malmberg, L.-E., Hall, J., & Ginns, P. Basic psychological needs in motivation, development and wellness. Self Determined motivation and academic buoyancy as predictors of achievement in normative setting. The results of this study imply the importance of support from parents in the form of autonomy support, structure and involvement in shaping children's abilities to overcome academic barriers or academic buoyancy.Īydin & Michou (2019).
The results show that each dimension of parental support and the three dimensions simultaneously have a role in shaping the ability to overcome academic barriers or academic buoyancy in children. The measuring tools in this study were the Parents as Social Context Questionnaire and the Academic Buoyancy Scale. Participants in this study were 215 students aged 12-15 years. The study aims to examine the role of parents in the academic buoyancy of students undergoing distance learning from the point of view of self-determination theory. It takes the ability to overcome it or what is known as academic buoyancy. It creates challenges and learning problems for students.
There are restrictions on physical meetings and the implementation of the emergency curriculum. The Covid-19 pandemic has made students unable to carry out the teaching and learning process as usual.
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