The impact of improving feelings of relatedness on motivation and engagement for tertiary students
Date
2019
Authors
Ambikairajah, Ananthan
Ambikairajahb, R.
Ambikairajah, Eliathamby
Journal Title
Journal ISSN
Volume Title
Publisher
John Wiley & Sons Inc.
Abstract
First-year undergraduates may be particularly prone to experiencing difficulties with facilitating feelings of relatedness, due to the
recent shift in educational environments (i.e. from high school to
university), which may be unfamiliar. Therefore, the current study
aimed to determine whether the implementation of a single pedagogical strategy, centred within the self-determination theory framework, could effectively address students’ innate need for relatedness. Specifically, informal verbal feedback was utilized to enhance
teacher–student communication, where the teacher spoke with
each undergraduate student individually at the start of every lesson
for 1–2 minutes. A total of 243 Advanced Science undergraduates
enrolled in the first-year course at the University of New South Wales,
Sydney, were included in the study. Seventy-one undergraduates
were enrolled in 2016, whereas 172 undergraduates were enrolled
in 2017. A mixed research methodology was employed to best leverage the utility of both qualitative and quantitative data. Interestingly,
the use of informal verbal feedback as a pedagogical strategy significantly improved the student’ perceptions of receiving helpful
feedback to aid their learning. These findings are important as they
emphasize the utility and effectiveness of implementing one new
pedagogical strategy to facilitate student’ motivation, by enhancing
feelings of relatedness.
Description
Keywords
Citation
Collections
Source
International Journal of Mathematical Education in Science and Technology
Type
Journal article
Book Title
Entity type
Access Statement
License Rights
Restricted until
2037-12-31
Downloads
File
Description