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The impact of improving feelings of relatedness on motivation and engagement for tertiary students

Ambikairajah, Ananthan; Ambikairajahb, R.; Ambikairajah, Eliathamby

Description

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...[Show more]

dc.contributor.authorAmbikairajah, Ananthan
dc.contributor.authorAmbikairajahb, R.
dc.contributor.authorAmbikairajah, Eliathamby
dc.date.accessioned2020-09-18T00:09:18Z
dc.identifier.issn0020-739X
dc.identifier.urihttp://hdl.handle.net/1885/210615
dc.description.abstractFirst-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.
dc.format.mimetypeapplication/pdf
dc.language.isoen_AU
dc.publisherJohn Wiley & Sons Inc.
dc.rights© 2019 Informa UK Limited, trading as Taylor & Francis Group
dc.sourceInternational Journal of Mathematical Education in Science and Technology
dc.titleThe impact of improving feelings of relatedness on motivation and engagement for tertiary students
dc.typeJournal article
local.description.notesImported from ARIES
dc.date.issued2019
local.identifier.absfor111799 - Public Health and Health Services not elsewhere classified
local.identifier.ariespublicationu3102795xPUB5609
local.publisher.urlhttps://www.wiley.com/en-gb
local.type.statusPublished Version
local.contributor.affiliationAmbikairajah, Ananthan, College of Health and Medicine, ANU
local.contributor.affiliationAmbikairajahb, R., The University of New South Wales
local.contributor.affiliationAmbikairajah, Eliathamby, University of New South Wales
local.description.embargo2037-12-31
local.bibliographicCitation.startpage1
local.bibliographicCitation.lastpage10
local.identifier.doi10.1080/0020739X.2019.1703149
local.identifier.absseo920410 - Mental Health
dc.date.updated2020-06-23T00:55:09Z
local.identifier.thomsonIDWOS:000504358300001
CollectionsANU Research Publications

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