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Samenvatting Artikelen Reeve en Minnaert

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  • January 5, 2022
  • 4
  • 2019/2020
  • Summary
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A Self-determination theory perspective on student engagement – Reeve (2012)
Engagement Motivatie
Actieve betrokkenheid in een leeractiviteit elke kracht die gedrag stimuleert en stuurt
↓ ↓
Kracht, intensiteit en doorzetting doel
(gerichtheid)
Multidimensionaal ~ verschillende bronnen: behoeften, cognities,
emoties, omgevingsgebeurtenissen.
4 aspecten: behavioral, emotional, cognitive and ~ 3 basisbehoeften.
agentic engagement.

mate waarin je probeert de leeractiviteit actief
te verrijken, ipv passief ontvangen als gegeven
Observeerbaar gedrag Onobserveerbaar gedrag
Biologisch proces
Openbaar Privé
Objectief Subjectief

Rol van de omgeving!!
1. aanmoediging (aanmoedigende lkr-ll band).
2. lkr = supporter.
3. wederzijdse relaties, interactief.

Organismic integration theory  het waarom




Bepaalde druk van buiten, extern  controlled motivation.
External: straf / beloning.
Introjected: eigenwaarde behouden, schuld of schaamte voorkomen.
 EXTERN
Identified: het is belangrijk en nuttig  internalized  persoonlijke drive.
Integrated: identificatie om de taak uit te voeren. Bijv. hard studeren, want ik ben een leerling 
gevoel van eigenwaarde.
Verschil integrated regulation en intrinsieke motivatie: mate van SDT, de eerste hecht belang aan de
activiteit en eist reflectie en zelfbewustzijn, de tweede is gebaseerd op interesse in de activiteit en
ontstaat spontaan.
 INTERN, AUTONOME MOTIVATIE.

Dus door toevoeging organismic theory aan SDT  extrinsiek/intrinsiek  autonoom/controlled.

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