Teachers` support for autonomy, competence and relatedness in social-professional training practices. Effects on jobseekers`intrinsic motivation.

Jacot, Anne;Raemdonck, Isabel;Frenay, Mariane
(2013) Annual Meeting of the Belgian Association for Psychological Sciences — Location: Louvain-la-Neuve, Belgium (28.May.2013)

Files

BAPS2013_AnneJacot_FinalVersion.pdf
  • Restricted Access
  • Adobe PDF
  • 121.05 KB
Request a copy

Details

Authors
Abstract
In a context of labour market instability, continuing professional education is becoming even more important in jobseekers’ professional career (Conter, Maroy & Urger, 1999). In Belgium, unemployed people can neither refuse an adequate job nor an offered training (ONEM, 2012). However, based on Self-Determination Theory, unemployed people are expected to report extrinsic motivation in training contexts where people participate on a less voluntary basis (Deci & Ryan, 2002). Extrinsic motivation has been reported as a less adaptive functioning than intrinsic motivation (e.g. Grolnick & Ryan, 1989). Therefore, the present research examines unemployed people’s motivation and investigates which type of teaching practices can promote intrinsic motivation over time in a context of a mandatory training enrollment. Teacher behaviors in the classroom promote intrinsic motivation and task engagement by providing for learners’ basic needs (Connell & Wellborn, 1991; Deci & Ryan, 2000). More specifically, a structured classroom fosters the need for competence, autonomy supportive instruction promotes the need for autonomy and the quality of student-teacher relationships emphasizes the need for relatedness (Skinner & Belmont, 1993; Skinner & Pitzer, 2012). The questionnaire data consisted of 74 French-speaking unemployed individuals attending social-professional training in Belgium. Participants responded at two times with a four months interval. Regression analyses will be conducted to evaluate whether teaching behaviors predict changes in need satisfactions and whether perceived need satisfaction predicts changes in motivation. The procedure of Baron and Kenny (1986) will be followed. Further findings will be discussed pending mediational hypotheses.
Affiliations

Citations

  • APA
  • Chicago
  • FWB

Jacot, A., Raemdonck, I., & Frenay, M. (2013). Teachers` support for autonomy, competence and relatedness in social-professional training practices. Effects on jobseekers`intrinsic motivation. Annual Meeting of the Belgian Association for Psychological Sciences, Louvain-la-Neuve, Belgium. https://hdl.handle.net/2078.5/198202