Students' Well-Being & Academic Motivation:
The Roles of Parents and Teachers
Jointly organized by:
Motivation in Educational Research Lab
Office of Graduate Studies & Professional Learning, NIE
In this seminar, Professors Richard Ryan and Martin Hagger address the issues of parental and teachers’ influence on students’ self-motivation and well-being.
Part 1 - How parents and teachers can facilitate self-motivation and well-being: Research findings and their practical implications
A primary aim of both parents and educators is that of helping students develop an interest in and value for learning. Yet many attitudes and practices of adults, even when well intended, can unwittingly undermine self-motivation, and leave students feeling disengaged. In this talk, Professor Ryan will discuss the critical aspects of parenting and teaching styles that are associated with enhanced student motivation and performance. He will address how adults support for student’s feelings of autonomy, competence and relatedness can enhance intrinsic motivation and their internalization of value for school, a result found in research across developmental and cultural contexts. More importantly he will discuss the barriers to parents’ ability to support their children’s psychological needs, and the institutional supports needed by teachers to develop high quality learning environments for all students.
Part 2 - Motivating children in and out of school: Research findings and practical implications
Promoting students’ intrinsic or autonomous motivation in educational contexts like the classroom is associated with adaptive educational and behavioural outcomes including persistence on educational tasks, academic performance, and psychological well-being. A key question for educators is whether promoting autonomous motivation toward activities in an educational context leads to increased autonomous motivation toward related activities in extramural (out-of-school) contexts. In this presentation, Professor Hagger will report results from research that addresses this question of ‘motivational transfer’. He will report research that demonstrates that teachers adopting an autonomy-supportive teaching style not only lead to increased intrinsic motivation and persistence on tasks in school, but also outside of school. Much of the research has been conducted in physical education contexts but he will provide recommendations on how this can be applied to other educational contexts such as the transfer of motivation for science and language activities in educational contexts to motivation toward assignments in these subjects in extramural contexts. The applicability of this approach can be used as the basis for educational interventions to promote motivational transfer across contexts.
All participants - S$150.00 (incl. of 7% GST and copyright fee)
Closing Date for Application:
16 March 2012
* Note: NIE reserves the right to change or cancel the course due to unforeseen circumstances.
About the Trainers
Richard Ryan, Ph.D. is a clinical psychologist and a widely published theorist in the areas of human motivation, with over 250 articles, chapters and books. He is co-developer of Self-Determination Theory, an internationally researched theory that has been applied in hundreds of studies within areas such as child development, education, work, relationships, sport, and cross-cultural psychology. Ryan is also an award winning teacher and researcher, who has given addresses in over 60 universities worldwide. He is a Fellow of the American Psychological Association, the American Educational Research Association, and an Honorary Member of the German Psychological Society. He has been a visiting scientist at the Max Planck Institute, a James McKeen Cattell Fellow, and a Leverhulme Fellow. He is also the Director of Clinical Training in Psychology at the University of Rochester, and an active psychotherapist.
Martin Hagger is a social and health psychologist and is currently Professor of Psychology in the School of Psychology and Speech Pathology at Curtin University, Perth, Australia. He obtained his undergraduate degree and Ph. D. in exercise psychology from Loughborough University in the UK and has worked in Psychology Schools at the Universities of Sheffield, Essex, and Nottingham. Prof. Hagger’s research interests are the motivation and self-regulation of health behaviour. He is interested in how people’s beliefs, attitudes, intentions, and motives affect their behaviour and what health professionals can do to change health-related behaviour. His research applies motivational theories to understand, intervene and change health behaviours such as physical activity, eating a healthy diet, smoking cessation, reducing alcohol intake, and promoting medication adherence. He is editor-in-chief of Health Psychology Review, associate editor of Stress and Health, and editorial board member of six other international peer-reviewed journals.
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