Department of School Pedagogy, University Greifswald, Germany.
Department of School Pedagogy, University Greifswald, Germany.
J Adolesc. 2021 Apr;88:1-13. doi: 10.1016/j.adolescence.2021.01.007. Epub 2021 Feb 8.
Self-directed learning (SDL) fosters adolescents' needs satisfaction. According to self-determination theory, meeting adolescents' needs for autonomy, competence and relatedness is essential for their motivation. However, students' needs satisfaction and motivation tend to decrease during adolescence and the rate of decrease varies by gender. Prior research within the self-determination theory literature has described adolescents in traditional teacher-directed learning (TDL) contexts, but little research has examined decreases in adolescents' needs satisfaction and motivation or gender-based differences among adolescents in SDL interventions.
The present two-wave study compared questionnaire data from German adolescent boys and girls (N = 754; M = 13.56; SD = 1.2; 49.4% girls) who attended an SDL intervention. To investigate possible gender-based differences in the interplay and extend of the variables, two multi-group structural equation model (multigroup SEM) and latent mean comparison (LMC) were programmed.
RESULTS & CONCLUSIONS: Boys reported higher values only for introjected and extrinsic regulation. With two different restricted multigroup SEMs, the present study detected additional gender-based differences. For example, the paths between autonomy and intrinsic and identified motivation were stronger for boys than for girls, and competence was only associated with intrinsic motivation among girls. Overall, these findings suggest that fewer gender-based differences exist in needs satisfaction and academic self-regulation in an SDL intervention than have been observed in previous research in TDL contexts. Further, adolescents' needs satisfaction was explicitly associated with higher forms of academic motivation (i.e., intrinsic and identified).
自主学习（SDL）促进青少年的需求满足。根据自我决定理论，满足青少年的自主、能力和关联需求对于他们的动机至关重要。然而，学生的需求满足和动机往往会在青春期下降，下降的速度因性别而异。自我决定理论文献中的先前研究描述了传统的教师指导学习（TDL）环境中的青少年，但很少有研究考察了青少年在 SDL 干预中的需求满足和动机的下降，或青少年中基于性别的差异。
本研究采用两次问卷调查，比较了参加 SDL 干预的德国青少年男孩和女孩（N=754；M=13.56；SD=1.2；49.4%为女孩）的问卷数据。为了研究在变量的相互作用和扩展方面可能存在的基于性别的差异，编制了两个多组结构方程模型（多组 SEM）和潜在均值比较（LMC）。
男孩仅在内在和外在调节方面报告了更高的值。通过两个不同的受限多组 SEM，本研究检测到了更多基于性别的差异。例如，自主性与内在和认同动机之间的路径在男孩中比女孩更强，而能力仅与女孩的内在动机相关。总的来说，这些发现表明，在 SDL 干预中，基于性别的差异在需求满足和学业自我调节方面比在 TDL 环境中的先前研究中观察到的要少。此外，青少年的需求满足与更高形式的学业动机（即内在和认同）明确相关。
