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2,522 Research products, page 1 of 253

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  • 2013-2022
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  • University of Southern Denmark Research Output

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  • Restricted English
    Authors: 
    Møller, Merete; Roos, Ewa Maria; Andersen, Lotte Nygaard; Juhl, Carsten; Kongsted, Alice; Villumsen, Martin Dalgaard;
    Publisher: Syddansk Universitet
    Country: Denmark
  • Other research product . Other ORP type . 2022
    Restricted Danish
    Authors: 
    Friis, Martin Brandt;
    Country: Denmark
  • Other research product . Other ORP type . 2022
    Restricted Danish
    Authors: 
    Friis, Martin Brandt;
    Publisher: LinkedIn
    Country: Denmark
  • Restricted English
    Authors: 
    Nielsen, Rasmus Blaaholm;
    Publisher: Syddansk Universitet. Det Naturvidenskabelige Fakultet
    Country: Denmark
  • Restricted English
    Authors: 
    Ahmadi, Asghar; Noetel, Michael; Parker, Philip David; Ryan, Richard M.; Ntoumanis, Nikos; Reeve, Johnmarshall; Beauchamp, Mark R.; Dicke, Theresa; Yeung, Alexander; Ahmadi, Malek; +29 more
    Publisher: PsyArXiv Preprints
    Country: Denmark

    Teachers’ behaviour is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviours consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labelling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviours from existing literature, then refined labels, descriptions, and examples using the experts’ input. Next, these experts iteratively rated the relevance of each behaviour to SDT, the psychological need that each behaviour influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviours, experts nominated overlapping behaviours that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviours that were consistent with SDT. For most behaviours (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of teacher motivational behaviours and consistent terminology in how those behaviours are labelled. Researchers and practitioners designing interventions could use these behaviours to design interventions, to reproduce interventions, to assess whether these behaviours moderate intervention effects, and could focus new research on areas where experts disagreed.

  • Other research product . Other ORP type . 2022
    Restricted Danish
    Authors: 
    Bjerre, Cecilie;
    Publisher: Eftertryk
    Country: Denmark
  • Other research product . Other ORP type . 2022
    Restricted English
    Authors: 
    Christensen, Inger-Marie Falgren;
    Country: Denmark

    Computational thinking (CT) is currently in different forms being integrated in curricula at all educational levels as an individual subject or as a means to learn other subjects. Furthermore, CT is believed to be a fourth basic skill alongside reading, writing and arithmetic; a skill that is universal and not confined to computer science. The purpose of this learning object is to provide teachers at university colleges, business academies and universities with an overview of CT and enable them to discuss and consider whether it might be relevant for them to integrate CT in their teaching. The learning object will account for different definitions of CT and operationalise CT in phases with each their set of competences. A defining feature of CT is the engagement with algorithms which receives special attention. In addition, the learning object explains different framings of CT in education (the cognitive, social and critical approaches) and different methods (plugged versus unplugged). Furthermore, examples and cases that illustrate how you can work with CT in different educational contexts and teaching practices are presented. The learning object concludes with a series of reflection questions that will help you consider whether it might be relevant for you to integrate CT in your teaching and how this could be done.

  • Other research product . Other ORP type . 2021
    Restricted German
    Authors: 
    Wolf, Patricia;
    Publisher: Jana Dörfelt
    Country: Denmark
  • Restricted English
    Authors: 
    Fernandez, Anthony Vincent;
    Country: Denmark
  • Other research product . Other ORP type . 2021
    Restricted Danish
    Authors: 
    Holm, Adam; Viftrup, Dorte Toudal;
    Publisher: Dansk Psykolog Forening
    Country: Denmark
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