Roles of Autonomous Motivation, Individualism, and Instructor Support in Student-Centered Learning in South Korea and the United States

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dc.contributor.authorBaird, Timothy D.en
dc.contributor.authorLee, Eunbaeen
dc.date.accessioned2022-01-16T22:38:51Zen
dc.date.available2022-01-16T22:38:51Zen
dc.date.issued2021-10-31en
dc.date.updated2022-01-16T22:38:49Zen
dc.description.abstractIt is commonly understood that students’ autonomous motivation and individualistic orientations and instructors’ autonomy support are important for student-centered learning (SCL). However, few studies have examined this assumption. To help researchers and practitioners design more engaging SCL experiences across diverse cultural contexts, this study examines the associations of these factors with SCL engagement and how these associations compare in different cultures. University students in South Korea and the United States participated in a bold SCL assignment, called Pink Time, in which students decide what and how they learn. Linear, multivariate models were estimated in each context to identify and compare relationships between SCL engagement and student characteristics and perceptions. We found that engagement was high in both contexts. Autonomous motivation, individualism, and perceived instructor support each had significant associations with SCL engagement in South Korea. In the US, which had a smaller sample size, only perceived instructor support was significantly associated. These findings suggest that SCL strategies can be effective across cultures. Also, the narrower classroom context, specifically instructors’ support, may be a stronger driver of engagement than the broader societal context. This study contributes to the scholarly discussion regarding SCL in diverse settings and offers several implications for instructors.en
dc.description.versionPublished versionen
dc.format.extentPages 285-309en
dc.format.mimetypeapplication/pdfen
dc.identifier.issn2289-0300en
dc.identifier.issue2en
dc.identifier.orcidBaird, Timothy [0000-0003-1449-2571]en
dc.identifier.urihttp://hdl.handle.net/10919/107686en
dc.identifier.volume22en
dc.language.isoenen
dc.relation.urihttps://www.kset.or.kr:5003/eti_ojs/index.php/instruction/indexen
dc.rightsCreative Commons Attribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.titleRoles of Autonomous Motivation, Individualism, and Instructor Support in Student-Centered Learning in South Korea and the United Statesen
dc.title.serialEducational Technology Internationalen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
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