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Authordc.contributor.authorOrsini, César 
Authordc.contributor.authorBinnie, V. 
Authordc.contributor.authorWilson, S. 
Authordc.contributor.authorVillegas, M. J. 
Admission datedc.date.accessioned2018-07-20T14:18:41Z
Available datedc.date.available2018-07-20T14:18:41Z
Publication datedc.date.issued2018
Cita de ítemdc.identifier.citationEur J Dent Educ. 2018; 22: e228–e236es_ES
Identifierdc.identifier.other10.1111/eje.12277
Identifierdc.identifier.urihttps://repositorio.uchile.cl/handle/2250/150086
Abstractdc.description.abstractAimThe aim of this study was to test the mediating role of the satisfaction of dental students' basic psychological needs of autonomy, competence and relatedness on the association between learning climate, feedback and student motivation. The latter was based on the self-determination theory's concepts of differentiation of autonomous motivation, controlled motivation and amotivation. MethodsA cross-sectional correlational study was conducted where 924 students completed self-reported questionnaires measuring motivation, perception of the learning climate, feedback and basic psychological needs satisfaction. Descriptive statistics, Cronbach's alpha scores and bivariate correlations were computed. Mediation of basic needs on each predictor-outcome association was tested based on a series of regression analyses. Finally, all variables were integrated into one structural equation model, controlling for the effects of age, gender and year of study. ResultsCronbach's alpha scores were acceptable (.655 to .905). Correlation analyses showed positive and significant associations between both an autonomy-supportive learning climate and the quantity and quality of feedback received, and students' autonomous motivation, which decreased and became negative when correlated with controlled motivation and amotivation, respectively. Regression analyses revealed that these associations were indirect and mediated by how these predictors satisfied students' basic psychological needs. These results were corroborated by the structural equation analysis, in which data fit the model well and regression paths were in the expected direction. ConclusionAn autonomy-supportive learning climate and the quantity and quality of feedback were positive predictors of students' autonomous motivation and negative predictors of amotivation. However, this was an indirect association mediated by the satisfaction of students' basic psychological needs. Consequently, supporting students' needs of autonomy, competence and relatedness might lead to optimal types of motivation, which has an important influence on dental education.es_ES
Patrocinadordc.description.sponsorshipAssociation for Dental Education in Europe's 40th Anniversary Scholarship Award-General Streames_ES
Lenguagedc.language.isoenes_ES
Publisherdc.publisherWileyes_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
Sourcedc.sourceEuropean Journal of Dental Educationes_ES
Keywordsdc.subjectAcademic motivationes_ES
Keywordsdc.subjectBasic psychological needses_ES
Keywordsdc.subjectChilees_ES
Keywordsdc.subjectDental studentses_ES
Keywordsdc.subjectFeedbackes_ES
Keywordsdc.subjectLearning climatees_ES
Keywordsdc.subjectSelf determination theoryes_ES
Títulodc.titleLearning climate and feedback as predictors of dental students' self determined motivation: the mediating role of basic psychological needs satisfactiones_ES
Document typedc.typeArtículo de revista
Catalogueruchile.catalogadortjnes_ES
Indexationuchile.indexArtículo de publicación ISIes_ES


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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile