Encouraging intrinsic motivation in the clinical setting: Teachers' perspectives from the self-determination theory
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2016Metadata
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Orsini, C.
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Encouraging intrinsic motivation in the clinical setting: Teachers' perspectives from the self-determination theory
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Abstract
Introduction: Self-determination theory postulates that the three basic psychological
needs of autonomy, competence and relatedness have to be satisfied for students to
achieve intrinsic motivation and internalisation of autonomous self-regulation towards
academic activities. Consequently, the influence of the clinical teaching environment
becomes crucial when satisfying these needs, particularly when promoting or diminishing students’ intrinsic motivation. The aim of this study was to describe and understand how clinical teachers encourage intrinsic motivation in undergraduate dental
students based on the three basic psychological needs described by the self-determination theory.
Methods: A qualitative case study approach was adopted, and data were collected
through semistructured interviews with nine experienced undergraduate clinical teachers of one dental school in Santiago, Chile. Interview transcripts were analysed by two
independent reviewers using a general inductive approach.
Findings: Several themes emerged outlining teaching strategies and behaviours. These
themes included the control of external motivators; gradual transference of responsibility; identification and encouragement of personal interests; timely and constructive
feedback; delivery of a vicarious learning experience; teamwork, team discussion, and
presence of a safe environment, amongst others. Overall, teachers stressed the relevance
of empowering, supporting and building a horizontal relationship with students.
Conclusions: Our findings regarding dental education expand on the research outcomes from other health professions about how teachers may support students to
internalise behaviours. An autonomy-supportive environment may lead students to
value and engage in academic activities and eventually foster the use of an autonomysupportive style to motivate their patients.
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URI: https://repositorio.uchile.cl/handle/2250/159110
DOI: 10.1111/eje.12147
ISSN: 16000579
13965883
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European Journal of Dental Education, Volumen 20, Issue 2, 2016, Pages 102-111.
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