Why students feel competent in the classroom: A qualitative content analysis of students’ views
This qualitative study aimed to identify and to systematize factors that contribute to students’ competence satisfaction in class from students’ perspectives. Based on self-determination theory as our primary theoretical background, we conducted episodic interviews with 25 high school students. A co...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.928801/full |
| _version_ | 1817983379711197184 |
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| author | Nadia Catherine Reymond Ruth Gerlinde Nahrgang Nadine Großmann Matthias Wilde Stefan Fries |
| author_facet | Nadia Catherine Reymond Ruth Gerlinde Nahrgang Nadine Großmann Matthias Wilde Stefan Fries |
| author_sort | Nadia Catherine Reymond |
| collection | DOAJ |
| description | This qualitative study aimed to identify and to systematize factors that contribute to students’ competence satisfaction in class from students’ perspectives. Based on self-determination theory as our primary theoretical background, we conducted episodic interviews with 25 high school students. A combined deductive-inductive qualitative content analysis approach was applied. As our key finding, we revealed different teaching factors within and beyond self-determination theory (i.e., structure, autonomy support, relatedness support, mastery goal structure, perceived error climate, teaching quality, teachers’ reference norm orientations) as well as additional factors (e.g., students’ motivation and engagement, peer climate and reciprocal peer support) that contributed to students’ competence satisfaction in class from the students’ points of view. This study contributes to existing research on why students’ competence satisfaction arises in class by complementing it with an integrative, explorative, and student-oriented perspective. |
| first_indexed | 2024-04-13T23:31:37Z |
| format | Article |
| id | doaj.art-655dd52cf3c349dc9d98f48347c20e7a |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T23:31:37Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-655dd52cf3c349dc9d98f48347c20e7a2022-12-22T02:24:52ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-10-011310.3389/fpsyg.2022.928801928801Why students feel competent in the classroom: A qualitative content analysis of students’ viewsNadia Catherine Reymond0Ruth Gerlinde Nahrgang1Nadine Großmann2Matthias Wilde3Stefan Fries4Department of Psychology, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, GermanyDepartment of Psychology, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, GermanyDepartment for Didactics of Biology, Faculty of Biology, Bielefeld University, Bielefeld, GermanyDepartment for Didactics of Biology, Faculty of Biology, Bielefeld University, Bielefeld, GermanyDepartment of Psychology, Faculty of Psychology and Sports Science, Bielefeld University, Bielefeld, GermanyThis qualitative study aimed to identify and to systematize factors that contribute to students’ competence satisfaction in class from students’ perspectives. Based on self-determination theory as our primary theoretical background, we conducted episodic interviews with 25 high school students. A combined deductive-inductive qualitative content analysis approach was applied. As our key finding, we revealed different teaching factors within and beyond self-determination theory (i.e., structure, autonomy support, relatedness support, mastery goal structure, perceived error climate, teaching quality, teachers’ reference norm orientations) as well as additional factors (e.g., students’ motivation and engagement, peer climate and reciprocal peer support) that contributed to students’ competence satisfaction in class from the students’ points of view. This study contributes to existing research on why students’ competence satisfaction arises in class by complementing it with an integrative, explorative, and student-oriented perspective.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.928801/fullcompetence satisfactionneed supportmastery goal structureperceived error climatereference norm orientationteaching quality |
| spellingShingle | Nadia Catherine Reymond Ruth Gerlinde Nahrgang Nadine Großmann Matthias Wilde Stefan Fries Why students feel competent in the classroom: A qualitative content analysis of students’ views Frontiers in Psychology competence satisfaction need support mastery goal structure perceived error climate reference norm orientation teaching quality |
| title | Why students feel competent in the classroom: A qualitative content analysis of students’ views |
| title_full | Why students feel competent in the classroom: A qualitative content analysis of students’ views |
| title_fullStr | Why students feel competent in the classroom: A qualitative content analysis of students’ views |
| title_full_unstemmed | Why students feel competent in the classroom: A qualitative content analysis of students’ views |
| title_short | Why students feel competent in the classroom: A qualitative content analysis of students’ views |
| title_sort | why students feel competent in the classroom a qualitative content analysis of students views |
| topic | competence satisfaction need support mastery goal structure perceived error climate reference norm orientation teaching quality |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.928801/full |
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