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Based on the 21st century's framework from the Singapore's Ministry of Education, students should possess lifelong learning goals in order to be self-regulated and engaged in continuous learning. It is thereby important to understand the profile of a potential lifelong learner. An educational institution or a school should provide learning environments in which students can be more involved in developing their competencies and skills that are related to lifelong learning. However, research in identifying the profile of a potential lifelong learner is still in its infancy. The present study aimed to uncover an in-depth and meaningful understanding of different learners' behaviours, ranging from adaptive to maladaptive patterns of goal orientations. It drew on four different clusters to identify the self-regulation and self-determined behaviours of a lifelong learner. These learner profiles differed significantly in their basic psychological needs (i.e., autonomy, competence and relatedness) and goal orientations (i.e., mastery versus performance).

Purpose: The present qualitative paper examined the changes in students' motivation before and after lesson study for learning community implementation at a primary school in Singapore. Design/methodology/approach: Student focus group discussions (FGDs) were conducted with six students from each of the classes involved in the research lessons. Students were asked specific questions relating to the research lessons and teachers. Findings: Findings suggest that there are some changes in students' perception of classroom climate and their motivation to learn after the implementation of lesson study for learning community. Together with self-determination theory, lesson study for learning community may be viewed as a social and collaborative model as well as a supportive learning climate, promoting students' adaptive outcomes and needs satisfaction. Research limitations/implications: Teachers need to be provided support to plan their lessons and to become familiar with the lesson study for learning community approach. There is also a major challenge of teacher "buy-in" whether they would undertake the practice of lesson study for learning community voluntarily. Originality/value: This study provides evidence of the existence of an approach via listening pedagogy for the teaching of listening that focuses on students' motivation to listen and learn in class.

The purpose of this article is to offer insights into current understanding of digital learning environments (DLEs) from a neuroscientific perspective. Cognitive neuroscience methods are increasingly applied in educational research to examine the neural underpinnings of learning. As such, neuroscientific evidence can play an important role in advancing current knowledge base from the existing self-reported data and behavioural measures in the field of educational technology. In this paper, we focus our review of neuroscience research on DLEs that can potentially transform the way we view learning and instruction. We discuss recent empirical studies done on DLEs using common cognitive neuroscience methods which included eye tracking, electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). We offer recommendations for future applications of neuroscience methods in behavioural research within DLEs.

The present study examined the relationships among perceived teacher's autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher's autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher's autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher's autonomy support and test anxiety and perceived stress. Teacher's autonomy support may serve as a potential approach to develop students' positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students' motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher's autonomy support on students' SEL-related outcomes. [ABSTRACT FROM AUTHOR]

Considerable evidence indicates the importance of motivation and self-regulated learning in educational settings. However, there is an insufficient understanding about the influences of social elements and educational factors on students' motivation and self-regulated learning, as well as how motivation for academic learning contributes to lifelong learning. Using a person-centered approach, this study examines the diverse motivational-cognitive profiles of secondary school students in relation to perceived teacher autonomy support, psychological needs and motivational regulations towards academic subjects. Groups were described in terms of student procrastination and motivated strategies for learning. Results revealed four distinct profiles of student procrastination and self-regulation: active procrastinator; active self-regulator; passive self-regulator; and passive procrastinator. These learner profiles also differed significantly in terms of psychological variables that are important for self-determined behaviors and successful learning. Cluster-analytic findings suggest that a lifelong learner is likely to adopt the profile of an active self-regulator. Implications to teaching and learning are also discussed.

The present study focuses on the perspectives of teachers and students in Singapore schools after an autonomy-supportive classroom intervention. Nurturing of students to become motivated and self-regulated learners can be achieved by promoting an autonomy-supportive learning climate. This study examines the perspectives of teachers and students in an in-depth and meaningful manner after the classroom intervention. Through students' viewpoints, teachers can understand their structure of teaching style and students' expectations. Findings of semi-structured interviews with students and teachers were analyzed, with emerging themes discussed in the context of literature. Based on qualitative data, this preliminary study explores a rich and meaningful insight to students' expectations of their teachers and teachers' expectations towards their students. The qualitative data provided relevant and practical insights into the classroom intervention, suggesting that teachers should be aware of their instructional behaviors in class as such acts might have ramification on students' perception, motivation and learning. Limitations and implications are also discussed.

Teachers' motivational strategies can be categorised into two types of motivating styles—autonomy-supportive style versus controlling style (Reeve in Educ Psychol 44:159–175, 2009). Several factors can affect the teachers' use of motivational strategies, and student-related factors are some influential reasons. In this study, we focussed on identifying the student-related reasons that could affect the teachers' motivating styles through 56 teacher interviews from 17 secondary schools across Singapore. From the teachers' accounts, we identified "student profiles", "students' behaviours", "students' engagements", and "students' feedback" as the student-related factors that could affect the teachers' motivating styles. By identifying these factors, we hope to raise awareness amongst the teachers (at the personal level) and their social environments (at the contextual level) on what can facilitate or thwart the expression of autonomy-supportive teaching. We also hope to provide useful information on what the social environments can do to support teachers in autonomy-supportive teaching. [ABSTRACT FROM AUTHOR]

In this study, we qualitatively explore how teachers perceive the usefulness of teacher autonomy support in fostering student motivation and engagement. Seven science and mathematics teachers from Singapore secondary schools were gathered for semi-structured interviews after implementing teacher autonomy support in their respective classrooms. Thematic analysis was used to analyse the interview data using the concepts pre-conceived from literature. The findings herein suggest that teachers perceived the usefulness of teacher autonomy support on student psychological needs satisfaction, and ultimately motivation and engagement (behavioural, emotional, cognitive). The findings have two implications: (1) teachers internalise the value of autonomy support in student motivation and engagement and (2) teachers perceive each autonomy-supportive strategy in a distinct manner, in terms of its contribution to dimensions of student engagement. It is then recommended for future teacher autonomy support workshop not only to teach the strategies, but also to highlight each strategy's usefulness in different student and classroom situations. [ABSTRACT FROM AUTHOR]

The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified and administered to students (N = 610) in mathematics and science classes. In the first sample, 314 students completed the MSLQ Junior High while a second sample of 296 students completed the revised MSLQ Junior High. Using a congeneric approach of confirmatory factor analysis (CFA), the five-factor measurement model was determined with the first sample. This measurement model was further supported using a second sample and its goodness-of-fit indices were compared with other CFA models. Statistical findings showed that the five-factor structure of the revised MSLQ Junior High had a good model fit. The present study contributes a novel methodological approach by investigating the parsimony confirmatory factor structure of the revised MSLQ Junior High in local academic contexts.

The present study focused on an in-depth understanding of student motivation and self-regulated learning in mathematics and science through cluster analysis. It examined the different learning profiles of motivational beliefs and self-regulatory strategies in relation to perceived teacher autonomy support, basic psychological needs (i.e. autonomy, competence, and relatedness), motivational regulations, and academic achievement. Grounded in self-determination theory, this study examined the learning profiles of 782 students from eight secondary schools in Singapore. The cluster analyzes revealed four distinct learning profiles, and they were compared in association with perceived teacher autonomy support, needs satisfaction, motivational regulations, and grades. Cluster profiling enables teachers to have better understanding of their students' self-regulated learning so that they can apply effective teaching strategies to foster their motivation. The findings offer a perspective to secondary students' psychological needs along with some insights into their perceived task value and self-efficacy in the contexts of mathematics and science.

Background: All teachers aspire to create the most motivating classroom climate for their students. This is because students who are motivated demonstrate superior learning outcomes relative to students who are not motivated. According to the Self-Determination Theory (SDT), when teachers establish an autonomy-supportive climate in their classrooms, their students can benefit in numerous developmentally and educationally important ways. Whilst most teachers have an understanding that autonomy-supportive teaching can benefit their students, many of them are unwilling or unable to carry out autonomy-supportive strategies. This can be explained by the implicit and explicit forces (e.g., teaching philosophies and beliefs, personal experiences) imposed on them by their internal (namely, intrapsychic) and external (namely, social) environments. This paper focuses on the personal factors that influence teachers’ adoption and employment of autonomy-supportive instructional behaviours. Method: Following a 10-week intervention program on implementing six autonomy-supportive instructional behaviours, we interviewed 59 teachers from 17 secondary schools in Singapore on their adoption and employment of the teaching strategies. Their number of years of teaching experience ranged from 1 to 31 years with a mean of 10.8 years of teaching experience, and 62.71% of them were female. Finding: From the interviews, we identified several teacher-related personal factors which we labelled “teaching philosophies and beliefs,” “personal experiences,” “motivation to teach,” “personality,” “teachers’ mental and emotional states” and “teaching efficacy.” Through identifying the personal factors, we hope to raise awareness amongst the teachers on the inner forces that can foster or frustrate their own expression of autonomy-supportive instructional behaviours. Given the many plausible benefits that can be derived from autonomy-supportive teaching, we hope that the information gained from this qualitative study can path the way for greater willingness and effort in implementing autonomy-supportive teaching in the classrooms. [ABSTRACT FROM AUTHOR]

Learning of science has been traditionally conducted in classrooms or in the form of lectures. Science education is usually context-specific learning as students are taught a particular module of content in class. In problem-based learning, they are provided with examples of problems in which they learn how to solve these types of problems. However, when students encounter a similar problem in a different context, they are unable to apply their prior knowledge to this new situation. The key components of authentic science learning are the external world and the individuals. Although the classroom aims to retain such authenticity by providing real-life problems to solve, it will never be the same as students' personal experiences in the real world--the community service learning (CSL). CSL integrates science learning into the real-world situations within a community context. It is one of the active learning strategies that aims to foster better understanding of course content and broader appreciation of the discipline. This CSL study focuses on the community service project and the individual critical reflection. CSL provides a real-life working environment that lead to excellent learning outcomes for the students as well as strengthens their individual social responsibility. This paper provides an example of the application of CSL within a tertiary institutional context. The CSL project involved student volunteers to set up a bioreactor for biogas supply within a local community of Chiang Rai, Thailand. In particular, it demonstrates students' reflection and their personal experiences in learning science beyond the classroom. Based on quantitative and qualitative data from 22 participants, it demonstrates the meaningful impact of CSL on student learning outcomes. Results show CSL creates an active yet meaningful learning of science and socially responsible citizens. Finally, this paper will also discuss the implications of learning science in an informal yet authentic context. (Contains 3 tables and 6 figures.)

Abstract: Students' perception of 8 criteria (rationale of the problem; interdisciplinary learning; facilitator asked essential questions; learner's skills; assessments; facilitation procedures; team's use of resources [team collaboration], and facilitator within a problem-based learning context) were assessed for a food biotechnology course that was part of a 3rd year biotechnology program. The mean score for "perceived learner's skills" was the lowest whereas those for "facilitation" and "facilitator" were the highest. Selected qualitative comments from students were also analyzed. This study demonstrated interdisciplinary learning as the students could make meaningful connections across different science disciplines. Further investigation is needed to develop possible strategies to accommodate the challenges in making meaningful connections across science disciplines as well as to develop a defined hybrid method for analysis of students' responses. (Contains 1 figure and 3 tables.)