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The effects of reciprocal and self–check teaching styles in students’ intrinsic– extrinsic motivation, enjoyment and autonomy in teaching traditional Greek dances
dc.creator | Pitsi, A. | en |
dc.creator | Digelidis, N. | en |
dc.creator | Papaioannou, A. | en |
dc.date.accessioned | 2015-11-23T10:45:40Z | |
dc.date.available | 2015-11-23T10:45:40Z | |
dc.date.issued | 2015 | |
dc.identifier | 10.7752/jpes.2015.02053 | |
dc.identifier.issn | 22478051 | |
dc.identifier.uri | http://hdl.handle.net/11615/32292 | |
dc.description.abstract | Teaching of traditional dances is mainly done through an educational process where imitation of a prototype model prevails. In reciprocal and self-check teaching styles, part of the decisions is handed to the students so they are known as student-centered teaching methods. The purpose of the present study was to examine the effects of the reciprocal, the self-check and the command teaching styles in students’: a) intrinsic-extrinsic motivation, b) enjoyment and c) perceived motivational climate, while being taught Greek traditional dances. An independent group’s post-test comparison experimental design was used in the present study. Seventy university students (19-20 years old) were divided into three teaching style groups: a) reciprocal (n=21, nine males and twelve females), b) self-check (n=25, eleven males and fourteen females) and c) command (as control group n=24, eleven males and thirteen females) and were taught Greek traditional dances with the respective teaching style. All scales had acceptable levels of internal consistency (a>.74). Α two-way analysis of variance (two-way ANOVA) was used to examine the differences among the three teaching styles and between males and females on the aforementioned factors. Overall, results show that the self-check style triggers a significantly greater increase in intrinsic motivation, identified regulation, enjoyment and autonomy in comparison to the reciprocal and command-teaching styles. It is also connected with a decrease in external motivation and amotivation. Male students seem to opt for the self-check style due to it reinforcing or reducing psychological factors in contrast with the other styles (p<.05) while female students have a preference for the reciprocal style as well (p<.05). The implementation of the reciprocal and the self-check styles in teaching traditional dances creates a positive atmosphere which is deemed extremely important for an efficient and qualitative lesson. © 2015, JPES. | en |
dc.source.uri | http://www.scopus.com/inward/record.url?eid=2-s2.0-84934767990&partnerID=40&md5=d5401e8b1e48df7a96ea44845eaac54a | |
dc.subject | Autonomy | en |
dc.subject | Enjoyment | en |
dc.subject | Greek traditional dances | en |
dc.subject | Intrinsic–extrinsic motivation | en |
dc.subject | Reciprocal and self–check teaching styles | en |
dc.title | The effects of reciprocal and self–check teaching styles in students’ intrinsic– extrinsic motivation, enjoyment and autonomy in teaching traditional Greek dances | en |
dc.type | journalArticle | en |
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