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Study on Students’ Motivation from the Perspective of Self-Determination Theory and the Role of Metacognition, Emotional Intelligence and ICTs

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 January 2024) | Viewed by 5696

Special Issue Editor

Dr. Athanasios Drigas

E-Mail Website
Guest Editor
Net Media Lab Mind-Brain R&D-IIT-NCSR Demokritos, Agia Paraskevi, 15341 Athens, Greece
Interests: educational technologies; computer science; human–computer interfaces; metacognition; emotional intelligence; higher mental abilities; 21st century skills; STEAM
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In the next few years, the way students learn, what they learn, and the skills needed to deal with a changing world will radically change. Developing self-motivation skills will be one of the most important requirements for students to meet the challenges and opportunities that the future will bring with it. To implement the United Nations Sustainable Development Goals, education is called upon to meet students’ needs, unlock their internal drive for self-fulfillment, and most important, prepare students to realize that they are the real drivers of change.

Self-determination theory (SDT) is a well-known topic in psychology that recognizes motivations as powerful forces which determine, to a significant extent, who we are and how we behave. According to SDT, autonomy, competence, and relatedness are the three basic psychological needs that must be satisfied to enable individuals to internalize motivations and, thus, increase the free and effortless tendency toward change. Self-determination theory finds a common ground with the theories of metacognition, awareness, executive functions, emotional intelligence, and higher mental abilities. The interplay between these theories may provide innovative theoretical models for implementation in sustainable education.

The use of information and communication technologies (ICTs) will play a crucial role in future education, providing innovative environments and digital experiences which have the potential to satisfy psychological needs; increase motivation; and improve learning, brain training and rewiring, awareness, emotional intelligence, and psychological well-being. SDT may also provide a robust theory and principled methods for incorporating well-being and positive psychology into educational technology design, in accordance with awareness, metacognition, and emotional intelligence.

The purpose of this Special Issue for Sustainability is to make a contribution to the scientific debate on a student's motivation from the perspective of self-determination theory and to define the role of metacognition, emotional intelligence, and ICTs/digital technologies.

 We encourage submissions of research that propose innovative ideas regarding the theory of self-determination through the lens of metacognition, emotional intelligence, and executive functions. In addition, we seek studies that investigate how these theories join hands with various advanced ICT forms and applications to encourage students' intrinsic motivation.

Dr. Athanasios Drigas
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • self-determination theory
  • intrinsic motivation
  • sustainability
  • metacognition
  • awareness
  • emotional intelligence
  • executive functions
  • higher mental abilities
  • brain rewiring
  • ICTs
  • artificial intelligence
  • virtual reality
  • augmented reality
  • mixed reality
  • robotics
  • mobiles
  • BCIs
  • biofeedback

Published Papers (3 papers)

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Research

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18 pages, 707 KiB  
Article
Being an Emotionally Intelligent Leader through the Nine-Layer Model of Emotional Intelligence—The Supporting Role of New Technologies
by Athanasios Drigas, Chara Papoutsi and Charalabos Skianis
Sustainability 2023, 15(10), 8103; https://doi.org/10.3390/su15108103 - 16 May 2023
Cited by 8 | Viewed by 11276
Abstract
Several years ago, a characteristic of leadership was the intelligence index, but in recent years this has changed, and emotional intelligence is considered an important parameter for a leader. A leader who shows a high index of emotional intelligence can activate his/her human [...] Read more.
Several years ago, a characteristic of leadership was the intelligence index, but in recent years this has changed, and emotional intelligence is considered an important parameter for a leader. A leader who shows a high index of emotional intelligence can activate his/her human potential and subsequently others. There is a large body of literature on “what” great leaders should do, but more emphasis needs to be placed on “how” to develop such leaders by focusing on detailed individual behavior change and self-development. The current article aims to investigate the concept of emotional intelligence and describe the levels of the emotional intelligence pyramid model and how these are reflected in the role of leadership. The theoretical model is complemented by a set of metacognitive and metaemotional strategies while emphasizing the role of technologies to provide fertile ground for the implementation of emotional intelligence skills in leadership. The strategies framework provides a training paradigm for implementation in education and working environments. The results of this article provide a new theoretical framework of the emotional skills a leader must possess, and they also provide a useful framework for cultivating them, which will promote long-term human capital development and help everyone achieve educational and professional success. The pyramid model of emotional intelligence and its strategies can have practical applications in any form of leadership, as research has shown a positive correlation between these two concepts. Full article
(This article belongs to the Special Issue Study on Students’ Motivation from the Perspective of Self-Determination Theory and the Role of Metacognition, Emotional Intelligence and ICTs)
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19 pages, 993 KiB  
Article
Meta-Learning: A Nine-Layer Model Based on Metacognition and Smart Technologies
by Athanasios Drigas, Eleni Mitsea and Charalabos Skianis
Sustainability 2023, 15(2), 1668; https://doi.org/10.3390/su15021668 - 15 Jan 2023
Cited by 11 | Viewed by 4321
Abstract
The international organizations of education have already pointed out that the way students learn, what they learn, and the skills needed, will be radically transformed in the coming years. Smart technologies are ready to come into play, changing the conditions of learning, providing [...] Read more.
The international organizations of education have already pointed out that the way students learn, what they learn, and the skills needed, will be radically transformed in the coming years. Smart technologies are ready to come into play, changing the conditions of learning, providing opportunities for transformative learning experiences, and promising more conscious, self-directed and self-motivated learning. Meta-learning refers to a set of mental meta-processes by which learners consciously create and manage personal models of learning. Meta-learning entails a cluster of meta-skills that are progressively and hierarchically transformed, ensuring the transition to the highest levels of understanding termed meta-comprehension. The current article aims to investigate the concept of meta-learning and describe the meta-levels of learning through the lens of metacognition. In addition, the potential of smart technologies to provide fertile ground for the implementation of meta-learning training strategies is examined. The results of this article provide a new meta-learning theoretical framework supported by smart devices capable of supporting future meta-learners or, more accurately, meta-thinkers, to transcend the usual states of knowing and move to the next meta-levels of human intelligence. Full article
(This article belongs to the Special Issue Study on Students’ Motivation from the Perspective of Self-Determination Theory and the Role of Metacognition, Emotional Intelligence and ICTs)
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Review

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29 pages, 1642 KiB  
Review
Learning Models for Higher Education in Engineering: Motivation, Self-Determination, and the Role of Information and Communication Technologies
by Ana Bustamante-Mora, Mauricio Diéguez-Rebolledo, Yemsy Hormazábal, Yolanda Valdés and Rodrigo Cadena
Sustainability 2023, 15(17), 12869; https://doi.org/10.3390/su151712869 - 25 Aug 2023
Cited by 3 | Viewed by 2898
Abstract
In the last decade, great strides have been made to increase access to education and enrollment rates at all levels (primary, secondary, and higher education). Actions such as promoting equal access to education, preventing school dropout, and establishing free education, among other actions [...] Read more.
In the last decade, great strides have been made to increase access to education and enrollment rates at all levels (primary, secondary, and higher education). Actions such as promoting equal access to education, preventing school dropout, and establishing free education, among other actions proposed by organizations such as UNESCO, seek to guarantee the universality of education. This is undoubtedly a great challenge, and to address it, it is necessary to characterize how students face the learning process, considering factors such as autonomy, competencies, and their own basic psychological needs, looking for effective learning models based on students’ needs in a changing world, where ICTs play a relevant role. This research analyzes learning models, motivation, self-determination, and technologies used for learning achievement in higher engineering education. The study will highlight relevant initiatives and the most commonly used technological tools. It will also identify learning models that seek to link emotional intelligence, self-determination, cognitive skills, and ICT. The PRISMA protocol guided the study, finding 132 relevant articles to be analyzed and proposing best practices in using learning models, strategies, and ICT to foster students’ intrinsic motivation. Full article
(This article belongs to the Special Issue Study on Students’ Motivation from the Perspective of Self-Determination Theory and the Role of Metacognition, Emotional Intelligence and ICTs)
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