As colleges and universities increasingly transform their STEM courses through the adoption of more active, student-centered pedagogies, there is a growing need to understand the impact of these educational innovations on student outcomes. This study is conducted in the context of a university-wide faculty development and course redesign project, IMPACT (Instruction Matters, Purdue Academic Course Transformation). IMPACT supports faculty in implementing student-centered pedagogical practices and creating equitable and inclusive learning environments. This study focuses on a sequence of two introductory calculus courses (Calculus 1 and Calculus 2, hereafter CALC 1 and CALC 2) that were transformed as part of the IMPACT program. To evaluate the effectiveness of the course intervention (i.e., IMPACT), some sections of each course used the IMPACT-redesigned model while the remainder of the sections continued with the traditional, lecture-based teaching (control). Students who enrolled in these courses had the option to self-select their sections, but had limited information about the nature of the different sections. To account for the sequential nature of the two courses, the study classified the students into four distinct groups based on the order in which they took the two calculus courses: Group 1: IMPACT-IMPACT, Group 2: IMPACT-control, Group 3: control-IMPACT, and Group 4: control-control. MANOVA was used to examine how students’ different sequential participation in student-centered learning affected their learning outcomes. We examined students’ Calculus Concept Inventory (CCI) test results, final grades, and DFW (grades of D, F or withdrawal) rates after taking the two calculus courses. Results showed that students in the IMPACT-IMPACT group outperformed the other groups in all three measures. Students in the IMPACT-control group had the worst scores in both course grades and the CCI test as well as the highest DFW rates. Suggesting that, when the student-centered, autonomy-supportive environment was taken away in the second calculus course, students’ outcomes were negatively affected. This study indicates the vital importance of considering the overall curriculum of a program when engaging in course transformation, especially for sequential courses that build upon each other.

Montessori education is characterized by autonomous learning, whereas traditional education is often depicted by high structure and fewer choice opportunities. This study examined differences in beliefs of Montessori and traditional teachers in regard to effectiveness, normality, and ease of autonomy-supportive and controlling teaching, as well as differences in motivating styles. We analyzed the U.S. subset from an international study examining self-described motivation styles and beliefs. Our secondary analysis revealed both groups felt autonomy-supportive teaching was easy and effective, and that they found controlling teaching also to be easy, but ineffective. Montessori teachers were more likely to believe autonomy-supportive teaching was normal, whereas traditional teachers believed controlling teaching was more normal. Both groups described their teaching style as autonomy-supportive, but traditional teachers more often rated controlling scenarios as similar to their own practices. These differences, supported by large effect sizes, demonstrate more potential for controlling behavior in traditional classrooms and suggest the possibility of a cultural difference between Montessori and traditional teachers.

The impact of the COVID-19 pandemic has drastically altered the ways in which people are able to communicate effectively. The addition of the face mask as a distracting stimulus interrupts the holistic process that people use to interpret facial expressions. The present study seeks to investigate the impact of face masking and gaze direction on emotion recognition in students with autism. We predicted that students with autism (n = 14), who characteristically experience difficulties when appraising emotions, would struggle to assess the emotions of people wearing face masks. We did not find a significant three-way interaction of emotion, mask, and gaze on classification accuracy. We did, however, find that face masks reduced participants’ ability to emotionally appraise sad faces. Further, participants showed better accuracy appraising faces with a direct gaze. Exploring how face masks impact autistic individuals’ emotion recognition will benefit special educators as they adapt to teaching during the pandemic, as well as the general population that seeks to improve communication with neurodiverse persons. Future studies should examine emotional appraisal ability and additional emotions as well as different kinds of emotional stimuli.

Abstract Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the first part, the authors summarize findings from two international investigations (conducted by others). The first is a video observational study involving eight nations reporting their typical teaching practices in terms of classroom management, social-emotional support, and quality of instruction. The second is a survey-based study involving 19 nations in which teachers self-reported their job satisfaction and teaching efficacy. In the second part, the authors invite educators from 19 different countries to participate in a virtual roundtable discussion to communicate what is special about teaching in their particular nation. Each educator answered this question: What can the rest of the world learn from what teachers in your nation do so well? The roundtable participants highlight their teachers’ work ethic, engagement in professional learning communities, commitment to inclusion and democratic education, and opportunities for both autonomy and collaboration.

This article is the first in a series of planned reviews to be published annually that highlight a selection of dissertations. Some aspects of the selection and review methodology may be adjusted in coming issues as the process is refined to maximize the value to the field. Twenty-three Montessori-related dissertations completed during 2021 and 2022 were identified that represented five broad categories based on topic or subject matter. Two dissertations were selected for inclusion in this review because they represent high-quality research in areas that are of particular relevance and value to the field at this time: (a) public Montessori education and issues of equity and intercultural competence and (b) teacher perspectives and technology.

In a three-study investigation, we pursued three purposes: (1) extend self-determination theory’s dual-process model to a new tripartite model—to recognize that environmental conditions sometimes render a psychological need dormant; (2) better explain adolescents’ diminished functioning; and (3) develop the Three States Questionnaire (TSQ). In Study 1, 402 high schoolers reported the satisfied, frustrated, and dormant state of their psychological needs (autonomy, competence, and relatedness) during classroom instruction to develop the TSQ. In Study 2, 320 high schoolers reported their satisfied, frustrated, and dormant states as well as 17 indicators of their effective, defiant, and diminished classroom functioning. The TSQ showed excellent psychometric properties, and the predictive power of the tripartite model was superior to that of the dual-process model in the prediction of all five indicators of diminished functioning (e.g., disengagement). In Study 3, 457 high schoolers’ perceived teachers’ motivating styles (supporting, controlling, and neglecting) predicted their three need states (satisfied, frustrated, and dormant), which predicted the quality of their classroom functioning (effective, defiant, and diminished). Overall, the dormant state was distinct from the other two states, it uniquely explained diminished functioning, and the tripartite model out-predicted the dual-process model.

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e. a controlling message) compared to no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly-internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared to the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly-internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing: Controlled motivation was associated with more defiance and less long-term behavioral intentions to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges.

Background Applied Calculus courses serve hundreds of thousands of undergraduates as quantitative preparation and gatekeepers across diverse fields of study. The current study investigated how motivational factors are associated with students’ learning outcomes in Applied Calculus courses from the perspective of self-determination theory—a sound comprehensive motivation theory that has been supported by considerable research in psychology and education. In order to have a nuanced understanding of students’ motivation and learning in Applied Calculus courses, we used three different types of learning measures to investigate students’ mathematics achievement, including course grades, a standardized knowledge exam, and students’ perceived knowledge transferability. Results We tested the relationships between motivational factors and learning outcomes with a multi-semester sample of 3226 undergraduates from 188 Applied Calculus classrooms. To increase the precision of our analysis, we controlled for three demographic variables that are suggested to be relevant to mathematics achievement: gender, minority group status, and socioeconomic status. With a series of multilevel modeling analyses, the results reveal that: (1) competence satisfaction predicts college students’ mathematics achievement over and above the satisfaction of needs for autonomy and relatedness; and (2) autonomous motivation is a more powerful predictor of college students’ mathematics achievement than controlled motivation and amotivation. These findings are consistent across different types of learning outcomes. Conclusions Self-determination theory provides an effective framework for understanding college students’ motivation and learning in Applied Calculus courses. This study extends self-determination theory in the field of mathematics education and contributes to the dialogue on advancing undergraduate science, technology, engineering, and mathematics (STEM) education by providing evidence to understand how motivational factors are associated with students’ learning outcomes in undergraduate mathematics courses.

Potential to learn quickly cannot offset the effects on learning of disinterest, apathy, or avoidance—motivational problems that affect gifted and nongifted students alike. The predominant theories of motivation are social-cognitive. A change in classroom composition may bring a different reference group—such as when a gifted student moves from an academically heterogeneous classroom to a selective high-ability or gifted program—and often leads to the Big Fish Little Pond Effect (BFLPE). The BFLPE predicts that students will have a high self-concept if they are placed with students who have lower achievement than they have, but that their self-concept will decrease if they are placed in a class of high-performing students. The development of gifted students' self-efficacy is associated with intersections between their cultural contexts and previous experiences. People are motivated to engage in activities they find valuable.

Often, educational and psychological theories stand independently of one another, focusing on particular, discreet components of learning or motivation. However, there are many similarities between invitational educational theory, which examines motivation and education, and self-determination theory, a theory of motivation and personality. Both theories, when applied to educational settings, value respectful relationships between teachers and students. They encourage practitioners to incorporate choice into their plans and recognize the importance of a person’s perception to that person’s related behavior. Invitational education theory and selfdetermination theory were developed separately by different researchers. However, the two theories emerged during the early 1970s, at a time when educators and psychologists were rejecting behaviorism and, instead, beginning to value a humancentered approach. This paper aims to introduce invitational education and selfdetermination theory, describe their origins from a similar place and time via humanistic psychology, and highlight key similarities in their beliefs with the ultimate goal of enhancing knowledge in order to continue to improve classrooms world-wide.

Promoting students’ ability to transfer or apply their knowledge and skills to real-life situations is critical in higher education. The current study was designed to test the likelihood that the constructs based on self-determination theory (SDT) framework help understand college students’ perceived knowledge transferability. A total of 3783 undergraduates from 301 classes participated in this study. The results of a series of multilevel modeling analyses indicated that (a) competence satisfaction and identification were the most salient factors influencing students’ perceived knowledge transferability; (b) the SDT-related variables together explained 64.2% of the between-student variance in perceived knowledge transferability; (c) after controlling for student-level covariates and SDT-related variables, 7.9% of the variance in perceived knowledge transferability was caused by between-class differences, and 19.6% of it could be explained by course fields and course levels. Our results, which provide evidence of multilevel factors influencing college students’ perceived knowledge transferability, have implications for promoting transfer in higher education.

Using the open-ended question from the FIT-Choice scale, this study presents an examination of why college students choose teaching as a career, in their own words. Over 100 responses were analyzed with two coding systems: thematic coding from the text and a coding system generated from the FIT-Choice survey questions. Two raters reliably coded independently. Across the two coding systems, students reported choosing teaching as a career because they want to teach and want to help children. They were motivated by the ability to make a difference in the world through teaching. The coding system based on FIT-Choice provided similar results to the students' responses to the quantitative FIT-Choice measure, with social utility value and intrinsic career value being ranked highest. Open-ended responses support the survey responses and suggest that these pre-service teachers are choosing teaching for altruistic reasons.

The distinction between the bright and the dark sides of basic psychological needs has been documented in face-to-face contexts. However, no one has examined the distinctive effects of need satisfaction and need dissatisfaction in online learning contexts. First, we validated the Basic Psychological Needs Scale among 693 undergraduates in online courses. However, we found one autonomy item and two relatedness items might need modifications to fit the online learning contexts. Second, we tested a motivation and learning model with both online (495 undergraduates) and face-to-face (519 undergraduates) samples. Consistent with previous findings in face-to-face contexts, need satisfaction and need dissatisfaction demonstrated distinctive effects on students' motivation and learning outcomes in online learning contexts. The current research contributes to the developing field of online learning by applying BPN into the online courses and comparing the motivation model between online and face-to-face learning contexts.

Purpose The purpose of this paper is to develop a clear answer to the question “how is leadership developed?” This research utilized the knowledge of leadership development experts and their collective expertise to identify the critical elements required for a high-quality leadership development program. Design/methodology/approach The Lockean Inquiring System approach to the Delphi technique was used to solicit the views of experts in leadership and leadership development from around the world. Experts for Round 1 of the Delphi were drawn from a random sampling of 100 people, comprising leadership researchers, coaches, and organizational leaders, not personally known to the lead researcher of this project, but in his LinkedIn network. A response rate of 13 percent (n=13) yielded a rich range of qualitative data. Responses from the first round of the Delphi were analyzed using open coding and categorized into four themes, representing four sets of competencies required of leaders. Findings The four themes were labeled as contextual, human capital, social capital, and structural capital, all of which were seen by participants as being central to the development of collective leadership. Based on these themes, this paper identifies a useful list of key leadership development tactics from which those wishing to develop a leadership program can work. Research limitations/implications As the first round of a Delphi study, the authors are limited to presenting only the key elementary empirical judgments. Subsequent study with an expanded sample size and a refined set of questions rooted in the current data will contribute further to the development of factual propositions related to leadership development for the twenty-first century. The Delphi survey is a “snapshot” approach and presents a holographic-type image of the complex whole. The authors plan to triangulate the data by significantly expanding the pool of Delphi experts and conducting the Round 1 survey a second time with a larger international group of respondents that fit the criteria of expert. Practical implications This paper presents four dimensions of an effective leadership development strategy. Originality/value Core elements of the best methods for leadership development have been identified by leadership development experts, which serve as a basis for developing leadership as a collective, and for further research.

Engineering technology students either are studied under the auspices of research focused on engineering students, or are excluded from engineering research in its entirety. Even when they are included in research, our understanding of engineering technology students is either missing or obscured. The lack of available research focused on engineering technology students in particular has prompted an effort to contribute to the greater body of knowledge of engineering technology education. The lack of research, as compared to other STEM fields, presents a challenge to practitioners in engineering technology programs when making discipline-specific decisions regarding these particular students. The need to delineate and determine the differences in the engineering technology student population and that of the engineering student population has become increasingly evident to practitioners and researchers in the technology area. To explore the learning styles of the engineering and engineering technology students, the Gregorc Style Delineator was completed by students in both programs. This instrument is relatively well known and is designed to investigate how adults order their thoughts and perceive the world around them. This study is designed to understand the differences in the engineering technology and engineering student populations by examining their mediation channels and their psychological learning styles. By furthering our conceptual understanding of both populations, we will inform those involved with teaching, curriculum development, and administration of programs how to best interact with and teach these students. Engineering technology students think differently than engineering students and that should be reflected in how we teach them.

This study examines the impact on student performance after interactive and non-interactive tutorials using a 2 × 2 treatment-control design. In an undergraduate management course, a control group watched a video tutorial while the treatment group received the same content using a dynamic tutorial. Both groups received the same quiz questions. Using effect size to determine magnitude of change, it was found that those in the treatment condition performed better than those in the control condition. Students were able to take the quiz up to two times. When examining for change in performance from attempt one to attempt two, the treatment group showed a greater magnitude of change. Students who consistently performed lowest on the quizzes outperformed all students in learning gains.

We investigated the role of three beliefs in predicting teachers’ motivating style toward students—namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism–individualism as a predictor of individual teachers’ motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism–individualism. All three teacher beliefs explained independent and substantial variance in teachers’ self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism–individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers’ motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs—namely, normalcy.

Machiavellianism has commonly been defined as the need to develop and defend one's power and success (Machiavelli, 1513/1902). Scholars have adopted the perspective of Machiavelli to examine political dynamics in organizations (Andersson, 2000; Harrell-Cook, 1999; Harrison, 1998; Hochwarter, 2000; Shankar, 1994). The Mach IV (Christie & Geis, 1970) has been the primary measure of Machiavellianism as a distinct personality construct. The purpose of this paper is to review the use of the Mach IV in organizational behavior research. Given the inadequacies of the current version of the Mach IV this paper suggests a revised measure of Machiavellian personality be developed and used in conjunction with other measures of political behavior and skills.

Lack of rigorous research focused on engineering technology students’ leaves administrators and practitioners in this area without adequate resources to advise and guide this unique population. This absence of research is most likely attributed to smaller student populations as compared to other related fields recently researched. A preliminary systemic review reveals that research defining whom the engineering technology student are and how they think is largely unavailable. This study is expected to demonstrate growth in engineering technology students from their first year to their last year in college. Natural growth, opportunities for growth through programmatic opportunities, and other various experiences provide the individual experiences that impact how they think and perceive. Overall, it is expected that freshman enters the program with a broad variety of perceptions and order. These students’ perceptions and orders may become less varied as they mature and experience a common curriculum. To further our understanding of engineering technology students and how they change over time, both freshman and senior engineering technology students were asked to complete the Gregorc Style Delineator. This instrument allows the investigation of how these students perceive and order their thoughts within four defined areas of abstraction and logic referred to as mediation channels. Gregorc asserts that these channels of mediation facilitate how we related to the world via a psychological style. Gregorc found that humans have comparable amounts of the abilities assessed in the instrument. However, he does state that we are naturally predisposed to using two mediation channels. This predisposition of using two mediation channels provides differentiation between one person, and another and Gregorc asserts that these differences often lead to conflict and misunderstandings. Which mediation channels are most often seen in engineering technology students is unknown, however through the administration of this instrument, we will learn if generalizations regarding this population are possible.