Acknowledgement
This study was supported by the Catholic University of Korea, Research Fund, 2020.
References
- Baeten, M., Dochy, F., & Struyven, K. (2013). The effects of different learning environments on students' motivation for learning and their achievement. British Journal of Educational Psychology, 83(3), 484-501. https://doi.org/10.1111/j.2044-8279.2012.02076.x
- Baird, T. D. (2021). Applying the Own it, Learn it, Share it framework to the flexible Pink Time assignment to scaffold student autonomy online and in person. Educational Technolgy Research and Development, 69(1), 105-108. https://doi.org/10.1007/s11423-020-09837-7
- Baird, T. D., Kniola, D. J., Hartter, J., Carlson, K. A., Rogers, S., Russell, D., & Tise, J. C. (2020). Adapting pink time to promote self-regulated learning across course and student types. International Journal of Teaching and Learning in Higher Education.
- Baird, T. D., Kniola, D. J., Lewis, A. L., & Fowler, S. B. (2015). Pink time: Evidence of self-regulated learning and academic motivation among undergraduate students. Journal of Geography, 114, 146-157. doi:10.1080/00221341.2014.977334
- Betitis, N. C., & Burke, J. D. (1978). Alternatives to the lecture-discussion method: student-centered approaches to teaching college geography. Journal of Geography 77. 35-37. https://doi.org/10.1080/00221347808980062
- Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756. https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
- Boud, D. (Ed.). (1988). Developing student autonomy in learning. Routledge. Nichols Publishing Company: New York.
- Caruso, C. M. (2021). The Effect of Active Learning on Academic Motivation Among Pre-Service Teachers (Doctoral dissertation, Virginia Tech).
- Cavanagh, A. J., Aragon, O. R., Chen, X., Couch, B. A., Durham, M. F., Bobrownicki, A., Hanauer, D. I., & Graham, M. J. (2016). Student buy-in to active learning in a college science course. CBE-Life Sciences Education, 15, 76.
- Chae, S. E., & Lee, M. (2019). Student-centered learning and higher-order thinking skills in engineering students. The International journal of engineering education, 35, 617-622.
- Choi, E., Lindquist, R., & Song, Y. (2014). Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning. Nurse Education Today, 34, 52-56. https://doi.org/10.1016/j.nedt.2013.02.012
- Cook-Sather, A. (2002). Authorizing students' perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31, 3-14. https://doi.org/10.3102/0013189X031004003
- Cook-Sather,, A., & Luz, A. (2015). Greater engagement in and responsibility for learning: what happens when students cross the threshold of student-faculty partnership. Higher Education Research & Development, 34, 1097-1109. https://doi.org/10.1080/07294360.2014.911263
- Darwish, A.-F. E., & Huber, G. L. (2003). Individualism vs collectivism in different cultures: a cross-cultural study. Intercultural Education, 14, 47-56. https://doi.org/10.1080/1467598032000044647
- Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. doi:10.1207/S15327965PLI1104_01
- Deci, E. L., & Ryan, R. M. (2016). Optimizing students' motivation in the era of testing and pressure: A self-determination theory perspective. In W. C. Liu, J. C. K. Wang & R. M. Ryan. (Eds.), Building autonomous learners (pp. 9-29). Singapore: Springer.
- Dewey, J. (1916). Democracy and education. New York: Macmillan.
- Dewey, J. (1938). Logic: The theory of inquiry. New York: Holt and Co.
- Diekman, A. B., Steinberg, M., Brown, E. R., Belanger, A. L., & Clark, E. K. (2017). A goal congruity model of role entry, engagement, and exit: Understanding communal goal processes in STEM gender gaps. Personality and Social Psychology Review, 21, 142-175. https://doi.org/10.1177/1088868316642141
- Gotelli N.J., & Ellison, A.M. (2004). Primer of ecological statistics. Sunderland: Sinauer Associates: Sunderland, MA. USA.
- Hamamura, T. (2012). Are cultures becoming individualistic? A cross-temporal comparison of individualism-collectivism in the United States and Japan. Personality and social psychology review, 16(1), 3-24. https://doi.org/10.1177/1088868311411587
- Hamamura, T., & Xu, Y. (2015). Changes in Chinese culture as examined through changes in personal pronoun usage. Journal of Cross-Cultural Psychology, 46(7), 930-941. https://doi.org/10.1177/0022022115592968
- Hannafin, M. J., Hill, J. R., Land, S. M., & Lee, E. (2014). Student-centered, open learning environments: Research, theory, and practice. In M. Spector, M. D. Merrill, J. van Merrienboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (pp. 641-651). New York: Springer.
- Hofstede, G. (1983). The cultural relativity of organizational practices and theories. Journal of International Business Studies, 14(2), 75-89. https://doi.org/10.1057/palgrave.jibs.8490867
- Hoidn, S. (2017). Student-centered learning environments in higher education classrooms. Palgrave Macmillan: New York.
- Huang, Y. S., & Asghar, A. (2016). Science education reform in confucian learning cultures: policymakers' perspectives on policy and practice in Taiwan. Asia-Pacific Science Education, 2(1), 3. https://doi.org/10.1186/s41029-016-0010-8
- Hung, H. T., & Yuen, S. C. Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15, 703-714. https://doi.org/10.1080/13562517.2010.507307
- International Society of Technology in Education (ISTE). (2016). ISTE Standards for Students. https://www.iste.org/standards/iste-standards-for-students
- Jenkins, D. G., & Quintana-Ascencio, P. F. (2020). A solution to minimum sample size for regressions. PLOS ONE, 15(2), 1-15.
- Jung, J., & Cho, E. (2019). A study on the conceptual model of effective instruction based on student perspectives at C university. Korean Education Inquiry, 37, 155-177. https://doi.org/10.22327/kei.2019.37.3.155
- Kiefer, S. M., Alley, K. M., & Ellerbrock, C. R. (2015). Teacher and peer support for young adolescents' motivation, engagement, and school belonging. Research in Middle Level Education Online, 38(8), 1-18.
- Kim, C. (2012). The role of affective and motivational factors in designing personalized learning environments. Educational Technology Research and Development, 60, 563-584. https://doi.org/10.1007/s11423-012-9253-6
- Kim, Y. (2018). Revisiting classroom practices in East Asian Countries: Examination of within-country variations and effects of classroom instruction. Teachers College Record, 120(7), 1-42.
- Kizilcec, R. F., & Cohen, G. L. (2017). Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures. Proceedings of the National Academy of Sciences, 114, 4348-4353. https://doi.org/10.1073/pnas.1611898114
- Kuhn, D. (2007). Is direct instruction an answer to the right question?. Educational Psychologist, 42(2), 109-113. https://doi.org/10.1080/00461520701263376
- Lee, E., & Hannafin, M. J. (2016). A design framework for enhancing engagement in student-centered learning: Own it, learn it, and share it. Educational Technology Research and Development, 64(4), 707-734. DOI:10.1007/s11423-015-9422-5
- Lee, K. B. (2009). Happiness and educational culture in Korea. Studies on Korean Youth, 20, 365-392.
- Lee, M. K. (2018). Flipped classroom as an alternative future class model?: Implications of South Korea's social experiment. Educational Technology Research and Development, 66, 837-857. https://doi.org/10.1007/s11423-018-9587-9
- Osland, J. S., & Bird, A. (2000). Beyond sophisticated stereotyping: Cultural sensemaking in context. Academy of Management Perspectives, 14, 65-77. https://doi.org/10.5465/AME.2000.2909840
- Oyserman, D., Coon, H. M., & Kemmelmeier, M. (2002). Rethinking individualism and collectivism: evaluation of theoretical assumptions and meta-analyses. Psychological Bulletin, 128(1), 3. https://doi.org/10.1037/0033-2909.128.1.3
- Park, C. (2010). Engaging students in the learning process: The learning journal. Journal of Geography in Higher Education, 27(2), 183-199. https://doi.org/10.1080/03098260305675
- Pink, D. H. (2009). Drive: The surprising truth about what motivates us. New York, USA: Penguin.
- Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734. https://doi.org/10.1037/0022-0663.99.4.734
- Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and instruction, 42, 95-103. https://doi.org/10.1016/j.learninstruc.2016.01.004
- Seth, M. J. (2002). Education fever: Society, politics, and the pursuit of schooling in SK. University of Hawaii Press.
- Sharma, P. (2010). Measuring personal cultural orientations: Scale development and validation. Journal of the Academy of Marketing Science, 38, 787-806. https://doi.org/10.1007/s11747-009-0184-7
- Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. The British Journal of Educational Psychology, 79, 57-68. https://doi.org/10.1348/000709908X304398
- Statistics Korea, (2019). Private Education Expenditures Survey of Elementary, Middle and High School Students in 2018. (Released 2019.3.12). http://kostat.go.kr/portal/eng/pressReleases/1/index.board?bmode=read&aSeq=374184
- Strayhorn, T. L. (2018). College students' sense of belonging: A key to educational success for all students. Chicago: Routledge.
- Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159-188. https://doi.org/10.1007/s10648-010-9142-7
- Triandis, H. C., Bontempo, R., Villareal, M. J., Asai, M., & Lucca, N. (1988). Individualism and collectivism: Cross- cultural perspectives on self-ingroup relationships. Journal of personality and Social Psychology, 54(2), 323-338. https://doi.org/10.1037/0022-3514.54.2.323
- Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social psychology, 72, 1161. https://doi.org/10.1037/0022-3514.72.5.1161
- van Loon, A. M., Ros, A., & Martens, R. (2012). Motivated learning with digital learning tasks: What about autonomy and structure? Educational Technology Research & Development, 60, 101-1032.
- Virtanen, P., & Nevgi, A. (2010). Disciplinary and gender differences among higher education students in self-regulated learning strategies. Educational psychology, 30, 323-347. https://doi.org/10.1080/01443411003606391
- Vollhardt, L. T. (1990). Rigidity: A comparison by age and gender. Social Behavior and Personality: an international journal, 18, 17-26. https://doi.org/10.2224/sbp.1990.18.1.17
- Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Boston: Harvard university press.