Lucas M Jeno
Biographic Data
| ID | 3489671 |
|---|---|
| NAME | Lucas M Jeno |
| GIVEN NAMES | Lucas M |
| FAMILY NAME | Jeno |
| SIGNATURE | JENO L M |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0003-3160-9313 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 54 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A short-term longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students' achievement and dropout from teacher education
This pre-registered short-term longitudinal study investigated the relations between basic psychological need satisfaction and motivational classes and objective measures of achievement and dropout across two semesters. Participants were first-year and fourth-year student teachers (n = 272) in Norway, a demographic known for having high attrition rates. Unexpectedly, we found that autonomous motivation and amotivation were negatively related with…
Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study
This qualitative pre-registered study was designed to investigate student teachers' motivational experiences concerning educational quality from the lens of Self-Determination Theory. Experiences of educational quality have large implications for learning and wellness and educational quality is incorporated in the law of study regulation. Through four separate focus groups, we interviewed a total of 18 student teachers from either first-year or f…
The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress
This study investigated the developmental impact of teacher autonomy support on changes in students’ mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline M age = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education…
The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning
According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher…
Using WhatsApp increases language students' self‐motivation and achievement, and decreases learning anxiety: A self‐determination theory approach
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
The Within‐Person Effect of Psychological Distress on Social Self‐Efficacy: A Random Intercept Cross‐Lagged Panel Model
This study investigated the temporal relationship between social self-efficacy and psychological distress during 3 years in middle to late adolescence. The sample comprised 1508 participants (60.7% female; baseline mean age = 16.33, SD = .62; 52.9% high perceived family wealth; 70.6% born in Norway). We used a random intercept cross-lagged panel model to investigate the concurrent and subsequent associations between the two constructs. The result…
The effects of a goal-framing and need-supportive app on undergraduates' intentions, effort, and achievement in mobile science learning
In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional tool (textbook). We randomized 128 undergraduat…
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
The Within‐Person Effect of Psychological Distress on Social Self‐Efficacy: A Random Intercept Cross‐Lagged Panel Model
This study investigated the temporal relationship between social self-efficacy and psychological distress during 3 years in middle to late adolescence. The sample comprised 1508 participants (60.7% female; baseline mean age = 16.33, SD = .62; 52.9% high perceived family wealth; 70.6% born in Norway). We used a random intercept cross-lagged panel model to investigate the concurrent and subsequent associations between the two constructs. The result…
The effects of a goal-framing and need-supportive app on undergraduates' intentions, effort, and achievement in mobile science learning
In this study we investigate the effect of manipulating intrinsic goals, relative to extrinsic goals, in a mobile learning tool and traditional textbook for biology students. Using Self- Determination Theory, we hypothesized that framing intrinsic goals in a need-supportive mobile learning app would enhance motivation, intentions, effort, and achievement, relative to extrinsic goals in a traditional tool (textbook). We randomized 128 undergraduat…
The Within‐Person Effect of Psychological Distress on Social Self‐Efficacy: A Random Intercept Cross‐Lagged Panel Model
This study investigated the temporal relationship between social self-efficacy and psychological distress during 3 years in middle to late adolescence. The sample comprised 1508 participants (60.7% female; baseline mean age = 16.33, SD = .62; 52.9% high perceived family wealth; 70.6% born in Norway). We used a random intercept cross-lagged panel model to investigate the concurrent and subsequent associations between the two constructs. The result…
The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning
According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher…
Using WhatsApp increases language students' self‐motivation and achievement, and decreases learning anxiety: A self‐determination theory approach
A classification system for teachers' motivational behaviors recommended in self-determination theory interventions
Teachers' behavior is a key factor that influences students' motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain m…
The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress
This study investigated the developmental impact of teacher autonomy support on changes in students’ mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline M age = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education…
Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study
This qualitative pre-registered study was designed to investigate student teachers' motivational experiences concerning educational quality from the lens of Self-Determination Theory. Experiences of educational quality have large implications for learning and wellness and educational quality is incorporated in the law of study regulation. Through four separate focus groups, we interviewed a total of 18 student teachers from either first-year or f…
A short-term longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students' achievement and dropout from teacher education
This pre-registered short-term longitudinal study investigated the relations between basic psychological need satisfaction and motivational classes and objective measures of achievement and dropout across two semesters. Participants were first-year and fourth-year student teachers (n = 272) in Norway, a demographic known for having high attrition rates. Unexpectedly, we found that autonomous motivation and amotivation were negatively related with…
Psychology (6 works) · Social Psychology (5 works) · Motivation and Self-Concept in Sports (4 works) · Self-determination theory (4 works) · Computer Science (3 works) · Education, Achievement, and Giftedness (3 works) · Intrinsic motivation (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Political science (3 works)