Understanding the Engagement of Elementary School Students in One-to-One Ipad Programs Using an Adaptation of SelfSystem Model of Motivational Development

The article Understanding Elementary School Students' Engagement in One-to-One iPad Programs Using an Adaptation of the Motivational-Developmental Self-System Model analyses how daily use of iPads in one-to-one programs in elementary schools influences students' academic engagement. Using an adapted motivational-developmental self-system model, the authors examined data from 20 elementary schools and 1977 students in Spain. The results show that the pedagogical method acts as a mediator between classroom iPad use and academic engagement, meeting students' psychological needs for autonomy, competence, and relatedness. The study highlights the importance of the learning context and pedagogical strategies for the success of one-to-one programs. Authentic learning activities, including meaningful tasks and peer collaboration, are associated with increased academic engagement. Furthermore, teacher support was found to be crucial in balancing individual and group activities, promoting a learning environment that meets students’ psychological needs and consequently increases their engagement. This study contributes to educational progress by providing a deeper understanding of how pedagogical strategies and the use of technology can be effectively integrated to enhance student engagement and academic performance in such programs.

This article is published in the journal Computers in Human Behavior, a peer-reviewed academic journal focusing on human-computer interaction and cyberpsychology. Founded in 1985 and published by Elsevier, the journal has a high impact factor and is one of the leading publications in its field.

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Received 20 May 2019, Revised 8 December 2019, Accepted 10 December 2019, Available online 16 December 2019, Version of Record 6 January 2020.

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