Testing the hierarchical SDT model: the case of performance-oriented classrooms

Abstract

The self-determination theory (SDT) assumes that healthy motivation needs to be intrinsic in nature and that the basic psychological needs competence, autonomy and relatedness are prerequisites for intrinsically motivated behaviour. Intrinsically motivated students in turn show more persistence and understanding of classroom material. However, in secondary education, students often participate in performance-oriented classrooms with an extrinsic orientation and it cannot be assumed that the principles advocated by the SDT are automatically applicable in this context. We tested a model relating basic psychological needs via intrinsic motivation to persistence and performance at two waves using data from 476 students (aged 11-17 years) attending pre-vocational secondary education. Structural equation analysis showed that a partial mediation model with perceived competence also directly associated with persistence and performance fitted the data best at both waves. Interestingly, the strength of the effects varied across waves, such that relatedness and Eur J Psychol Educ (2012) The importance of classroom motivation in secondary education is undisputed. Unfortunately, there are many motivational problems in the classroom. Students in their early adolescence show a decline in motivation and interest in school (e.g. Eccles et al. 1993). Additionally, late adolescent students show a general decline in achievement and mastery goals compared to younger students (Mansfield and Wosnitza 2010).Furthermore, in class, there is a strong emphasis on performance and extrinsic motivation. Teachers evaluate and monitor learning by grading their students' performance (Ryan and Weinstein 2009). As a consequence, classroom performance is commonly assessed with tests and exams, which may lead students towards extrinsic orientations. According to the self-determination theory (SDT; Deci and Ryan 2000), under such conditions, feelings of enthusiasm and interest are in danger of being replaced by experiences of anxiety, boredom and alienation (Niemiec and Ryan 2009). Imposing external control might even disrupt students' natural tendency to learn. Therefore, the present study was designed to test the predictions generated by SDT in a predominantly extrinsically oriented context. Self-determination theory: research findingsSDT is a universal motivation theory that is presumed to apply to individuals of all age groups across all situations (Ryan and Deci 2000b). This implies that SDT can also be applied in the educational context (Reeve 2002). SDT proposes that people have a natural tendency to learn. Within SDT, the concept of motivation can either be intrinsic or extrinsic. Ryan and Deci (2000a) postulate that extrinsic motivation can vary in the degree to which it is autonomous, which results in four different sub-categories of extrinsic motivation depending on the amount of internalisation and regulatory style of adopting a specific goal. The taxonomy of human motivation contains six different motivation styles. At the lef...

Self-Regulated Learning in Students of Pedagogy1

“…There is agreement among the cognitive psychology researchers that teachers, in general, are unable to exercise their role with competence and quality without adequate training, as well as that there is a need for investing efforts in the teaching of self-regulated learning at all education levels, including in the university (Van Nuland et al, 2012;Zimmerman, 2008).…”

“…Additionally, the acquisition of knowledge in teacher education courses cannot be merely content oriented in nature, as for future teachers to master the content being taught is not enough. They must also develop a wide range of knowledge, competences and skills that are influenced by personal beliefs, motivation, and the ability to regulate themselves in order to perform well the tasks required in their teaching practice (Schunk & Zimmerman, 2012;Van Nuland et al, 2012).…”

“…To investigate the variables associated with the self-regulated learning of potential future teachers is a promising way to improve the quality of teaching (Schunk & Zimmerman, 2012;Van Nuland et al, 2012). Accordingly, the present study aimed to investigate relationships between learning strategies, the motivation to learn, implicit theories of intelligence, and self-handicapping strategies in Pedagogy students.…”

“…E-mail: janmarini@hotmail.com learner. Therefore, any act of regulation depends on his/her active attitude (Pintrich, 2000;Schunk & Zimmerman, 2012;Van Nuland, Taris, Boekaerts, & Martens, 2012). Selfregulated students have a systematic view of their learning and control their cognitive processes, through planning, setting goals, monitoring and evaluating their own understanding at various points throughout the study process (Boruchovitch, 2007;Weinstein, Acee, & Jung, 2011).…”

Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

“…However, feelings of competence will only enhance intrinsic motivation when accompanied by a sense of autonomy (Ryan & Deci, 2000a, 2000b; the student who chooses to undertake out-of-class work and masters that work, will be more intrinsically motivated than the student who is compelled to do the work. While the facilitation of competence and autonomy are critical to enticing and supporting intrinsic motivation in students, there is some empirical evidence to suggest that in addition to these, intrinsic motivation is more likely to flourish in social contexts that also foster a sense of security and relatedness (Niemiec & Ryan, 2009;Van Nuland, Taris, Boekaerts, & Martens, 2012); perhaps following up that self-determined out-of-class work with some small group work in a safe context might further improve motivation -and 'engagement'.…”