The relationship between students’ motivation and their perceived amount of basic psychological need satisfaction – a differentiated investigation of students’ quality of motivation regarding biology

Kaiser, Lisa-Maria; Großmann, Nadine; Wilde, Matthias

doi:10.1080/09500693.2020.1836690

Cited by 17 publications

(14 citation statements)

References 37 publications

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“…In this sense, the data analysis reported a positive correlation among autonomous motivation (intrinsic motivation and identified regulation), higher basic psychological needs satisfaction, higher personal and social responsibility development, and a better school climate perception. This correlation between motivation and basic psychological needs satisfaction was already verified by Leo et al [ 45 ] and Kaiser et al [ 46 ], who also found a positive correlation, as this study stated. As Leo et al [ 45 ] remarked, specifically in the educational context, in Physical Education lessons, the teaching methodology used by teachers, conditions whether this correlation exists or not.…”

Section: Discussionsupporting

confidence: 88%

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

Manzano-Sánchez

Mármol

Marín

et al. 2021

IJERPH

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The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation (p < 0.001). Moreover, women and elementary school children had greater future academic expectations (p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

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Section: Discussionsupporting

confidence: 88%

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

Manzano-Sánchez

Mármol

Marín

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…As to the relative importance of perceived autonomy and competence for autonomous regulations, the results are ambiguous. Intrinsic regulation has sometimes been reported to be substantially more strongly associated with perceived autonomy than with perceived competence ( Podlog et al, 2015 ; Van den Broeck et al, 2016 ; Kaiser et al, 2020 ), while equally strong associations with perceived autonomy and competence have also been found ( Gnambs and Hanfstingl, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics

et al. 2022

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Behavioral engagement is a key determinant of students’ learning. Hence, knowledge about mechanisms affecting engagement is crucial for educators and stakeholders. Self-determination theory (SDT) offers a framework to understand one of these mechanisms. However, extant studies mostly consider only parts of SDT’s theoretical paths from basic psychological need satisfaction via regulations to student engagement. Studies that investigate the full model are rare, especially in mathematics, and results are inconclusive. Moreover, constructs are often merged in ways that may preclude detailed understanding. In this study, we used structural equation modeling to test several hypothesized paths between the individual variables that make up higher-order constructs of need satisfaction, regulations, and behavioral engagement. Satisfaction of the need for competence had a dominating effect on engagement, both directly and via identified regulation. Similarly, satisfaction of the need for relatedness predicted identified regulation, that in turn predicted engagement. Satisfaction of the need for autonomy predicted intrinsic regulation as expected but, in contrast to theory, was also positively associated with controlled motivation (external and introjected regulation). Neither intrinsic nor controlled regulation predicted engagement. Theoretical and method-related reasons for this unexpected pattern are discussed, as well as implications for research and teaching.

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“…Our study shows that BPNS and BPNF are hardly able to explain external regulations. The phenomenon that autonomous forms of motivation are better explained by perceived needs satisfaction or frustration is well known (e.g., Vandenkerckhove et al, 2019 ; Kaiser et al, 2020 ). In both structural equation models, BPNS and BPNF explain 42% of vitality, either directly or indirectly (mediated by motivational regulations).…”

Section: Discussionmentioning

confidence: 99%

University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

et al. 2021

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Self-determination theory assumes that the basic psychological needs for autonomy, competence, and relatedness are associated with motivational regulation. As these basic psychological needs may have been affected by the shift to distance learning, students’ motivational regulation and vitality may have suffered as well. The purpose of this study was to examine the motivational regulation, satisfaction, or frustration of the basic psychological needs and vitality of university students before and after the transition to forced distance learning during the COVID-19 pandemic: Two student samples from Austria and Germany were studied: One was surveyed before the conversion to distance learning (N=1,139) and the other at the beginning of forced distance learning (N=1,835). The instruments used were the Scales for the Measurement of Motivational Regulation for Learning in University Students (SMR-L), the German version of the Basic Psychological Needs Satisfaction and Frustration Scale, a scale developed by the authors to differentiate the assessment of social relatedness, and the German version of the Subjective Vitality Scale. The results show that the satisfaction of basic psychological needs was significantly lower and the frustration thereof substantially higher during the distance learning period than before the pandemic. Intrinsic motivation and identified regulation were significantly lower during the forced distance learning period, and more controlled forms of motivation were higher than before the pandemic. Structural equation models showed that 42% of the students’ vitality can be explained by motivational regulation and the satisfaction and frustration of their basic needs. Motivational regulation styles functioned (differentiated according to the degree of autonomy) as mediating variables between basic needs and vitality. In terms of theoretical implications, the distinction between approach and avoidance components of introjected regulation was shown to be adequate and necessary, as they explain the outcome vitality differently. The support and avoidance of frustration of basic psychological needs should be considered in distance learning to promote the quality of motivation and students’ vitality.

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The relationship between students’ motivation and their perceived amount of basic psychological need satisfaction – a differentiated investigation of students’ quality of motivation regarding biology

Cited by 17 publications

References 37 publications

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics

University Students’ Basic Psychological Needs, Motivation, and Vitality Before and During COVID-19: A Self-Determination Theory Approach

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