Self-determination theory (SDT) is a macrotheory of motivation that suggests that student engagement is fostered when teachers support students’ autonomy, provide structure, and engage in warm interactions. This theory emphasizes the importance of self-directedness and goal-directedness in fostering student engagement. This study investigates the relationship between need satisfaction and student engagement in K-12 online learning contexts through the lens of SDT during the pandemic.
The research used classroom observations to describe how teachers applied self-determination theory related teaching behaviors to students. The results showed that the combined satisfaction of three basic psychological needs (autonomy, competence, and relatedness) influenced students’ emotional engagement. The study also examined the relationship between secondary school students’ CCA participation predictors towards developmental outcomes based on SDT perspective.
Student engagement in a blended learning environment is different from traditional classroom settings and is fostered by satisfying three innate needs identified in SDT: autonomy, relatedness, and competence. Achievement motivation partially mediates and explains the relationship between perceived autonomy support and student engagement, and student engagement is energized by motivation as explained by SDT.
Student engagement can be attributed to the natural and volitional tendency of students to internalize aspects of their social surroundings and integrate some of these values. The theory emphasizes learners’ freedom of choice and flexible instruction to establish intrinsic motivation and a sense of agency among them.
In conclusion, self-determination theory plays a crucial role in promoting student motivation, engagement, and learning outcomes.
📹 Self-Determination Theory within the classroom with Dr Hayley Prickett
Here is the strategies document that is mentioned in the webinar …
How is Vygotsky’s theory applied in the classroom?
Vygotsky’s theory says that what is learned must be taught. Teachers should explain, show, and practice with students. If teachers show students what they want them to do, students will be better able to do their work.
How to motivate students using self-determination theory?
Sometimes, extrinsic motivators make people less self-determined. Deci says that giving people rewards for doing things they want to do can make them less independent. As people rely more on external rewards, they feel less in control of their behavior and less motivated. Positive feedback can help. Deci says that giving positive feedback can boost intrinsic motivation. This type of feedback helps people feel more confident, which is important for personal growth.
Example of Self-Determination Imagine a person who fails at work. If this person is self-determined, they will admit their mistake, believe they can fix it, and take action. If they were low in self-determination, they might blame others. They might make excuses, blame others, or refuse to admit they were responsible.
What is Vygotsky’s student engagement theory?
Frequently Asked Questions. What is Vygotsky’s theory of student engagement? Vygotsky’s theory of student engagement says that social interaction and collaboration are important in learning. Vygotsky’s sociocultural theory says that learning happens when students interact with more knowledgeable people. The Zone of Proximal Development (ZPD) is a key concept. It represents the range of tasks that students can accomplish with the support of others. By helping students, educators can help them learn and engage. How does Vygotsky’s sociocultural theory affect student learning? Vygotsky’s sociocultural theory says that learning is social. Students can learn more by talking with others. This theory shows how students’ backgrounds affect how they learn. Students can achieve better academic results through collaborative learning and scaffolding. What are the main ideas of Vygotsky’s educational philosophy? Vygotsky’s key concepts include the Zone of Proximal Development (ZPD), scaffolding, and social interaction. The ZPD shows how much a learner can do on their own and how much they need help. Scaffolding helps students learn and develop skills by providing support at the right level. Social interaction helps students learn and grow.
What is the self-determination theory perspective?
Psychological Needs. Self-determination theory says that all humans have three basic needs—autonomy, competence, and relatedness—that help us grow and develop. Autonomy means having a choice and being in control of your actions. The opposite is feeling controlled in one’s behavior. Competence is feeling effective in one’s activities. Finally, relatedness is feeling connected to others. The social environment can support or get in the way of people’s efforts by supporting their basic psychological needs.
Autonomy is supported by understanding the person’s wishes, preferences, and perspectives. Supporting someone’s autonomy means not controlling or pressuring them to act a certain way. Competence is supported by providing the person with challenging but not overwhelming goals, encouraging them to try new things, and providing structure.Structure helps people organize their behavior. Feedback helps them understand what they’re doing right and wrong. When others show interest in what you do, you feel connected to them.
What is self-determination theory examples?
Self-determination theory is about a person deciding to become healthy. They need to eat better and exercise. They need to want to eat better and exercise for their own sake.
What is the theory of student engagement?
The theory of engagement is based on motivation. When students find a lesson meaningful and interested in the tasks, they learn more effectively and retain the information.
What is the self-determination theory for working students?
Self-Determination Theory says students need three things to be motivated:
Students need to feel in control of their actions and goals; believe their actions will help them succeed; and feel like they belong in class. The three motivation components can change for many reasons.
Motivators outside of the student. Extrinsic motivators can make students less independent. As students get more controlled by rewards, they feel less in control of their behavior and their motivation goes down.
What is Austin’s theory of student involvement?
Alexander Astin’s theory of Student Involvement explains how students benefit from being involved in college activities.
What is Astin’s theory of student involvement?
Alexander Astin’s theory of Student Involvement explains how students benefit from being involved in college activities.
What is Vygotsky’s theory of student engagement?
The theory of student involvement, developed from Vygotsky, says that the environment affects how students learn. It suggests that teachers should use good teaching methods to help students learn more effectively (Figure 1). Effective teaching approaches can also improve students’ environmental energy literacy (Mageswary et al., 2016). The theory of student involvement, developed from Vygotsky, says that the environment affects students’ learning. It encourages students to be involved by using effective teaching methods (Figure 1). The activities in schools can influence and enhance students’ knowledge and skills.
… High (score 3.67-5.00). Figure 10 shows how much students knew about carbon footprints before and after the program. The students’ carbon literacy knowledge was high before and after the programme. The greenhouse effect sub-variable improved from medium to high after the program. Figure 11 shows the change in students’ attitudes toward low carbon. The students’ low-carbon attitudes were high before and after the program.
What does the self-determination theory emphasize students need for?
Self-determination theory focuses on competence, while self-efficacy and self-worth theories focus on students’ perceptions of competence.
📹 Societal Expectations and Inner Desires: The Complex Dynamics of Motivation
When we study how we get motivated to learn, develop, and succeed, we can identify two contrary forces: extrinsic and intrinsic …
Mira is an example of how to get depressed really quickly in society and while Tom might not fit as well into society, he can at least find solace in himself. Intrinsic (first handedness) motivations are always superior and are what leads to innovation. Of course since we live with other humans, taking them into account is usually also good to have in order to get even further beyond. But Extrinsic motivations (second handedness) is almost always terrible because it’s dogmatic by its nature. If you do not add a thorough explanation of why certain things are preferable (giving it a more intrinsic property) you are robbing a person of their own thinking. When raising children, let them do what they want and when they do something you disagree with, explain to them why. Don’t just blatantly say “this is bad” because it’s worthless advice. People should never cater to others. Let’s say you own a restaurant and you love serving people but you do not have a way for people in wheelchairs to arrive and enjoy your business. It should come from you to build some path they could use. It shouldn’t be forced on you by society or government. Context sometimes impedes from these types of things from happening because there are countless variables that contribute to decision making and personal satisfaction. Intrinsic people will always have it better on average. Sadly I see so many that are extrinsically motivated that they have no idea what to do in life and just do the bidding of others. When your parents want you to be a doctor.
I really relate to Tom. I spent a lot of time alone as a child playing with simple open ended toys. But received little feedback on anything and didn’t socialise with other kids because my highly religious parents believed we needed to separate ourselves from society to not be influenced by “the world”. I consider myself intelligent but struggle to fit into society and the things I do or enjoy seem weird to others. I’m reasonably happy as an adult but I don’t care about other people unfortunately.
The balancing of both is a great idea. Sometimes I need what others feel about me, sometimes what I am feeling about myself is better to go moderation. The important thing is learning attitude and analyzing people and ourselves to know and understand more about us. Learning from the inner and outer sides of the world is better to know more about the consequences. And it helps when I am alone, and I am with people.
This article is more focused on parenting and external socialization impacts on the child. However, the balance also needs to factor in the child’s preference by “congenital disposition” of personality for extrinsic verses intrinsic interaction. Parents need to be flexible and adjust to what the child needs based on who the child is. Children are not text book, one size fits all.
It’s like the nature of goals It’s nice to have both mastery goals (aka the willingness to learn from an activity) and performance goals (aka the willingness to prove your ability) At the beginning i couldn’t understand the importance of performance goals and the impact they have on our behavior, but i realized that we live in a society so our behavior is linked with our society in some way.
I have taken most of the decisions related to major to studies in the Bachelors I had my own choices. And yes it is true that I sometimes get out of this world and I do not think like most of the people around me. But soon I realised that this uniqueness should not get out of control and I should learn to follow the rules of the world too. Like I used to say that the money does not matter, but while growing up I saw things around me and all I could understand was that money is the major part of the life and I cannot ignore it.
I study physics for more than 2 years now and I quickly realized that I will never be the top at the class again since everyone is seemingly smarter. I recently considered getting into a second major and do something were I can earn some money but covid showed me that I want to get better at drawing… it’s so hard to fit into society and br truely free I guess
I wanted to go into accounting but my father told me to take biology and now I am in med school. The experience right now is just uncertain. I am starting to have second thoughts as my mind diverts when I am no longer around the books. After my own assessment, I have to be honest at least for the readers of this comment, the decision to study medicine was more of driven by the social voices and the interests of my parents. Despite this, I am very much satisfied when I quench my inherent curiosity and expand my mind through aquiring the information pertaining the inner mechanics around me. It is like exploring a whole new system of pathways that I personally believe humans could never have progressed to design themselves.
Woah this is strange but meera is me at some points… I was a topper in class, was admired by all my teachers and friends, I worked hard and got into a medical school but….now things are difficult… I often wonder if this was the right choice? I can’t go back and I guess I don’t even have a choice… At present I am in a state of chaos. There is no extrinsic motivation left but I am in a process of finding myself, my intrinsic motivation. Thanks for this article. I will try to bring a healthy balance between both extrinsic and intrinsic motivation
So now I realise I’m more extrinsically motivated in doing my physics and maths degree, because I needed to do well in it and get the good feedback to get my degree; but I can be intrinsically motivated to solve puzzles (including maths problems), and even more so in learning random facts (mostly about article games, board games, fandoms, train routes, etc.). I’ll search this up by myself, even at the cost of my time that I needed to spend on my degree. …which can be quite the issue, especially when I know I should fulfil my responsibility, but I’m more motivated in my interests. Also it’s interesting to note that one might be more extrinsically motivated to do something than intrinsically motivated to once rewards are given and there are responsibilities to bear, which might be what happened to my degree subject for me. One would start to do it for the reward instead of doing it out of pure interest, and when the reward’s reduced, so is the motivation. Is it hard to find that “sweet spot” in the two?
I can relate with being alone and bored. What usually happens is the veil of night slowly pushes you toward a television, you start to experiment, make poorer decisions, and eventually encounter an obstacle you cannot change. I think this is when you are who you are in form. But it takes virtue to know when to act and when to hold your tongue. Sometimes creativity is not something you can expect or control. In the end you only have to ask yourself if you were truly tested and did your best. I think hiding and lying is what is unacceptable. You are a leader when you think on your own.
My parents never paid or gave physical rewards for grades. The marks that were first looked at by them were about our behavior because they always said that was the most important. Other parents couldn’t believe they didn’t have to pay us and we still had 3.9 GPAs. That’s because our parents had given us a consistent routine and expectations for school and once met we were free to do what we wanted with minimal oversight. Plus once we were 5+ our parents checked in on the activities we were doing and whether we liked them/wanted to sign up for another year. The only requirement was we had to complete the season/year we signed up for because we had made a commitment to that group/activity
I’ve always been more intrinsic I followed my heart and whatever I wanted to do sometimes I didn’t get the best grades and I wasn’t ever good at socializing and a part of me wishes my parents did force me to learn an instrument at a young age or had high expectations of me sometimes they did but they usually didn’t last long when I just kept disappointing them over and over I just want to function better in society i’m pretty passionate about art and music but its hard to really stay interested in anything else and I currently have almost no motivation to work on school and i’m so behind I wish I could have a good balance
Besides motivation being intrinsic or extrinsic, it call also be positive or negative. Both negative intrinsic and negative extrinsic motivation can affect self-esteem. In the case of Tom getting no feedback from his parents when younger, this is effectively negative motivation, for example. There is a saying that goes “the beatings will stop when morale improves!”
I’ve been motivated extrinsically till I was 15. Then something went wrong and I start questioning everything and eventually my grades got down. Now I’m following my heart. It’s at times satisfying but out of my parents expectation. Pretty much lost and pretty much motivated to explore. Which category do I belong?
I have learn that you can do what u love but u have to give up a little of freedom to make a living. Follow some unwritten rules of lives is needed to survive in this world but if u wanna feel happy u need do the things that you enjoy, not matter how childish, foolish, or crazy others can see them. Just don’t let them take control of your life.
In Plato’s Republic, Glaucon asks Socrates if Justice is a primary good or a secondary good. Something we do to keep the world just (extrinsic), else it is because it improves us and therefore our life outcome (intrinsic). Then Thrasymachus made an all too post modernist argument that the idea of justice is a tool the oppressors use to manipulate the oppressed into thinking their oppression is just. I suspect these ideas, and subcategories of them, have been debated for longer than most of us think.
I am like the boy but it is very hard to find someone who understands me . My jokes are are taken seriously, it hard to impress girls. Because I know that even they know that they are beautiful so how do I praise her. But l have great money make ways and I am much stable financial as compared to my friends, but no one respects me as they they talk about saving their job I talk about making jobs. For them it is impossible, but for me it is a stepping stone in life.
I don’t believe this individuals dont find task’s either inherintly or intrinsically motivating, \r I think intrinsic motivators are more like Maslow’s heirarchy of needs.\r Meanwhile extrinsic motivators provide value to the ones around you.\r \r What happend is Tom completly disregards his psychological needs\r dilludes himself into getting esteem from selfish tasks which only build softskills.\r \r Mira neglects her basic needs (mostly rest) and saftey needs (never feels secure)\r pushing herself too far to please others thinking she can achieve anything she puts \r her mind to.\r \r The idea that we acomplish tasks via intrinsic/extrinsic motivation is more like: \r Tom sees somone that is great at something reciving external reward, believes \r he can get ‘that good’. He does that task irregardless of external motivation as \r if he has reached that skill level: its as if he recived them rewards – giving him a feeling of \r faux self esteem. However he neglects his psychological needs as noone actually shows him love / gives him a sense of acomplishment. Thinking when im ‘X’ good ill do this or that.\r \r Mira knows that people will reward her if she acomplishes x or y so she does all \r she can to execute it and for them to notice. Sacrificing her basic needs for physilogical needs. Thinking i can rest later ill be safe later. Tom ends up selfish and mira ends up selfless. So if maybe we just make sure our basic needs are met and we do all we can to enrich the lifes of others in the left over time weyll be fine, meeting our full potential.
I know of no parent or guardian who explicitly models their approach to child-rearing with any of this in mind. They’re just running on folk notions of the right and wrong way to raise a kid. Wonder how they’d react to this type of highly analytical framing of the task. (Probably by forgetting all about it a day or so after perusal the article. And that’s assuming I could even get them to bother perusal it). Spoiler: I have a low opinion of most parents/child-rearers.
How Extrinsic and Intrinsic Motivation are the same process\r Although the metaphorical reality of need states and intrinsic and extrinsic motivation is accepted in personality psychology and allied disciplines such as social psychology and economics, in learning theory, it is not. Indeed, modern neurologically grounded learning or incentive motivation theory has long abandoned concepts of need or drive, and unified theories of reinforcement of reward reject the bifurcation of motivation into intrinsic/extrinsic, operant/respondent, voluntary/involuntary processes in favor of single process models which can explain all behavior without loss.\r The position is epitomized by the research of the distinguished learning theorist and affective neuroscientist Kent Berridge of the University of Michigan, whose article on reward learning is linked below. Also linked below is my version of this article and its practical implications for a lay audience, reviewed and endorsed by Dr. Berridge in its preface. A precis of my argument is on pp. 57-63. \r ‘A Mouse’s Tale’ Incentive motivation theory for a lay audience from the perspective of modern affective neuroscience scribd.com/document/495438436/A-Mouse-s-Tale-a-practical-explanation-and-handbook-of-motivation-from-the-perspective-of-a-humble-creature\r Berridge article on history of learning theory scribd.com/document/447163649/Berridge-Reward-Learning-Incentives-and-Expectations \r Berridge Lab, University of Michigan sites.