Managing students’ motivation: an empirical study from self-determination perspective
Purpose/Objective: There always has been serious concern on students’ academic performance in schools and institutions of higher learning. Mostly it is addressed in terms of lack of motivation. However, little attention has been given to the reasons of poor motivation. The Self-Determination Theory...
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| Format: | Conference or Workshop Item |
| Language: | English English |
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2014
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| Online Access: | http://irep.iium.edu.my/38622/ http://irep.iium.edu.my/38622/1/ICMIP_2_Paper_%28AH.pdf http://irep.iium.edu.my/38622/7/scan0013.pdf |
| Summary: | Purpose/Objective: There always has been serious concern on students’ academic performance in schools and institutions of higher learning. Mostly it is addressed in terms of lack of motivation. However, little attention has been given to the reasons of poor motivation. The Self-Determination Theory (SDT) of motivation provides a new perspective of motivation. The paper examines the students’ motivation and study engagement using SDT framework. It examines the role of teachers in creating autonomy supportive learning climate that contribute to students’ intrinsic motivation and study engagement.
Research Method: The data were collected from 529 undergraduate students of International Islamic University Malaysia representing several study disciplines. Standardized instruments were employed to measure the constructs of learning climate, basic needs, perceived self-determination, and study engagement.
Findings: Results provided strong support to the SDT proposition suggesting that an autonomy supportive learning climate significantly contributed to intrinsic need satisfaction of autonomy, competence, and relatedness. It was also found that the autonomy supportive learning climate and satisfaction of competency need contributed to study engagement.
The study provides good empirical support to the SDT propositions in a non-Western cultural context.
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