Proposal Title

Self-Determination Theory as a Predictor of Students’ Motivation and Academic Performance

Co-Authors

N/A

Track

Research Project / Assessment of Student Learning

Proposal Abstract

Self-determination theory [SDT] is an empirically based theory of human motivation first proposed by Deci and Ryan (1985). Whereas many other theories have treated motivation primarily as a unitary concept, in SDT, motivation can be conceptualized on a continuum comprised of three major types of motivation: Intrinsic Motivation, Extrinsic Motivation, and Amotivation. Motivation along the continuum differs to the extent in which it is self-determined. Self-determined motivation has been found to be a predictor of course attendance, grades, and persistence in program of study. The session will present the results of a longitudinal study investigating student academic motivation and differences between student expected grade and actual grades in a large undergraduate class from fall 2012 to summer 2014. The study used the adapted Academic Motivation Scale to examine student motivation and performance in class and whether academic motivation changed as students progressed through the two-semester sequence of the Human Anatomy and Physiology classes (HAPI and HAPII) in the context of SDT. It also examined the grade difference between students’ expected grades in class vs. actual grades for all students in the sample.

Attendees can expect to learn about the SDT and the relationship between student motivation, academic behavior and performance.

Proposal Description

N/A

Session Format

Presentation Session

Location

Room 1220 A

Publication Type and Release Option

Presentation (Open Access)

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Mar 27th, 10:00 AM Mar 27th, 10:45 AM

Self-Determination Theory as a Predictor of Students’ Motivation and Academic Performance

Room 1220 A

Self-determination theory [SDT] is an empirically based theory of human motivation first proposed by Deci and Ryan (1985). Whereas many other theories have treated motivation primarily as a unitary concept, in SDT, motivation can be conceptualized on a continuum comprised of three major types of motivation: Intrinsic Motivation, Extrinsic Motivation, and Amotivation. Motivation along the continuum differs to the extent in which it is self-determined. Self-determined motivation has been found to be a predictor of course attendance, grades, and persistence in program of study. The session will present the results of a longitudinal study investigating student academic motivation and differences between student expected grade and actual grades in a large undergraduate class from fall 2012 to summer 2014. The study used the adapted Academic Motivation Scale to examine student motivation and performance in class and whether academic motivation changed as students progressed through the two-semester sequence of the Human Anatomy and Physiology classes (HAPI and HAPII) in the context of SDT. It also examined the grade difference between students’ expected grades in class vs. actual grades for all students in the sample.

Attendees can expect to learn about the SDT and the relationship between student motivation, academic behavior and performance.