Application of Self Determination Theory in Motivation Studies of Students in Chemistry and Anatomy/Physiology
Session Format
Poster Session (60 minutes)
Location
Holiday Inn
Second Time and Location
Friday, March 6 from 11:35-12:00 p.m. at the Nessmith-Lane Conference Center
Abstract for the conference program
Self Determination Theory (SDT) is a macro-theory of human motivation, emotion, and development that has been applied in diverse areas including education, healthcare, relationships, and more. According to SDT, students have basic psychological needs for 1) autonomy, defined by behaviors that are volitional and self-endorsed; 2) competence, defined as feeling capable of meeting challenges; and 3) relatedness, defined as internalization of practices and values by those with whom they feel connected, such as professors and peer leaders. A greater sense of autonomy is associated with motivation that is more internal than external along the spectrum of intrinsic, identified, introjected, and external motivation. Survey data was collected from general chemistry, organic chemistry, and anatomy/physiology and will be shared. Connections of survey data to classroom practices and use of peer leaders will also be addressed.
Proposal Track
Research Project
Start Date
3-5-2015 7:00 PM
End Date
3-5-2015 9:00 PM
Recommended Citation
Shainaz Landge, Diana Sturges, Dawn Tysinger, and Jessica N. Orvis, "Application of Self Determination Theory in Motivation Studies of Students in Chemistry and Anatomy/Physiology" (March 5, 2015). Georgia Scholarship of STEM Teaching & Learning Conference. Paper 55.
source:http://digitalcommons.georgiasouthern.edu/stem/2015/2015/55
Application of Self Determination Theory in Motivation Studies of Students in Chemistry and Anatomy/Physiology
Holiday Inn
Self Determination Theory (SDT) is a macro-theory of human motivation, emotion, and development that has been applied in diverse areas including education, healthcare, relationships, and more. According to SDT, students have basic psychological needs for 1) autonomy, defined by behaviors that are volitional and self-endorsed; 2) competence, defined as feeling capable of meeting challenges; and 3) relatedness, defined as internalization of practices and values by those with whom they feel connected, such as professors and peer leaders. A greater sense of autonomy is associated with motivation that is more internal than external along the spectrum of intrinsic, identified, introjected, and external motivation. Survey data was collected from general chemistry, organic chemistry, and anatomy/physiology and will be shared. Connections of survey data to classroom practices and use of peer leaders will also be addressed.
