Self-Determination Theory as a Predictor of Students’ Motivation and Academic Performance
Track
Research Project / Assessment of Student Learning
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.
Session Format
Presentation Session
Location
Room 1220 A
Recommended Citation
Diana Sturges, Trent W. Maurer, Deborah Allen, Delena Bell Gatch, and Padmini Shankar, "Self-Determination Theory as a Predictor of Students’ Motivation and Academic Performance" (March 27, 2015). SoTL Commons Conference. Paper 30.
source:http://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/30
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.
