Abstract
The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.
Highlights
Self-Determination theory (SDT) is a theory of human motivation where individuals are viewed as proactive (Ryan & Deci, 2017)
The study by Gilbert et al (2021) demonstrates that the BFLPE is no longer significant when teachers use need supportive practices including autonomy support. These results suggest that autonomy support did moderate the BFLPE
An impressive number of self-determination theory (SDT)-based intervention programs have emerged in recent years, and the research has demonstrated their overall effectiveness in helping students to develop more autonomous school motivation
Summary
Self-Determination theory (SDT) is a theory of human motivation where individuals are viewed as proactive (Ryan & Deci, 2017). Because the theory has been elaborated in the very first place to help individuals to have a fulfilling life, a special emphasis was put on intervention programs at schools designed to support students’ psychological needs and autonomous regulations. Research on autonomous vs controlled types of motivation has mainly focused on regulation for academic activities without closely looking at goals students have for pursuing their studies.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
