Abstract
Self-determination theory (SDT) posits that teacher autonomy, competence, and relatedness support are crucial universal promotors for students’ interest in learning, which is in line with the general aims of positive education. This study examines the relationship between the three dimensions of students’ perception of Indonesian teachers´ autonomy, competence, and relatedness support and students’ perceived autonomous motivation in secondary education (Grades 10–12). Particularly the relative importance of the three dimensions of teacher support on two types of autonomous motivation (identified versus intrinsic) were explored. The three dimensions of teacher support (N teacher = 202) were measured with the Teacher as Social Context questionnaire, and the Questionnaire on Motivational Dimension was used to measure the students’ autonomous motivation (N students = 4396). Results show that teacher autonomy, competence, and relatedness support are all related to the Indonesian students’ autonomous motivation. Compared to findings from the Western context, the relative importance of autonomy support was shown to be less salient. This is in line with some other Asian studies. The relative importance of autonomy support seems to vary amongst different countries within Asia. We conclude that the three teaching support dimensions are relevant for autonomous motivation of Indonesian students, which confirms the applicability of SDT for the Indonesian context.
Highlights
Positive education focuses on the positive aspects of human development and how these aspects can be promoted in school (Kristjansson 2012)
We conclude that the three teaching support dimensions are relevant for autonomous motivation of Indonesian students, which confirms the applicability of Self-determination theory (SDT) for the Indonesian context
Following cultural determinists claiming that autonomy support will be less appreciated in non-Western compared to Western contexts (Chirkov 2011), together with some evidence from past Asian-based studies (Hui et al 2011; Mesurado et al 2015) and specific Indonesian cultural factors mentioned earlier, we hypothesize that the relationship between teacher autonomy support and students’ autonomous motivation in the Indonesian context will be less salient compared to competence and relatedness support
Summary
Positive education focuses on the positive aspects of human development and how these aspects can be promoted in school (Kristjansson 2012). The universalist approach recognizes that certain basic psychological processes are universal (etic) and highlights the importance of specific culture and context (emic) (King and McInerney 2014) Within this framework our study is focused on the universal aspect (etic) of a need-supportive environment, by examining the relationship between teachers’ autonomy, competence, and relatedness support and autonomous motivation. Based on SDT claims regarding the universal importance of the three dimensions of teacher support and some supporting studies across cultural contexts (e.g., Chirkov 2011, Deci and Ryan 2000), we hypothesize that (1) teacher autonomy, competence, and relatedness support will be positively associated with students’ autonomous motivation of Indonesian students. Following cultural determinists claiming that autonomy support will be less appreciated in non-Western compared to Western contexts (Chirkov 2011), together with some evidence from past Asian-based studies (Hui et al 2011; Mesurado et al 2015) and specific Indonesian cultural factors mentioned earlier, we hypothesize that the relationship between teacher autonomy support and students’ autonomous motivation in the Indonesian context will be less salient compared to competence and relatedness support
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