EXPLORING ACADEMIC MOTIVATION AND ACHIEVEMENT OF A DEAF STUDENT IN HIGHER EDUCATION USING SELF-DETERMINATION THEORY

Abstract

This paper explored the academic motivation and achievement demonstrated by a deaf student participating in higher education. This study adopted a qualitative case study methodology and semi-structured interviews as primary data-gathering tools. Grounded in the self-determination theory (SDT), this study aimed to interpret and relate the findings to the existing literature. Five significant themes emerged from the analysed data that embody distinct aspects of our participant’s academic motivation and achievement: academic achievement and recognition, motivational factors, learning preferences and strategies, help-seeking behaviour, and future aspirations. This study may broaden our knowledge concerning how deaf students interpret their experiences, perceptions, and the significance attached to them, along with influential contextual elements shaping academic motivation and achievement. The research underscored both strong points manifested by the participant during his educational pursuit and encountered obstacles and the implications for his future goals. The paper discussed the study’s limitations and suggested some directions for future research. Keywords: deaf student, academic motivation, academic achievement, self-determination theory, higher education.