Junior secondary students’ satisfaction of basic psychological needs and their achievement in physics

Abstract

Self-Determination Theory (SDT) is a broad theory of human development and wellness, with strong implications in education. According to SDT, three psychological needs are essential settings for self-growth, integrity and well-being viz., competence, autonomy, and relatedness (CAR). This study investigates the relations of junior secondary students’ physics achievement with the satisfaction of their Basic Psychological Needs (CAR). A mixed methods approach was used in the study and selected a convenience sample of 855 junior secondary students and 8 principals in all five educational zones in Jaffna District in the North Province, Sri Lanka. The student related quantitative data were collected using standard Korean Basic Psychological Needs Scale (K-BPNS) with four-point Likert scale and assessment test papers for each Grade. Qualitative data were gathered in interviews from eight principals to explore their views on current situation of physics teaching-learning processes according to the framework for comprehending motivation in SDT. Quantitative data were analysed descriptively using SPSS 20.0. Qualitative data were analysed in narrative analysis. The results revealed that students’ satisfaction with BPN (CAR) factors were directly correlated with their achievement in physics. Principals’ perception on Reeve’s student-teacher dialectical frame is not at a satisfactory level. Thus, this study provides essential information for policymakers on enhancing students’ physics achievement at the junior secondary school level.