Enhancing student motivation: A role for self-determination theory?

Self-determination theory (SDT) is a meta-theory of human motivation and personality.

It distinguishes between a number of motivational constructs that exist on a continuum from extrinsic to intrinsic motivation, where the former represents the least autonomous, or self-determined form of motivation, and the latter, the most.

Research by proponents of SDT has shown that intrinsic as opposed to extrinsic forms of motivation are associated with better outcomes across a range of domains, including education.

A systematic literature review judged a series of experimental and quasi-experimental studies to provide strong evidence that school-based interventions can affect children's intrinsic motivation for specific activities.

Furthermore, it indicated that interventions demonstrating the largest gains in intrinsic motivation were those that promoted children's sense of autonomy and their feelings of competence; these represent two of humans' three basic psychological needs according to SDT.

Recent research has shown that teaching assistants (TAs) have a direct pedagogical role but that students who receive increased TA support make significantly less academic progress than similarly able peers.

The empirical paper considered these findings from the perspective of SDT.

Questionnaire data from 429 teachers and TAs found that teachers reported significantly more autonomy-supportive, as opposed to controlling, behaviour, than TAs.

Using structural equation modelling, relationships between a range of factors thought to determine autonomy support were assessed. Analyses revealed a number of significant findings including, most notably, a direct

positive relationship between teachers' perceived competence and their autonomy-supportive behaviour.

The study revealed less about what determines autonomy support among TAs.

This is the first study to identify differences in the interactional styles of teachers and TAs from a motivational perspective and to demonstrate the importance of feelings of competence for effective teaching.