Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study
Full Text (PDF)
Abstract
Self-Determination Theory (SDT) is a sociocultural motivational theory that has been extensively applied within schools as a means of developing teachers’ evidence-based practice, where the satisfaction of three basic psychological needs for relatedness, competence and autonomy has positive impacts upon students’ motivation to engage with classroom-based learning activities. SDT has proved to be an effective theory for suggesting why selected key classroom-based behaviours and variables influence the students’ engagement more than others. Whilst SDT emphasizes the centrality of autonomous motivation to students’ engagement with scientific learning, it may be such engagement is more likely to be an outcome of students’ perceived competence and teacher-student relationship quality. This potential outcome was explored through focus group interviews with 70 students, aged between 9 and 13. The responses consistently revealed key common variables that the students regarded the quality of the teacher-student relationship as being influential upon their perceptions of the teacher’s effectiveness at enhancing students’ perceived competence as opposed to satisfying any wish they had for their teacher to be autonomy-supportive. Such perceptions were consistently self-reported as being influential upon their engagement with, in this case, science-based learning activities.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 15, Issue 7, July 2019, Article No: em1718
https://doi.org/10.29333/ejmste/106110
Publication date: 01 Apr 2019
Article Views: 6977
Article Downloads: 9053
Open Access References How to cite this articleReferences
- Abrahams, I. (2009) Does Practical Work Really Motivate? A study of the affective value of practical work in secondary school science. International Journal of Science Education, 31(17), 2335–2353. https://doi.org/10.1080/09500690802342836.
- Abrahams, I. (2011) Practical Work in Secondary Science: A Minds-On Approach. London: Continuum.
- Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969. https://doi.org/10.1080/09500690701749305.
- Ainley, M., & Ainley, J. (2011a). Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science. Contemporary Educational Psychology, 36, 4–12. https://doi.org/10.1016/j.cedpsych.2010.08.001.
- Ainley, M., & Ainley, J. (2011b). A Cultural Perspective on the Structure of Student Interest in Science. International Journal of Science Education, 33(1), 51–71. https://doi.org/10.1080/09500693.2010.518640.
- Aldridge, J. M., Fraser, B. J., & Huang, T. I. (1999). Investigating Classroom Environments in Taiwan and Australia with Multiple Research Methods. Journal of Educational Research, 93(1), 48–62. https://doi.org/10.1080/00220679909597628.
- Altricher, H., Posch, P., & Somekh, B. (1993). Teachers Investigate their Work: An Introduction to the Methods of Action Research. London: Routledge.
- Anderson, R. (1998). Intuitive inquiry: A transpersonal approach. In Braud, W. and Anderson, R. (eds.) Transpersonal research methods for the social sciences: Honoring human experience. (pp. 69-94). Thousand Oaks, CA: Sage.
- Anderson, R. (2004). Intuitive inquiry: An epistemology of the heart for scientific inquiry. The Humanistic Psychologist, 32(4), 307-341. https://doi.org/10.1080/08873267.2004.9961758.
- Archambault, I., Pagani, L. S., & Fitzpatrick, C. (2013). Transactional associations between classroom engagement and relations with teachers from first through fourth grade. Learning and Instruction, 23, 1–9. https://doi.org/10.1016/j.learninstruc.2012.09.003.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. https://doi.org/10.1037/0033-295X.84.2.191.
- Bandura, A. (1986a). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
- Bandura, A. (1986b). The Explanatory and Predictive Scope of Self-Efficacy Theory. Journal of Social and Clinical Psychology, 3(4), 359–373. https://doi.org/10.1521/jscp.1986.4.3.359.
- Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
- Benware, C., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755–765. https://doi.org/10.3102/00028312021004755.
- Birch, S. H., & Ladd, G. W. (1997). The Teacher-Child Relationship and Children’s Early School Adjustment. Journal of School Psychology, 35(1), 61–79. https://doi.org/10.1016/S0022-4405(96)00029-5.
- Blumenfeld, P., & Meece, J. L. (1988) Task factors, teacher behavior, and students’ involvement and use of learning strategies in science. Elementary School Journal, 46, 26-43. https://doi.org/10.1086/461536.
- Boggiano, A. K., & Pittman, T. S. (Eds.) (1992). Achievement and Motivation: A Social-Developmental Perspective. Cambridge: Cambridge University Press.
- Christenson, S. L., Reschly, A. L., & Wylie, C. (2012). The Handbook of Research on Student Engagement. New York: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7.
- Cleary, T. J., & Zimmerman, B. J. (2012). A Cyclical Self-Regulatory Account of Student Engagement: Theoretical Foundations and Applications. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), The Handbook of Research on Student Engagement (pp. 237 – 257). New York: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_11.
- Close, W., & Solberg, S. (2008). Predicting Achievement, Distress, and Retention among Lower-Income Latino Youth. Journal of Vocational Behavior, 72(1), 31-42. https://doi.org/10.1016/j.jvb.2007.08.007.
- Connell, J. P. and Wellborn, J. G. (1994). Engagement Versus Disaffection: Motivated Patterns of Action In the Academic Domain. Rochester, NY: University of Rochester.
- Cox, A., & Williams, L. (2008). The roles of perceived teacher support, motivational climate, and psychological need satisfaction in students’ physical education motivation. Journal of Sport and Exercise Psychology, 30, 222–239. https://doi.org/10.1123/jsep.30.2.222.
- Cresswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. (3rd edn.) Los Angeles, CA: SAGE.
- Cronin, A. (2008). Focus Groups. In N. Gilbert (Ed.), Researching Social Life. (3rd edn.) Los Angeles, CA: SAGE.
- Darby, L. (2005). Science Students’ Perceptions of Engaging Pedagogy. Research in Science Education, 35, 425–445. https://doi.org/10.1007/s11165-005-4488-4.
- de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21, 332–344. https://doi.org/10.1016/j.learninstruc.2010.03.002.
- Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In, Elliot, A.J. and Dweck, C. (eds.) Handbook of Competence and Motivation (pp. 579-597) New York: Guilford Press.
- Dewey, J. (1938a). Logic: The Theory of Inquiry. New York: Holt. Retrieved on 4th February 2018 from https://archive.org/details/JohnDeweyLogicTheTheoryOfInquiry.
- Dewey, J. (1938b/1963). Experience and Education. New York: Collier Books.
- Dewey, J. (1902/1990). The School and Society and the Child and the Curriculum. Chicago: The University of Chicago Press. https://doi.org/10.7208/chicago/9780226112114.001.0001.
- Finn, J. D. (1989) Withdrawing from School. Review of Educational Research, 59(2), 117–142. https://doi.org/10.3102/00346543059002117.
- Fischer, C. T. (ed.) (2006). Qualitative research methods for psychologists: Introduction through empirical studies. New York: Academic Press.
- Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic Motivation and School Performance: Toward a Structural Model. Contemporary Educational Psychology, 20, 257–274. https://doi.org/10.1006/ceps.1995.1017.
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059.
- Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood to adolescence: Growth trajectories in two “male-typed” domains. Journal of Developmental Psychology, 38, 519–533. https://doi.org/10.1037/0012-1649.38.4.519.
- Grolnick, W. S. & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898. https://doi.org/10.1037/0022-3514.52.5.890.
- Guay, F., Ratelle, C., Larose, S., Vallerand, R. J., & Vitaro, F. (2013). The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement? Contemporary Educational Psychology, 38, 375–382. https://doi.org/10.1016/j.cedpsych.2013.07.005.
- Hamre, B. K., & Pianta, R. C. (2006). Student-Teacher Relationships. Retrieved on 4th February 2018 from http://www.pearweb.org/conferences/sixth/pdfs/NAS-CBIII-05-1001-005-hamre%20&%20Pianta%20.
- proof.pdf.
- Harackiewicz, J. M., Manderlink, G., & Sansone, C. (1992). Competence processes and achievement motivation: Implications for intrinsic motivation. In A. K. Boggiano and T.S. Pittman (Eds.), Achievement and Motivation: A Social-Developmental Perspective (pp. 115 – 137). Cambridge: Cambridge University Press.
- Hardre, P. L., Chen, C-H., Huang, S-H. Chiang, C-T., Jen, F-L., & Warden, L. (2006). Factors Affecting High School Students’ Academic Motivation in Taiwan. Asia Pacific Journal of Education, 26(2), 189–207. https://doi.org/10.1080/02188790600937326.
- Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation with the classroom: Processes and patterns of change. In In A. K. Boggiano and T. S. Pittman (Eds.), Achievement and Motivation: A Social-Developmental Perspective (pp. 77 - 114). Cambridge: Cambridge University Press.
- Harter, S. (2012a). The Construction of the Self: Developmental and Sociocultural Foundations. (2nd edn) New York: The Guilford Press.
- Harter, S. (2012b). Manual for the Self-Perception Profile for Adolescents (Revised Edition). Denver, CO: University of Denver. Retrieved on 1st February 2018 from https://portfolio.du.edu/SusanHarter/page/44210.
- Hattie, J. A. C. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
- Hattie, J. A. C. (2012). Visible Learning for Teachers: Maximising Impact on Learning. London: Routledge. https://doi.org/10.4324/9780203181522.
- Hipkins, R. (2012). The Engaging Nature of Teaching for Competency Development. In S. L. Christenson, A. L. Reschly and C. Wylie (Eds.), The Handbook of Research on Student Engagement. New York: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_21.
- Hughes, A., Galbraith, D., & White, D. (2011). Perceived Competence: A Common Core for Self-Efficacy and Self-Concept? Journal of Personality Assessment, 93(3), 278–289. https://doi.org/10.1080/00223891.2011.559390.
- Hughes, J. N., Luo, W., Kwok, O-M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: a 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1-14. https://doi.org/10.1037/0022-0663.100.1.1.
- Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal Test of Self-Determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context. Journal of Educational Psychology, 104(4), 1175-1188. https://doi.org/10.1037/a0028089.
- Klem, A. M., & Connell, J. P. (2004). Relationships Matter: linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x.
- Kincheloe, J. L. (2001). Describing the Bricolage: Conceptualizing a New Rigor in Qualitative Research. Qualitative Inquiry, 7(6), 679–692. https://doi.org/10.1177/107780040100700601.
- Kincheloe, J. L. (2005). On to the Next Level: Continuing the Conceptualization of the Bricolage. Qualitative Inquiry, 11(3), 323–350. https://doi.org/10.1177/1077800405275056.
- Kincheloe, J. L. (2012). Teachers as researchers: Qualitative inquiry as a path to empowerment. (3rd edn.) London: Falmer. https://doi.org/10.4324/9780203801550.
- Krueger, R. A. (1998). Analyzing and Reporting Focus Group Results. Thousand Oaks, CA: SAGE. https://doi.org/10.4135/9781483328157.
- Lee, O., & Anderson, C. W. (1993). Task engagement and conceptual change in middle school science classrooms. American Educational Research Journal, 30, 585–610. https://doi.org/10.3102/00028312030003585.
- Lee, O., & Brophy, J. (1996). Motivational patterns observed in sixth-grade science classrooms. Journal of Research in Science Teaching, 33, 585–610. https://doi.org/10.1002/(SICI)1098-2736(199603)33:3<303::AID-TEA4>3.0.CO;2-X.
- Lynch, M., & Cicchetti, D. (1997). Children’s relationships with adults and peers: An examination of elementary and junior high school students. Journal of School Psychology, 35, 81-99. https://doi.org/10.1016/S0022-4405(96)00031-3.
- Mahatmya, D., Lohman, B. J., Matjasko, J. L., & Feldman Farb, A. (2012). Engagement across Developmental Periods. In S. L. Christenson, A. L. Reschly and C. Wylie (Eds.), The Handbook of Research on Student Engagement (pp. 45 - 63). New York: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_3.
- Marsh, H. W., & Craven, R.G. (2006). Reciprocal Effects of Self-Concept and Performance from a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives. Perspectives on Psychological Science, 1, 133–163. https://doi.org/10.1111/j.1745-6916.2006.00010.x.
- Marsh, H. W., Craven, R., & Debus, R. (1998). Structure, Stability, and Development of Young Children’s Self-Concepts: A Multicohort-Multioccasion Study. Child Development, 69(4), 1030–1053.
- Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59–77. https://doi.org/10.1348/000709910X503501.
- Marsh, H. W., & O’Mara, A. (2008). Reciprocal Effects between Academic Self-Concept, Self-Esteem, Achievement, and Attainment Over Seven Adolescent Years: Unidimensional and Multidimensional Perspectives of Self-Concept. Personal and Social Psychology Bulletin, 34, 542–552. https://doi.org/10.1177/0146167207312313.
- Marsh, H. W., & Shavelson, R. J. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107–125. https://doi.org/10.1207/s15326985ep2003_1.
- Martin, M. O., Mullis, I. V. S., Beaton, A. E., Gonzalez, E. J., Smith, T. A., & Kelly, D. L. (1997). Science Achievement in the Primary School Years: IEA’s Third International Mathematics and Science Study (TIMSS). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
- Martin, M. O., Mullis, I. V. S., Gonzalez, E. J., & Chrostowski, S. J. (2004). Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
- Martin, M. O., Mullis, I. V. S., & Foy, P. (2008). TIMSS 2007 International Science Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
- Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 International Results in Science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
- Murphy, C., Varley, J., & Veale, O. (2012) I’d rather they did experiments with us… than just talking: Irish children’s views of primary school science. Journal of Research in Science Education, 41(3), 415–438. https://doi.org/10.1007/s11165-010-9204-3.
- OECD (2000). Education at a Glance: OECD Indicators. Paris: OECD. https://doi.org/10.1787/eag-2000-en.
- OECD (2007). PISA 2006 Science Competencies for Tomorrow’s World Volume 1: Analysis. Paris: OECD.
- OECD (2010). PISA 2009 Results: What Students Know and Can Do (Volume 1). Paris: OECD.
- OECD (2013). PISA 2012 Results: Ready to Learn Students’ Engagement, Drive and Self-Beliefs. Volume III. Paris: OECD.
- Painter, J. (2011). Autonomy, Competence, and Intrinsic Motivation in Science Education: A Self-Determination Theory Perspective (Unpublished Ph.D. thesis), University of North Carolina.
- Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578. https://doi.org/10.3102/00346543066004543.
- Park, S., Holloway, S. D., Arendtsz, A., Bempechat, J., & Li, J. (2012). What makes students engaged in learning? A time-use study of within- and between-individual predictors of emotional engagement in low-performing high schools. Journal of Youth and Adolescence, 41(3), 390–401. https://doi.org/10.1007/s10964-011-9738-3.
- Pat El, R., Tellima, H., & van Koppen, S. W. (2012). Effects of Formative Feedback on Intrinsic Motivation: Examining Ethnic Differences. Learning and Individual Differences, 22(4), 449-454. https://doi.org/10.1016/j.lindif.2012.04.001.
- Pianta, R. C., Hamre., & Stuhlman, M. (2003). Relationships between teachers and children. In W. Reynolds & G. Miller (Eds.), Comprehensive Handbook of Psychology: Vol.7 (pp. 199 – 234). New York: Wiley.
- Pianta, R. C., & Steinberg, M. S. (1992). Teacher-Child Relationships and the Process of Adjusting to School. New Directions for Child Development, 57, 61–80. https://doi.org/10.1002/cd.23219925706.
- Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312. https://doi.org/10.1017/S0954579400006519.
- Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.
- Pianta, R. C., Stuhlman, M. W., & Hamre, B. K. (2002). How school can do better: Fostering stronger connections between teachers and students. New Directions for Youth Development, 93, 91-107. https://doi.org/10.1002/yd.23320029307.
- Reschly, A. L., & Christenson, S. L. (2006). Prediction of dropout among students with mild disabilities: A case for the inclusion of student engagement variables. Remedial and Special Education, 27, 276–292. https://doi.org/10.1177/07419325060270050301.
- Reschly, A. L., & Christenson, S.L. (2012). Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct. In S. L. Christenson, A. L. Reschly and C. Wylie (Eds.), The Handbook of Research on Student Engagement (pp. 3 – 20). New York: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_1.
- Reeve, J. (2002). Self-Determination Theory Applied to Educational Settings in E. L. Deci, & R. M. Ryan (Eds.), Handbook of Self-Determination Research (pp. 183 – 204). Rochester, NY: The University of Rochester Press.
- Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In S. L. Christenson, A. L. Reschly and C. Wylie (Eds.), The Handbook of Research on Student Engagement (pp. 149 – 172). New York: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_7.
- Ryan, A. (2001). The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement. Child Development, 72(4), 1135–1150. https://doi.org/10.1111/1467-8624.00338.
- Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450-461. https://doi.org/10.1037/0022-3514.43.3.450.
- Ryan, R. M., Connell, J. P. & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In Ames, C. and Ames, R.E. (eds.) Research on motivation in education: The classroom milieu. New York: Academic Press.
- Ryan, R. M., & Deci, E.L. (2000a). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68.
- Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67. https://doi.org/10.1006/ceps.1999.1020.
- Ryan, R. M., & Deci, E. L. (2009). Promoting Self-Determined School Engagement; Motivation, Learning and Well-Being. In K. R. Wentzel, & A. Wigfield (Eds.), Handbook of Motivation at School (pp. 171 – 196). New York: Routledge.
- Savage, M., Devine, F., Cunningham, N., Taylor, M., Li, Y., Hjellbrekke, J., Le Roux, B., Friedman, S., & Miles, M. (2013). A New Model of Social Class? Findings from the BBC’s Great British Class Survey Experiment. Sociology, 47(2), 219–250. https://doi.org/10.1177/0038038513481128.
- Schunk, D. H., & Pajares, F. (2005) Competence Perceptions and Academic Functioning. In Elliot, A.J. and Dweck, C.S. (eds.) (2005) Handbook of Competence and Motivation. New York: London.
- Seligman, M. E. P., & Altenor, A. (1980). Learned Helplessness. Behaviour Research and Therapy, 18(5), 462–473. https://doi.org/10.1016/0005-7967(80)90012-1.
- Skinner, E. A., & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement across the School Year. Journal of Educational Psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571.
- Skinner, E. A., & Pitzer, J. R. (2012). Developmental Dynamics of Student Engagement, Coping and Everyday Resilience. In S. L. Christenson, A. L. Reschly and C. Wylie (Eds.), The Handbook of Research on Student Engagement (pp. 21 - 44). New York: Springer Science. https://doi.org/10.1007/978-1-4614-2018-7_2.
- Smith, C. P. (ed.) (2008). Motivation and personality: Handbook of thematic content analysis. Cambridge: Cambridge University Press.
- Smyth, J. (1996). Developing socially critical educators. In Boud, D. & Miller, N. (eds.) (1996) Working with Experience: Animating learning. (pp. 27 – 40). London: Routledge.
- Thomas, G. (2002). Theory’s Spell: On Qualitative Inquiry and Educational Research. British Educational Research Journal, 28(3), 419–434. https://doi.org/10.1080/01411920220137476.
- Thomas, G. (2004). Introduction: evidence and practice. In Thomas, G. and Pring, R. (eds.) (2004) Evidence-Based Practice in Education. Maidenhead, Berkshire: Open University Press.
- Tymms, P., Bolden, D., & Merrell, C. (2008). Science in English primary schools: trends in attainment, attitudes and approaches. In Perspectives on Education: Primary Science. Issue 1, September 2008. London; Wellcome Trust.
- Urdan, T., & Turner, J. C. (2007). Competence Motivation in the Classroom. In A. J. Elliot, & C. S. Dweck (Eds.) Handbook of Competence and Motivation (pp. 297-317). New York: The Guilford Press.
- Vallerand, R. J., & Reid, G. (1984). On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory. Journal of Sport Psychology, 6, 94-102. https://doi.org/10.1123/jsp.6.1.94.
- Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., & Dochy, F. (2012). Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior. Learning and Instruction, 22(6), 431-439. https://doi.org/10.1016/j.learninstruc.2012.04.002.
- Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents’ Academic Achievement. Child Development, 76(2), 483–501. https://doi.org/10.1111/j.1467-8624.2005.00858.x.
- Voelkl, K. E. (1995) School Warmth, Student Participation, and Achievement. Journal of Experimental Education, 63, 127-138. https://doi.org/10.1080/00220973.1995.9943817.
- Voelkl, K. E. (1996) Measuring Students’ Identification with School. Educational and Psychological Measurement, 56, 760-770. https://doi.org/10.1177/0013164496056005003.
- Voelkl, K. E. (1997) Identification with schools. American Journal of Education, 105, 294-318. https://doi.org/10.1086/444158.
- Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
- Willms, J. D. (2003). Student Engagement at School: A Sense of Belonging and Participation. Results from PISA 2000. Paris: OECD. Retrieved on 8th October 2017 from http://www2.unb.ca/crisp/pdf/0306.pdf.
- Zhou, N., Lam, S-F., & Chan, K. C. (2012) The Chinese Classroom Paradox: A Cross-Cultural Comparison of Teacher Controlling Behaviors. Journal of Educational Psychology, 104(4), 1162-1174. https://doi.org/10.1037/a0027609.
How to cite this article
APA
Wood, R. (2019). Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), em1718. https://doi.org/10.29333/ejmste/106110
Vancouver
Wood R. Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study. EURASIA J Math Sci Tech Ed. 2019;15(7):em1718. https://doi.org/10.29333/ejmste/106110
AMA
Wood R. Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study. EURASIA J Math Sci Tech Ed. 2019;15(7), em1718. https://doi.org/10.29333/ejmste/106110
Chicago
Wood, Roger. "Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study". Eurasia Journal of Mathematics, Science and Technology Education 2019 15 no. 7 (2019): em1718. https://doi.org/10.29333/ejmste/106110
Harvard
Wood, R. (2019). Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study. Eurasia Journal of Mathematics, Science and Technology Education, 15(7), em1718. https://doi.org/10.29333/ejmste/106110
MLA
Wood, Roger "Students’ Motivation to Engage with Science Learning Activities through the Lens of Self-Determination Theory: Results from a Single-Case School-Based Study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 15, no. 7, 2019, em1718. https://doi.org/10.29333/ejmste/106110