Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors

The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads...

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Bibliographic Details
Published inCanadian journal of school psychology Vol. 37; no. 1; pp. 75 - 92
Main Author Guay, Frédéric
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.03.2022
SAGE PUBLICATIONS, INC
Subjects
Educational psychology
Elementary Secondary Education
Faculty Development
Goal Orientation
Incentives
Intervention
Learning Motivation
Learning Theories
Literature Reviews
Metacognition
Motivation
Outcomes of Education
Parent Child Relationship
Personal Autonomy
Prediction
Professional Autonomy
Psychological Needs
School Psychologists
School Psychology
Self Determination
Self Motivation
Student Adjustment
Student Behavior
Students
Teacher Student Relationship
Teaching Methods
autonomy
students
intrinsic motivation
autonomy support
extrinsic motivation
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Summary:The self-determination theory (SDT) has been used to understand students’ motivation at school in general as well as in various school subjects. This literature review conducted on a number of SDT studies showed that (1) autonomous types of extrinsic motivation as well as intrinsic motivation leads to positive consequences for students; (2) the types of goals and the regulation behind them are also important to predict school outcomes; (3) when the psychological needs for competence, autonomy and relatedness are satisfied this leads to autonomous motivation or autonomous goals endorsement; (4) autonomy supportive practices by parents and teachers are important catalyzers of needs’ fulfillment; (5) intervention programs designed for teachers or parents focusing on these psychological needs usually lead to greater autonomous extrinsic motivation and intrinsic motivation and better adjustment outcomes. The implication of this theory for school psychologists is underscored as well as its implications for the practice of teaching.
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ISSN:0829-5735
2154-3984
DOI:10.1177/08295735211055355