A prospective investigation of students' academic achievement and dropout in higher education: a Self-Determination Theory approach

We investigate a model based on Self-Determination Theory (SDT) to predict academic achievement and dropout intentions among biology students in higher education in Norway. Students (n = 754) from a representative national sample participated in this cross-sectional study. The results align with our...

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Published inEducational psychology (Dorchester-on-Thames) Vol. 38; no. 9; pp. 1163 - 1184
Main Authors Jeno, Lucas M., Danielsen, Anne G., Raaheim, Arild
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 21.10.2018
Taylor & Francis Ltd
Subjects
Academic Achievement
Academic Persistence
Bachelors Degrees
Biology
College Science
Dropouts
Foreign Countries
Graduate Students
Higher Education
Intention
Masters Degrees
Motivation
Predictor Variables
Science Instruction
Self Determination
Student Motivation
Students
teacher motivation
tertiary
Theories
Undergraduate Students
Norway
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Summary:We investigate a model based on Self-Determination Theory (SDT) to predict academic achievement and dropout intentions among biology students in higher education in Norway. Students (n = 754) from a representative national sample participated in this cross-sectional study. The results align with our hypotheses and SDT assumptions. The model explains a substantial amount of the variance in academic achievement and dropout intentions. Specifically, autonomous motivation and perceived competence positively predict academic achievement and negatively predict dropout intentions. Controlled motivation is unrelated to academic achievement and is a positive predictor of dropout intentions. Furthermore, significant indirect effects show that need-supportive teachers and students' intrinsic aspirations positively predict academic achievement and negatively predict dropout intentions, via autonomous motivation and perceived competence. We recommend teachers to support students' need for autonomy, competence and relatedness, by providing choice and volition to facilitate autonomous motivation, and give students effectance-relevant feedback and optimal challenges to increase perceived competence.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ObjectType-Report-2
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410.2018.1502412