Self-determination theory (SDT) is one of the most empirically validated motivational constructs (Reeve, Deci & Ryan, 2004), and recent research has shown that educators are pivotal in increasing the psychological needs that are essential for students’ intrinsic motivation (Liu, Wang, Kee, Koh, Lim & Chua, 2014; Ryan & Deci, 2011). However, educators may assume they play little to no role in their students’ intrinsic motivation, or they may be uncertain how best to apply the theory to the classroom setting. This presentation serves to bridge the gap between theory and classroom practice by providing educators with practical, research-based strategies that they can adapt and adopt to suit their students, their disciplines, and their learning environments. As a result of attending this session, participants will be able to: 1.] describe SDT and the three psychological needs required for intrinsic motivation, 2.] identify seminal and current SDT research, 3.] apply the aforementioned theory to their particular teaching environments and student populations.
Liu, W.C., Wang, C.K.J., Kee, Y.H., Koh, C., Lim, B.S.C., & Chua, L. (2014) College students’ motivation and learning strategies profiles and academic achievement: a self determination theory approach. Educational Psychology, 24(3), 338-353.
Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press.
Ryan, R. M., & Deci, E. L. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well being. In V. I. Chirkov, R. M. Ryan & K. M. Sheldon (Eds.), Human autonomy in cross cultural context: Perspectives on the psychology of agency, freedom, and well-being (pp. 45-64). Dordrecht: Springer.
