Self-Determination

Self-determination is defined as the process by which a person controls their own life. This is directly linked to student motivation. What a student believes they can achieve through education, their future job prospects and their financial success help determine how motivated they will be (Kover, 2010). Self-determination is also closely linked to intrinsic and extrinsic motivational factors.

Studies have shown that external factors can diminish intrinsic motivation. The primary explanation for intrinsic motivation is the self-determination theory. Competence and autonomy demonstrate that people are more intrinsically motivated when they feel that they have a choice associated with the task (Kover, 2010).

In a study conducted concerning the self-determination theory and how it impacts high ability learner’s motivational experiences it was found was that there are two major themes which were dubbed 1) The Fun Factor Theory and 2) The Rewards and Pressures of Good Grades. The fun factor centered around teachers tailoring instruction to fun activities and increased intrinsic motivation. Motivational experiences were decreased when parents attempted to control the academic outcomes by placing high amounts of pressure on the students. What helped to increase motivation among students were access to learning choices. The results of the study also found that intrinsic motivation, identified regulation, introjected regulation, and external regulation were salient form of learning for the participants. Social interactions with teachers, parents, peers, and the learning atmosphere directly linked to those four types of motivation (Garn & Jolly, 2014).

What we can learn from this, is that a positive motivating factor is giving students and children choices and placing them in charge of those choices. This also reaffirms the position that control and authoritative parenting styles are ineffective and detrimental to fostering positive achievement and success in students.

References

Garn, A. C., & Jolly, J. L. (2014). High ability students' voice on learning motivation. Journal of

Advanced Academics, 25(1), 7-24. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/1523886695?accountid=12085

Kover, D. J., & Worrell, F. C. (2010). The influence of instrumentality beliefs on intrinsic

motivation: A study of high-achieving adolescents. Journal of Advanced Academics, 21(3), 470-498,547,549. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/651891388?accountid=12085