Self-determination theory (SDT) is defined as “a macro-theory of human motivation, emotion, and development that takes interest in factors that either facilitate or forestall the assimilative and growth-oriented processes in people” (Niemiec 134). This theory is highly valuable to education because a student’s natural tendency to learn is the greatest resource that educators can access. Still, this is also where external controls are regularly enforced, often with the idea that it will promote student learning. In contrast, an educator’s role is to foster the inherent desire to learn in his or her students.
Students are by birth curious about the environment that surrounds them and interested in developing knowledge. Educators must be proactive in how they support not only their students’ learning, but also each student’s individual feelings and needs. Educators should support the sense of relatedness, competence, and autonomy in his or her classroom. Self-determination theory concludes that intrinsic motivation is a vital part to a student’s learning philosophy and that it “is sustained by satisfaction of the basic psychological needs for autonomy and competence” (135). Therefore, it is necessary to understand the importance of intrinsic motivation and how to cultivate it in the classroom. The self-determined learning theory applied to the classroom impacts how students view school, learning, and thinking as a whole.
Edward L. Deci and Richard M. Ryan initially developed this theory in 2000, but many scientists all over the world continually perform research studies on SDT. Self-determination theory is concerned with supporting students’ natural tendencies to want to learn and behave in healthy, effective ways. It is a broad framework for the study of human motivations. This theory includes the concept of intrinsic motivation, which refers to behaviors done in the absence of external motives and are accompanied by feelings of curiosity and interest. Self-determination theory suggests that both intrinsic motivation and autonomous types of extrinsic motivation promote classroom engagement and optimal learning. In Christopher Neimic and Richard Ryan’s article entitled “Autonomy, competence, and relatedness in the classroom,” their qualitative research showed that when teachers create a controlling environment, the “feelings of joy, enthusiasm, and interest that once accompanied learning are frequently replaced by experiences of anxiety, boredom, or alienation” (134). There are several external pressures on educators today, such as evaluations and state monitoring, that affect how teachers view and motivate their students; this can sometimes lead to teachers’ feeling that they must externally control students to ‘make’ learning occur.
Furthermore,autonomy, competence, and relatedness are necessary for students to maintain intrinsic motivation for learning; these three components go hand-in-hand and are of equal importance. Autonomy refers to the experience of behavior as unforced and self-regulated. For example, autonomous students willingly devote time and energy to their studies. It is important to understand that the support of autonomy does not mean the promotion of independence but the promotion of volitional functioning. This is when students act upon their personal interests and values. Competence is defined as the confidence in one’s ability to do something successfully and effectively. Students need to feel that they have the ability to meet challenges in the classroom. Students who self-determine their learning set educational goals, implement strategies, regulate their own behavior, and track their own progress. It is crucial for educators to understand what this theory is but also how to implement it.
Students possess inner motivational resources that classroom conditions can either support or frustrate. Educators need to understand how to create opportunities to grow intrinsic motivation and enable self-determined learning. There are many ways teachers can enable self-determine learning such as creating autonomy-supportive limits, supporting students’ competence by promoting success, and providing manageable feedback. According to the descriptive research conducted by Maarten Vansteenkiste et al:
Teachers can foster volitional functioning [or autonomy] by providing students with the desired amount of choice, by giving a meaningful rationale when choice is constrained, by accepting rather than countering irritation and anger that arises during the learning process, and by using inviting language (e.g., “you can”) rather than controlling language (e.g., “you should”). (432)
Educators must promote students’ perceptions of having a voice and choice in academic activities to boost engagement. In an elementary classroom, it is important to acknowledge students’ feelings about topics discussed so they feel their voices are heard; this will build self-esteem and sense of value early. According to Vanderbilt University’s article entitled “Promoting Self-determination Among Students with Disabilities: A Guide for Tennessee Educators,” educators can support competence by introducing learning activities that are challenging to allow students to test and expand their academic capabilities. It is important to provide manageable feedback to promote success. Feedback also diminishes the pressure of evaluation and provides relevant information on how to master the task. Relatedness is deeply associated with a student feeling that the teacher genuinely cares, respects, and values him or her. It is also vital that teachers minimize pressure and control in the classroom by creating low-stakes assignments using formative assessments. Practical applications include giving students white boards to write answers on or draw what they understand, instead of writing it. Studies have shown that students who learned in order to teach, in contrast with those who learned to take a test, were more intrinsically motivated and showed better conceptual learning. Examples of self-determination interventions that are beneficial for the elementary years are experiences related to decision-making and opportunities to set goals, analyze adult perspectives, and evaluate task performance in safe ways (Cabeza). Not only must educators implement these practices, but also understand why they are vital to the learning of their students.
Teachers also must cultivate a healthy perception of learning, which is why it is so important to tap into students’ inherent inclinations to learn. A student’s motivation is directly affected by how they perceive their learning environment and view themselves. The way teachers introduce learning tasks and information impacts the way students view the classroom and learning. How educators act toward and introduce material matters; it can either allow intrinsic motivation to grow and allow for deeper learning, or prevent those processes.
Research shows why educators should implement a self-determined learning model of instruction and the positive impact it has on student self-determination. Studies have shown a positive link between self-determination knowledge and skills and performance on high stakes testing in elementary grades and grade point average in postsecondary students. There is clear evidence that many of the knowledge and skills that lead to self-determination are rooted developmentally in the elementary grades. The correlational research method used by University of Kansas and University of Iowa scientists linked “student self-determination status to the attainment of more positive academic and transition outcomes, including more positive employment, recreation, and independent living outcomes, and more positive quality of life and life satisfaction” (Wehmeyer 136). The research was conducted using a group-randomized, modified equivalent control group design study of the efficacy of the Self-Determined Learning Model of Instruction (SDLMI) to promote self-determination. SDLMI is a model of teaching where teachers enable students to self-regulate and self-direct the learning process and engage in self-determined learning. In this experiment, the researchers asked two questions: “Do students in the treatment group show higher levels of self-determination after exposure to SDLMI compared to the control group?” and “When treatment is introduced to the control group in Year 2, does the control group demonstrate the same pattern of change in self-determination outcomes as the treatment?” (137). They hypothesized that students exposed to SDLMI would show larger increases in self-determination than students without and the Year 2 group would show the same pattern of change in self-determination. Over a two-year period, these researchers monitored the treatment group who were receiving SDLMI and the control group who was not. The hypothesis was supported by the findings of this study. Their findings suggested a strong influence of SDLMI on student self-determination outcomes. Even with the intervention implemented at different times, the impact of it was the same. This shows the positive impact of this teaching method and that it is never too late to start implementing it, though it is important for educators to start as early as possible.
A correlational study was conducted to assess how supporting students’ autonomy affects their emotions versus controlling their behavior. This study found that children with autonomy-supportive elementary teachers, contrasted with those with controlling teachers, reported increased intrinsic motivation, perceived competence, and self-esteem over time (Neimiec 135). The study also found that students tend to learn better and are more creative when intrinsically motivated, particularly on tasks requiring conceptual understanding. This practice has long-term effects on students, which is shown in the fore mentioned research. From elementary to professional schooling, students “learn better and report higher levels of psychological health when they have well-internalized extrinsic motivation of learning” (138).
Facilitating a student’s internalization is associated with a greater effort to learn. Students who feel valued and respected in the classroom exhibit integrated regulation while learning, where those who feel disconnected or undervalued are more likely to move away from internalization and only acknowledge external controls and motivations. According to research, classroom contexts that support autonomy, competence, and relatedness tend to have students who are more willing to engage in less interesting tasks, who value academic activities, exhibit enhanced wellness, and hold a greater value for what school has to offer. This shows why it is vital for educators to incorporate this theory into their everyday curriculum in the classroom.
In conclusion, there are various benefits of implementing this practice in any classroom but especially the K-5 classroom. Educators must provide an environment conducive to self-determined learning and support the basic psychological needs of students. In the classroom, students must experience a sense of belonging, psychological freedom, and competence. If so, students will become intrinsically motivated, which in turn makes them better learners. Giving intrinsic reasons for learning, expressing confidence in the students’ abilities to master the material, providing clear expectations for behavior, and continually following up on agreed-upon expectations gives structure to the classroom, which is much needed for K-5. Providing this structure early accustoms students to be better prepared for later grades.