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Cited by 426Motivation and Self-Concept in SportsEducation, Achievement, and GiftednessInnovative Teaching and Learning Methods

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

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Guay, Frédéric·2022·Canadian Journal of School Psychology
DOI 10.1177/08295735211055355
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Abstract

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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Crossref · 10.1177/08295735211055355

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7 of 7 references verified0 citation errors · 0 not checkable

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  • Curiosity-based question-asking behaviors are almost absent from today's classrooms, and children's inquiries are very often low-level, memory-based questions that do not require much cognitive work.

    “curiosity-based question-asking (QA) behaviors are shown to be almost absent from today's classrooms: children's inquiries are very often low-level questions that are memorybased and that do not require much cognitive work [16, 20]”

    From GPT-3-Driven Pedagogical Agents to Train Children’s Curious Question-Asking Skills (2024) · cites this paper as [20]

  • Children's low-level questioning may be explained by their tendency to overestimate their knowledge, their incapacity to formulate syntactically-correct questions, and their fear of classmates' judgments.

    “Possible explanations of this phenomena can be children's tendency to overestimate their knowledge and, thus, not having the need to ask further questions [16], their incapacity to formulate syntactically-correct questions [20], their fear of their classmates' judgments [43], etc.”

    From GPT-3-Driven Pedagogical Agents to Train Children’s Curious Question-Asking Skills (2024) · cites this paper as [20]

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Authors
Guay, F.
Affiliations
Université Laval (CA)
Corresponding author
Guay, Frédéric
ORCID
Guay, Frédéric
Venue
Canadian Journal of School Psychology
Publisher
SAGE Publications
Published
2021-10-27
Volume
37
Issue
1
Pages
75-92
ISSN
  • 0829-5735 (ISSN-L)
  • 2154-3984
DOI
10.1177/08295735211055355
OpenAlex
W3209571999
Cited by
426
References
7
Citations by year
2026: 127 · 2025: 146 · 2024: 95 · 2023: 46 · 2022: 11
FWCI
37.12
Type
journal article
Language
en
Open access
Licence
Locations
Canadian Journal of School Psychology (publishedVersion, cc-by)
Topics
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
self-determination theory, student motivation, autonomous motivation, intrinsic motivation, extrinsic motivation, psychological needs, competence, autonomy, relatedness, teacher autonomy support, parental autonomy support, goal regulation, school adjustment, intervention program

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