Work

Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective

Year: 2025

Type: article

Abstract: This study examined the motivational profiles of 754 students (grades 6–9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment—autonomy, competence, relatedness—and instructional context. Positive shifts were more frequent in SDL, whereas TDI phases often led to stagnation or decline. Findings highlight the need for instructional designs that foster self-determined motivation. • TDI challenges profile improvement. • Fewer positive shifts seen in TDI phases. • SDL outperforms TDI in motivation shifts. • TDI may not support higher-quality profiles. • Profile stagnation more common in TDI.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2025.105001

Authors: Sabine Schweder, Gerda Hagenauer, Lia Grahl, Diana Raufelder

Institutions: Universität Greifswald, University of Salzburg

Language: English

Topic: Motivation and Self-Concept in Sports

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380