Stimulating autonomous motivation in the classroom: The role of interpersonal teacher agency and communion

Abstract

Self Determination Theory (SDT) distinguishes the quality of motivation from its quantity or intensity (Vansteenkiste, Sierens, Soetens, Luyckx, & Lens, 2009). A sequence from controlled to autonomous motivation is adopted; autonomous motivation is seen as the best quality type. Being autonomously motivated, as opposed to controlled, has been found to lead to more volitional persistence, better relationships in social groups, more effective performance, greater health and wellbeing (Deci & Ryan, 2002), deep-level cognitive processing (Vansteenkiste et al., 2009), and creativity (Ryan & Deci, 2000a). The extent to which students’ motivation is controlled or autonomous, describes a difference in the quality of motivation.