Explaining the Context-Specificity of Student Motivation: A Self-Determination Theory Approach

Abstract

Self-Determination Theory (SDT) is a theoretical framework that is useful for explaining students' behaviours, motivations, and academic outcomes in educational settings. We highlight the main premises of SDT and clarify how the context-specificity of student motivation can be explained using the Hierarchical Model of Intrinsic and Extrinsic Motivation (HMIEM). We review findings from SDT research on within-subject processes underlying students' motivation and academic outcomes, and on between-subject differences in student motivation. Moreover, we draw attention to critical areas for future research on the context-specificity of motivation in educational settings.