THE INFLUENCE OF SELF-DETERMINATION THEORY ON STUDENT ENGAGEMENT IN THE CLASSROOM

Abstract

Self-determination theory (SDT), developed by Edward Deci and Richard Ryan, is a psychological framework that emphasizes the importance of human motivation and the conditions that foster intrinsic motivation and engagement. In educational settings, the application of SDT offers valuable insights into how to enhance student engagement by addressing their psychological needs for autonomy, competence, and relatedness. This article examines the influence of SDT on student engagement in the classroom, exploring how these core components can positively impact motivation, participation, and overall academic performance.

Autonomy, the first pillar of SDT, refers to the degree to which students feel they have control over their learning. When students are given the opportunity to make choices and feel ownership over their education, their intrinsic motivation increases, leading to deeper engagement and improved academic outcomes. Competence, the second component, involves students feeling capable and effective in their tasks. Teachers can support competence by providing constructive feedback and designing activities that challenge students at appropriate levels. When students perceive themselves as capable, they are more likely to stay engaged, take risks, and persist in difficult tasks.Relatedness, the third component of SDT, addresses the need for students to feel connected to others, including their peers and teachers. A sense of belonging in the classroom can significantly enhance engagement, as students who feel supported and valued are more likely to participate actively in discussions, collaborate with classmates, and invest in their academic work.

This article also discusses the challenges teachers face in implementing SDT principles in diverse classroom settings. While fostering autonomy, competence, and relatedness can promote engagement, not all students respond uniformly to these motivational strategies. Individual differences, classroom culture, and external pressures such as standardized testing can complicate the application of SDT. However, research consistently shows that when students’ psychological needs are met, they are more likely to exhibit self-motivation, curiosity, and a long-term commitment to learning.

SDT provides a robust framework for understanding student engagement and offers practical strategies for educators to create motivating and supportive classroom environments. By focusing on the needs for autonomy, competence, and relatedness, teachers can enhance student engagement, promote a deeper understanding of subject matter, and foster a positive attitude toward learning. The article emphasizes that applying SDT requires intentional effort but can lead to lasting improvements in student outcomes. Further research and practical applications of SDT principles in various educational contexts are encouraged to better understand its impact on diverse student populations and settings.