期刊
THEORY AND RESEARCH IN EDUCATION
卷 7, 期 2, 页码 133-144出版社
SAGE PUBLICATIONS LTD
DOI: 10.1177/1477878509104318
关键词
autonomy; education; learning; self-determination theory
Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge. All too often, however, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning. This article presents an overview of SDT and reviews its applications to educational practice. A large corpus of empirical evidence based on SDT suggests that both intrinsic motivation and autonomous types of extrinsic motivation are conducive to engagement and optimal learning in educational con texts. In addition, evidence suggests that teachers' support of students' basic psychological needs for autonomy, competence, and relatedness facilitates students' autonomous self-regulation for learning, academic performance, and wellbeing. Accordingly, SDT has strong implications for both classroom practice and educational reform policies.
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