Motivating middle school mathematics students: Social contexts and self-determination theory
by Edwards, Brandon, Ed.D., PEPPERDINE UNIVERSITY, 2009, 101 pages; 3359826

Abstract:

This study examined the social contexts that may influence a student’s level of motivation based on the satisfaction of his or her basic human needs of competence, relatedness, and autonomy. Using self-determination theory (SDT), research on the social contexts for four middle school mathematics classrooms was conducted to determine what best motivates students in a learning environment. Participants included 78 sixth grade students who completed a survey instrument that measured the social contexts of their mathematics classroom as well as their perceived competence, perceived relatedness, and perceived autonomy. The results indicated a positive significant relationship between social contexts and perceived competence and perceived autonomy. The findings of this study can help inform educators about the social contexts that best influence self-determined or volitional activity of their students.
 
AdviserNancy Harding
SchoolPEPPERDINE UNIVERSITY
SourceDAI/A 70-06, p. , Aug 2009
Source TypeDissertation
SubjectsMathematics education; Educational psychology; Personality psychology
Publication Number3359826
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