The effects of self determination theory on learning and motivation of repeating students in a high school earth science classroom.

摘要

This study proposed that student motivation and learning in Earth Science can be enhanced if students are given the opportunity to experience autonomy, competency, and relatedness in the classroom. The study addressed the following research questions: (a) If students are given an opportunity to experience autonomy, competence, and relatedness, how will it affect their learning?; and (b) Similarly, how will it affect their motivation? Nine students, who previously failed this course, were enrolled in a summer school Earth Science class at an urban high school. They completed a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) that measured self-efficacy, intrinsic challenge, intrinsic importance, intrinsic interest, test anxiety, self regulation monitoring cognition, self regulation monitoring, self-regulation monitoring-planning, and self regulation-effort management persistence. One-on-one interviews were conducted to give students an opportunity to elaborate and to obtain further insights on their motivation and learning. Field notes were collected to triangulate data. The results indicated that the students were able to experience autonomy, competence, and relatedness as a result of the instructional strategies presented in the classroom. The discussion focused on the implications of these findings for science education and school reform, particularly as it relates to the needs of those African-American students who experience difficulties in this discipline.