Perceived Classroom Context, Self-Perceptions, and Academic Achievement Motivation

• In Event: The Role of Peers and Context in Student Motivation

Abstract

The study reported here examined perceptions of school climate as influences on student motivation, using Self-Determination Theory (SDT) with a sample of youth from two ethnic minority groups. Questions concerning the generalizability of the theory to students of cultural backgrounds other than White Americans require more examination. SDT argues that three basic psychological needs - autonomy, competence, and relatedness support students’ academic achievement motivation. With a sample of second generation Mexican and Cambodian students, this study assessed perceptions of these three constructs. Results revealed significant differences between the 2 groups, suggesting that core constructs of Self Determination theory function differently in some circumstances; clearly more research is warranted.

Author

• Cynthia Hudley, University of California - Santa Barbara