Autonomous Motivation, Integration, and Persistence of First-Year College Students

• In Event: 51.062 - Study of STEM Learning Environments

Abstract

This study, in the Dutch context, explores the relationship the social and academic integration, which is primarily focused on the relationship of students with peers and staff, to their autonomous motivation. We examine what needs to be addressed in these relationships for students to succeed in the first year of college. The results of our analysis showed that students’ persistence and academic success is positively associated with autonomy supportive relationships. The findings, suggests that peers mainly support the basic psychological need relatedness. In contrast, teachers primarily support students’ sense of autonomy and competency. The findings, confirm the importance of autonomy supportive teachers, but it also points to, something self-determination theory stresses less, the importance of autonomy support from peers.

Author

• Nasser Mohamedhoesein, VU University Amsterdam