Self-Determination Theory-Based Intervention: The Role of Initial Motivation Level and Researcher-Teacher Collaboration

• In Event: AERA Poster Session 9
  In Poster Session: Motivation in Education SIG Poster Session: The Role of Parents, Peers, and Teachers

Abstract

A two-year intervention based on self-determination theory was evaluated among 348 seventh and eighth grade students in the mathematic classroom. The effects of a combined student/teacher and a student-only intervention on intrinsic and identified motivation were examined. Moreover, differences in intervention effectiveness for initially low- versus high-motivated students were examined. Compared to a control group, in the first intervention year the combined group evidenced a positive development, the student-only group a negative development, followed by non-significant developments in the subsequent year for both groups. Differences regarding initial motivation showed that initially low motivated students experienced a positive development compared to initially highly motivated students regardless of the intervention condition. The results merit discussion regarding preconditions and context for intervention success.

Authors

• Claudia C Sutter, University of Virginia

• Tina Hascher, University Bern