A Systematic Review of Self-Determination Theory–Based Interventions in the Education Context (Poster 38)

• In Event: AERA Poster Session Fifteen
  In Poster Session: Cognitive and Motivational Processes: Poster Session Five

Abstract

Effective evidence-based interventions that target students’ motivation and basic psychological needs are critical. However, most education interventions focus on students’ cognitive abilities and test scores. Self-determination Theory (SDT) has been adopted in education for more than two decades to provide valuable insights into students’ motivation and basic psychological needs. This systematic review included 51 SDT-based intervention studies (n = 14,285 participants), which provided a comprehensive profile (i.e., study design, sample size, students’ age, subject, country, primary dependent variables, and intervention results). Specifically, teacher-oriented, student-oriented, parent-oriented, and mentor-mentee intervention approaches were discussed. The findings of this study provided evidence for researchers and practitioners to understand how to conduct subject, age, culturally, and diversity-sensitive interventions in the future.

Authors

• Yurou Wang, University of Alabama
  Presenting Author

• Serene Wang, The University of Auckland
  Non-Presenting Author

• Hui Wang, McKendree University
  Presenting Author

• Stefanie A. Wind, University of Alabama
  Non-Presenting Author

• Christopher M Gill, University of Alabama
  Non-Presenting Author