Self-Determination Theory and Physics Teachers' Responsibility for Student Learning

• In Event: Poster Session 4
  In Poster Session: Research, Evaluation, Assessment, and Accountability in Schools: Featuring the Analytic Explorations of Graduate Student Scholars

Abstract

Self-determination theory conceptualizes intrinsic motivation as increasing when individual’s basic psychological needs—autonomy, competence, and relatedness--are met. Data from the 2008 Advanced Trends in International Mathematics and Science Study (TIMSS) Physics Teacher Questionnaire were used to model each of these latent constructs. Using structural equation modeling (SEM), a model was developed to explain teacher responsibility. Physical environment and student respect have direct effects on teacher responsibility, parent support has an indirect effect through student respect, and professional environment has indirect effects through all three. The variables explain 17% of the variance in teacher responsibility for student learning. Results serve as a starting point for the application of self-determination theory to explain physics teachers’ sense of responsibility for student learning.

Author

• Mary Norris, Virginia Polytechnic Institute and State University