Tl;dr of the study:

RRL
-

Teachers behavior (teachers auto support) is a key element in students

persistence
SDT was used to explain motivation (the continuum of intrinsic and extrinsic
o SDT is also valid to diff motivational constructs (thats why we used it as a
theory)
Variety contexts (see Vallerand, 1997; and Vallerand and Ratell,
2002)
Education Setting (Miquelon et al., 2005)
Science Domain (Black and Deci, 2000)

CONCEPTUALFRAMEWORKOF THE STUDY

TEACHERS

COMPETENCE

AUTONOMY
SUPPORT

SCIENCE MOTIVATION--- INTENTION

AUTONOMY

Take note:
1. Science motivation getting more science course in HS (enrolling to science
courses)
2. Intention Pursuing a science degree
3. Behavioral outcome is working/job from that degree

Figure 1: TEACHERS AUTONOMY SUPPORT

-The concept of autonomy support (Deci & Ryan, 1985b) means that an individual in a
position of authority (e.g., an instructor) takes the others (e.g., a students) perspective,
acknowledges the others feelings, and provides the other with pertinent information and
opportunities for choice, while minimizing the use of pressures and demands.
-figure 1 states that TAS positively influences perceived competence and autonomy of a
student

Arguments:
1. Reeve (2006) based on his research, stated that autonomy supportive teaching
style represents and important variable that contributes to a high quality
relationship between teachers and students
2. Autonomy support from social agents such as teachers, parents, peers positively
influences students needs satisfaction of autonomy and competence
3. Recent study (2005) showed that parents autonomy support as well positively
influences childs needs satisfaction which predicted their persistence within
science program
4. Deci and William (2006) research also stated that med students who had
autonomive-support from instructors have become more autonomous in learning
over a 6-month period.
Figure 2: PERCEIVED COMPETENCE AND AUTONOMY
-

Acts as a mediator between TAS and science motivation.

They hypothesized:
1. Perceived competence and autonomy positively influence Science
motivation
a. Supporting students autonomy implies allowing them the
possibility to make some decisions so they can feel they have an
active role in their education (Ames, 1992). Then, the satisfaction
of peoples needs of autonomy and competence influences their
self-determined motivation (Deci & Ryan, 2000; Vallerand,
1997)
b. Altho much lesser research has been conducted within science
context but Black and Deci, 2000 teachers auto-support was
related to students perception of competence, interest and
enjoyment and perf in an organic chem class.
(http://sdtheory.s3.amazonaws.com/SDT/documents/2000_Black
Deci.pdf)

Figure 3: Science Motivation

Hypothesis: Perceived Autonomy and Competence positively influence Science

motivation
a. A study by Hanrahan (1998) demonstrated that higher levels of intrinsic
motivation were associated with greater cognitive engagement in a year11 biology class compared with non-self-determined extrinsic
motivation. Similarly, in a study with fourth-year medical students
(Williams, Weiner, Markakis, Reeve, & Deci, 1994), it was found that
instructors autonomy-support and students self-determined motivation
influenced students choice to become committed to a program of
internal medicine residency.
METHOD:
Instrument used:
1. Demographic Scale (age, gender, nationality, lang. spoken at home, birthplace, and
each parents working status)
2. Motivation toward science
a. a 16 item scale based of Ryan and Conell (1989)
b. contains 4 sub-scales focusing on different facets of students science class
activities and is associated with different degree of SDM (intrinsic,
identified, .. amotivation)
3. Needs satisfaction
a. This measure assessed students science-related self-perceptions of
competence (e.g., I believe I have a natural talent for science; 3 items,
=.90) and autonomy (e.g., I feel obligated to go to my science classes
reversed score; 3 items, =.74).
4. Autonomy Support Scale
a. measured students perceptions of their teachers autonomy support (e.g.,
my science teachers often ask for my opinion about science-related
material; 3 items, =.60).
5. Futute Intentions Scale
a. measured students intentions to pursue their education and eventually a
career within the sciences (e.g., I have the intention of taking some science
classes next year and I would like to have a scientific career; 6 items,
=.93). All of the above items were scored on a 7-point Likert scale,
ranging from (1) not at all in agreement to (7) very highly in agreement.
PARTICIPANTS: N=728 10TH GRADE STUDENTS

Participants are divided based their scoring of Future Intentions in taking a science
course (High Intentions / Low Intentions) because they hypothesized that Higher
Intentions of pursuing a science degree will have higher self-determination motivation

Result:
1.
2.
3.
4.

High intentions have higher intrinsic motivation and identified regulated motiv
Low intentions have higher of introjected and amotivation
No significant difference between female and male on motivation subscale
High science intentions perceived their science teachers as supporting sign. more
their sense of autonomy
5. No main effect for gender / no int
Gap:
1. Future research suggests to assess the role of other significant individuals such as
parents, peers, and school administration to science motivation
a. We can derive another conceptual framework in our thesis using the 3
psych needs na and direct link na to science motivation
2. Teachers autonomy support was based on students own perception it is
suggested that it would help by the assessment of a trained observer to become
more objective, however Smith, Roll and Curtis, 1979 revealed that students own
perception is correlated more strongly
3. Future research using data from other sources such as parents-report, peer-report
would be highly informative
4. Used of experiment design would be helpful but we cannot do that ofc
NEW CONCEPTUAL FRAMEWORK WOULD BE:
Relatedness
Autonomy
Competence

Science Motivation/pwede rin MA (to be discussed)