Investigating Students’ Motivation Through Self-Determination Theory

Motivation is a key factor educators can address to improve learning and academic performance. This study uses Self-Determination Theory (SDT) to understand motivation, which emphasizes three basic psychological needs: autonomy, competence, and relatedness. The study investigates whether these needs are fulfilled, enabling students to demonstrate greater engagement and determination. A quantitative study was conducted with a convenient sample of 30 participants who responded to a 5-point Likert scale survey comprising four sections: demographics, autonomy, relatedness, and competence. Findings revealed that motivation is driven by all three needs, with competence emerging as the strongest motivator. Conceptually, the study extends the framework by showing how SDT needs, integrated with variables from Martin et al. (2022) and Pintrich & De Groot (1990), foster online learning motivation. The results also suggest several pedagogical implications. Competence may be enhanced through guided tutorials, cognitive strategy training, and formative feedback. Relatedness can be fostered by collaborative tasks, peer reviews, forums, and regular check-ins. Autonomy may be promoted by providing task choices, encouraging goal-setting, supporting self-paced learning, and incorporating meaningful, real-world language activities. Future research should further investigate students’ emotional engagement and self-regulation strategies to strengthen motivation and learner autonomy. The impact of digital learning tools and collaborative approaches also warrants exploration, as they may provide deeper insights into sustaining motivation and promoting lifelong learning.