Abstract
Motivated students are far more likely to learn, but it can be difficult when students’ interests and inspirations all differ. One of the most effective ways to improve student motivation and attainment in the classroom is by giving students choice in assignments, following self-determination theory (SDT). Originally proposed by psychologists Edward Deci and Richard Ryan (1971)s, SDT suggests that students are more intrinsically motivated when their needs for autonomy, competence and relatedness are met. In this study, I gave students in a 12th grade African American Literature class choice in assignments, and kept track of the behavior of the class in daily field notes. The results should show that when students are doing activities that are more conducive to student choice, they will be more intrinsically motivated to learn.
Original language | American English |
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State | Published - 2018 |
Disciplines
- Education