Using self-determination theory (SDT) and research:
a) describe a time when you were “intrinsically motivated” at school, and a time when you were not. From an SDT perspective, what might the reasons have been for these differences in motivation? (~1100 words)
b) Reflecting on the time when you were not “intrinsically motivated”: if you were now teaching your younger self, what changes might you make in curriculum and/or pedagogy to help your younger self become more self-determined? (~700 words)
This template must be used for this assessment task (please download it now).
EDUF2006 research-based reflection template_2021.docx
Here’s the rubric we’ll be using.
Here’s a handy guide to APA-style referencing.
Readings
Field, S. L., & Hoffman, A. S. (2012). Fostering self-determination through building productive relationships in the classroom. Intervention in School and Clinic, 48(1), 6-14.
Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19(4), 429-442.
McCabe, P. P. (2006). Convincing students they can learn to read: Crafting self-efficacy prompts. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(6), 252-257.
[N.B.: the above reading discusses how teachers can build students’ self-efficacy, a construct from Bandura’s social-cognitive theory. This advice can similarly be applied to building students’ perceived competence, a key construct predicting students’ intrinsic motivation in self-determination theory.]
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
Wentzel, K.R., & Brophy, J. (2014). Motivating students to learn (Chapter 4: Intrinsic motivation and values: Is this important and enjoyable to do?) Taylor & Francis.
Assessment criteria:
Assignments will be marked across 6 key criteria: Representation of content (20%), Connection to self (20%), Recommendations (20%), Writing Mechanics (20%), Adherence to APA Referencing Guidelines (10%), and Quality of Planning (10%). Here’s the rubric: EDUF2006 critical reflection rubric.
first page for essay outline
