ABSTRACT

In the current study, we applied self-determination theory within a cross-sectional research design to test a latent variable model in order to explore how peer relationships in the classroom might impact students’ autonomous motivation. Using a sample of 342 U.S. college students, we investigated how student-to-student confirmation might indirectly influence students’ intrinsic motivation to learn through the satisfaction of their basic psychological needs for competence and relatedness. Results of a latent variable model suggest that students who receive confirmation from their classmates experience greater perceptions of competence and relatedness in the classroom. More importantly, through the satisfaction of these needs, student-to-student confirmation appears to have a positive indirect effect on students’ intrinsic motivation to learn independent of their satisfaction for autonomy. Findings from our study align with the theoretical assumptions of confirmation and the propositions of self-determination theory. Self-determination theory scholars have long called for the strategic use of needs-supportive instruction to stimulate greater autonomous motivation within students. Perhaps it also behooves instructors to promote conditions and opportunities in which students are more likely to experience confirmation from their fellow classmates and thereby experience more needs-satisfying interactions.

摘要

在当前的研究中，我们在横断面研究设计中应用自我决定理论来测试潜在变量模型，以探索课堂中的同伴关系如何影响学生的自主动机。我们使用 342 名美国大学生作为样本，调查了学生对学生的确认如何通过满足他们对能力和相关性的基本心理需求来间接影响学生的内在学习动机。潜在变量模型的结果表明，从同学那里得到确认的学生在课堂上对能力和相关性有更好的看法。更重要的是，通过满足这些需求，学生对学生的确认似乎对学生的内在学习动机具有积极的间接影响，而与他们对自主性的满意度无关。我们的研究结果与确认的理论假设和自决理论的命题一致。自决理论学者长期以来一直呼吁战略性地使用支持需求的教学来激发学生更大的自主动机。或许，教师还应该促进条件和机会，让学生更有可能从同学那里得到确认，从而体验更多满足需求的互动。自决理论学者长期以来一直呼吁战略性地使用支持需求的教学来激发学生更大的自主动机。或许，教师还应该促进条件和机会，让学生更有可能从同学那里得到确认，从而体验更多满足需求的互动。自决理论学者长期以来一直呼吁战略性地使用支持需求的教学来激发学生更大的自主动机。或许，教师还应该促进条件和机会，让学生更有可能从同学那里得到确认，从而体验更多满足需求的互动。