Learner motivation

The third element of the supportive classroom environment focuses directly on student motivation. Students who are motivated to study, learn, engage and succeed are more likely to do so. In considering motivation, we follow Praetorius et al. (2018) and draw on Deci and Ryan’s (2008) selfdetermination theory (SDT) and, in particular, its application to education (Guay et al., 2008). SDT prioritises the kinds of motivation that support the individual’s wellbeing and development as much as their task performance. SDT distinguishes between two kinds of motivation: autonomous (which is characterised by a feeling of volition, though may have either intrinsic or extrinsic value that has become part of the individual’s identity) and controlled (characterised by feeling “pressure to think, feel, or behave in particular ways”, either through explicit, contingent reward/punishment, or “introjected regulation”: feelings such as guilt, shame or contingent approval). Autonomous motivation is promoted when individuals feel that three basic needs are met: autonomy, competence and relatedness. Autonomy refers to feeling that they choose their behaviour and that it is aligned with their values and interests. Competence means feeling capable of producing desired outcomes and avoiding undesirable ones. Relatedness means feeling connected with and mutually supported by other people.