Self Determination Theory of Motivation
When working in secondary kura, I often find that kaiako identify a perceived lack of motivation as a key factor contributing to poor outcomes for mokopuna. In my mahi, I have used the Self-Determination Theory (SDT) as a framework for gathering kohikohi and analysing the conditions that may be influencing engagement and wellbeing alongside kaiako.
Kaiako have reported that exploring the ecological data through an SDT lens has helped shift their thinking away from viewing the student as simply “unmotivated.” Instead, it has supported them to recognise the ways in which the classroom environment may need to change in order to better meet the needs of mokopuna.
I have also found that SDT creates a natural pathway into using Collaborative & Proactive Solutions (CPS). SDT helps kaiako understand the conditions that foster motivation, while CPS provides a practical and relational method for creating those conditions.
I am interested, have you…
Thanks for sharing this, Kelly.
Reading about SDT, I've been reflecting on how many of the secondary schools I work with are currently pivoting toward the 'Science of Learning'—specifically structured approaches like 'I Do, We Do, You Do.'
It’s an interesting tension; while this high-structure model focuses heavily on building competence, it could be argued that it limits autonomy and relatedness. However, in my experience, students who are often labeled 'unmotivated' actually thrive in these structured environments where they are led, rather than when they are given broad autonomy to explore on their own. It really highlights that there isn't a 'one size fits all' approach—sometimes, providing high structure is exactly what a student needs to feel competent enough to eventually act with autonomy.
Id be keen to connect as well to discuss how teachers could utilise SDT in classrooms.
Steve