Self-Determination in the Classroom
Achievers’ Academy focusses on providing students with a structured form of education, creating an environment that allows them to flourish. Our student intake is non-selective, yet we achieve outstanding results due to our holistic approach towards education. We teach them ‘how to learn’ rather than spoon-feeding them with merely what is needed to pass exams. Our students become motivated, self-determined and confident young adults as they navigate through life, beyond their education.
The Self-Determination Theory (SDT) has been considered in an educational context in the past. It attempts to uncover the degree to which activities are self-determined versus controlled by external or internal influences.
The model theorises that 3 ‘needs’ should be fulfilled to ensure the longevity of self-determined human motivation.
Autonomy
Research by Kasser and Ryan (references below) has shown that performance is enhanced when someone engages in self-governed behaviours or actions. In the classroom, this means encouraging independent thinking and taking accountability for one’s actions. In addition, autonomy involves allowing students to set their own goals based on their perceived strengths and weaknesses. It is a crucial intrinsic factor that allows students take the reins, instilling confidence.
Relatedness
This concept refers to the feeling of acceptance and belonging, especially in a new environment. Taking the time to learn students’ names and facilitating learning in a group setting such that all students feel comfortable. In an educational context, this means practicing active learning, with questions and mistakes being recognised as crucial to the educational journey.
Competence
Self-efficacy is essential in maintaining motivation during challenging tasks. In teaching, this means empowering students by giving them access to an arsenal of resources, including videos, exam papers and handouts. Additionally, competence involves equipping students with long-term study skills, such as note-taking and goal setting. These are valuable tools not only for immediate examinations, but even beyond them.
At Achievers’ Academy, we recognise that education and study should not feel like an imposition or a chore. Our intention is to inspire students and help them develop as independent learners as opposed to academic machines.
References
Kasser T, Ryan RM. Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personal Soc Psychol Bull. 1996.
Patrick H, Williams GC. Self-determination theory: Its application to health behavior and complementarity with motivational interviewing. International Journal of Behavioral Nutrition and Physical Activity. 2012.
