Global Regional Review

Abstract

Self Determination Theory conjectures that teacher autonomy support propels motivation in education and educational achievements; however, the question of socially different conversations within SDT questions significance of TAS in schools and classrooms located in Asia. In a quasi-experimental study, 101 Grade-5 students, of a public school in Pakistan, were taken as the population for the present study, who underwent the pretest and posttests. The tests consisted of intervention for seven sessions by an expert language teacher. The data was cumulated to find the results from pretest, posttest1, and posttest2 by using intrinsic motivation inventory, a self-regulation questionnaire, and a learning climate questionnaire to find out the level of interest in the students during this study. The results proved that the SDT is not a socially bound worth and is comparatively appropriate for Pakistani educational systems as well.

Authors

1-Roshi khalid
Lecturer, Research and Evaluation Department (IOE),Lahore College for Women University, Lahore, Punjab, Pakistan.

2-Moafia Nader
Assistant professor,Department of Professional Studies (IOE),Lahore College for Women University, Lahore, Punjab, Pakistan.

3-Afifa Khanam
Assistant professor,Department of Professional Studies (IOE), Lahore College for Women University, Lahore, Punjab, Pakistan.

Keywords

Self- Determination Theory, Teacher Autonomy Support, Quasi-Experimental Study, Intrinsic Motivation, Socially Bound, Academic Outcomes

DOI Number

10.31703/grr.2020(V-I).14

Page Nos

108-118

Volume & Issue

V - I