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A SELF DETERMINATION THEORY ON EFFECT OF TEACHER AUTONOMY SUPPORT ON STUDENTS MOTIVATION IN PUBLIC SCHOOL OF PAKISTAN

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14 Pages : 108-118

http://dx.doi.org/10.31703/grr.2020(V-I).14      10.31703/grr.2020(V-I).14      Published : Mar 2020

A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan

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.

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

    (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.
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Cite this article

APA

    APA : khalid, R., Nader, M., & Khanam, A. (2020). A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan. Global Regional Review, V(I), 108-118. https://doi.org/10.31703/grr.2020(V-I).14

CHICAGO

    CHICAGO : khalid, Roshi, Moafia Nader, and Afifa Khanam. 2020. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review, V (I): 108-118 doi: 10.31703/grr.2020(V-I).14

HARVARD

    HARVARD : KHALID, R., NADER, M. & KHANAM, A. 2020. A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan. Global Regional Review, V, 108-118.

MHRA

    MHRA : khalid, Roshi, Moafia Nader, and Afifa Khanam. 2020. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review, V: 108-118

MLA

    MLA : khalid, Roshi, Moafia Nader, and Afifa Khanam. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review, V.I (2020): 108-118 Print.

OXFORD

    OXFORD : khalid, Roshi, Nader, Moafia, and Khanam, Afifa (2020), "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan", Global Regional Review, V (I), 108-118

TURABIAN

    TURABIAN : khalid, Roshi, Moafia Nader, and Afifa Khanam. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review V, no. I (2020): 108-118. https://doi.org/10.31703/grr.2020(V-I).14