AUTONOMY, RELATEDNESS AND COMPETENCE IN LEARNING MOTIVATION: EVIDENCE FROM MALAYSIA TERTIARY LEARNERS
DOI:
https://doi.org/10.55197/qjssh.v7i2.1138Keywords:
autonomy, relatedness, competence, motivation, Self-Determination TheoryAbstract
Academic performance is viewed as a multidimensional construct influenced by learners’ motivational and self-regulatory capabilities. Making Self-Determination Theory as a focal point, this quantitative study examines Malaysian students’ perceptions towards learning motivation through the aspects of autonomy, relatedness and competence. A survey entailing 43 five-point Likert scale items was administered to 168 students from different academic disciplines and educational levels. Descriptive statistics revealed that learners exhibit moderate levels of autonomy and relatedness, while higher levels for competence-related strategies, cognitive strategies, and self-regulation in particular. Significant positive correlations are found between autonomy, relatedness and competence, implying that these factors correspond to the learners’ motivation. Inferential analysis also indicated that no significant differences were found across academic disciplines, while a significant distinction was identified for autonomy across education levels. Overall, the findings enhance the prevalence of Self-Determination Theory, answering the learning motivation while stressing the demand for insightful pedagogical approaches that advance learners’ autonomy, motivation and self-regulation.
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