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Related Experiment Video

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Promoting students' autonomous motivation for the ongoing curriculum using a 'Societal Impact Project' with basic

Yuanyuan Zhu1, Diana Dolmans1, Rashmi A Kusurkar2,3,4

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Summary

This study found that an extracurricular Societal Impact Project intervention improved university students' enjoyment and perceived value in their regular curricula. However, it did not significantly alter their autonomous motivation or basic psychological needs.

Keywords:
Autonomous motivationbasic psychological needseducational interventionself-determination theory

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Area of Science:

  • Educational Psychology
  • Higher Education Studies
  • Motivation Science

Background:

  • Autonomous motivation is crucial for university students but challenging to foster within curricula.
  • Extracurricular interventions can potentially support student motivation and engagement.
  • Basic psychological needs are foundational for autonomous motivation.

Purpose of the Study:

  • To evaluate an extracurricular intervention (Societal Impact Project) designed to support basic psychological needs.
  • To assess the intervention's effectiveness in enhancing autonomous motivation for regular university curricula.
  • To determine the impact on students' enjoyment, perceived value, and well-being.

Main Methods:

  • A quasi-experimental, between-group pre- and post-test design was employed.
  • Participants completed surveys measuring psychological needs, motivation, enjoyment, value, and well-being.
  • Statistical analyses compared intervention and control groups, controlling for pre-test scores.

Main Results:

  • Students in the intervention group reported significantly greater enjoyment in their regular curricula.
  • The intervention group also perceived greater value in their regular curricula compared to the control group.
  • No significant differences were found in autonomous motivation, controlled motivation, basic psychological needs satisfaction, or well-being.

Conclusions:

  • The Societal Impact Project intervention effectively enhanced students' enjoyment and perceived value of their curricula.
  • Sustaining changes in basic psychological needs and autonomous motivation within regular curricula remains a significant challenge.
  • Long-term interventions may be necessary to effect deeper changes in student motivation and psychological needs.