Supporting autonomous motivation for chemistry in a controlling secondary school environment

Abstract

This study addresses the motivational challenges faced by 9th-grade students in the Dutch educational system, during the decision-making process of their subject cluster choice (SCC). Halfway through ninth grade, these students have to choose which subjects they will elect for the rest of their secondary education career and which they will drop. However, it is mandatory for all students to continue with all subjects through 9th grade and all subjects are considered in the end-of-year evaluation, creating a motivationally controlling environment. This mixed- methods study, utilizing questionnaires and focus group interviews, examines the motivational profiles and perceived support for basic psychological needs (BPNs) of 9th-grade students who have elected chemistry in their SCC and students who have not. In line with self-determination theory, the questionnaire results reveal a positive correlation between BPN support and autonomous motivation. Furthermore, students who had not elected chemistry (N=144) experienced significantly more controlled forms of motivation and significantly less support of their BPNs compared to the students (N=132) who had elected chemistry. Focus group interviews with the former group of students (12 participants in total) provided recommendations for supporting their BPNs. They expressed a desire for more autonomy by having control over their learning goals and more variety during the lessons. They also emphasized the need for structured instruction, demonstrations, and personal assistance. Additionally, a positive teacher-student relationship was identified as being crucial for them. This research highlights the importance of need-supportive teaching, especially in an inherently controlling school situation. Implications are discussed.