Self-determination theory in the secondary school classroom: A scoping review

Self-Determination Theory (SDT) seeks to explain the development of intrinsic motivation by supporting the basic needs of autonomy, relatedness and competence. Decades of research have supported its application to educational contexts, linking it to wellbeing, academic resilience and performance. Despite this, formal schooling during adolescence is often associated with the opposite. A scoping review was chosen to map evidence available on ‘If and how teachers foster SDT in the secondary school classroom?'. Searches were conducted on the Teacher Reference Centre, British Education Index and ERIC for studies reporting SDT in the second-level classroom. Data was extracted from a total of 17 organic studies, illustrating what is happening in schools. Key findings highlighted the importance of autonomy for students, which should be carefully balanced with consideration of their experienced competence, as recognised and supported by the teacher's awareness of their needs. A feedback cycle was identified between the basic needs of autonomy and competence - adequate teacher support improved autonomy, which in turn improved competence. A wide range of strategies were associated with SDT, suggesting it is being implemented in classrooms. Further research is recommended on teachers' awareness and understanding of SDT, and how the strategies extracted meet the basic psychological needs of SDT.