Self-determination theory in teaching practice for higher education level

Abstract

This study aims to gain a deeper understanding of how self-determination theory is implemented in higher education. This review adheres to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. The systematic review begins with an analysis of the identification procedure. Next, the best papers published between 2012 and 2022 were selected to explain how to compare significant aspects and efficient methods. The significance of self-determination theory to the evolution of the teaching profession determined the selection of these papers. The results are divided into three categories, with the following themes emphasizing the examined literature the most. Researchers use their findings to maximize the implementation of SDT in the classroom. The second section consists of data collection. Questionnaires, interviews, pre-and post-tests, and online discussion forums were used for data collection. Finally, the researcher has created a list of several published issues for analysis based on the most recent study themes.DOI: 10.26905/enjourme.v7i1.7978

Artificial Intelligence in writing instruction: A self-determination theory perspective

“…The third finding highlighted concerns about losing creativity, having a uniform writing style, and losing control over one's essay due to excessive dependence on AI. It contrasts with the optimism expressed in earlier research (Ariyanti, 2016;Rahayu et al, 2022). While these risks are significant, alternative explanations could be that these concerns stem from a lack of understanding of effectively using AI as a tool rather than a determinant of writing style (Davenport, 2018).…”

Chatbot Gamified and Automated Management of L2 Learning Process Using Smart Sender Platform

“…Specifically, the study builds upon theoretical concepts that provide a foundation for the effective application of gamification mechanics (Hamari et al, 2014;Kim et al, 2017). These theoretical frameworks include selfdetermination theory (Cherry, 2022;Noels et al, 2019;Rahayu et al, 2022), flow theory (dos Santos et al, 2018;Vann & Tawfik, 2020), behaviorism (Al-Dosakee & Ozdamli, 2021Budiman, 2017;Figueroa Flores, 2015), and cognitive load theory (Ragsdale, 2019;Sweller, 2017;Turan et al, 2016). By demonstrating the positive impact of incorporating gamified chatbot-driven sessions on student motivation, engagement, and language proficiency, this study provides empirical support for the effectiveness of these theoretical frameworks in practical language learning contexts.…”

Enhancing English Learning: Self-Determination in Indonesia Digital Classrooms

“…Future research could delve deeper into these alternative explanations by examining how individual attitudes towards technology influence self-determination factors and exploring how different instructional designs may affect learner perceptions within digital classrooms. Limitations include the focus on only two universities within Indonesia, which may limit generalizability across different contexts or institutions; however, comparison with similar studies suggests trends may hold more broadly across the Indonesian higher education sector (Rahayu et al, 2022). Furthermore, while we used a mixed-methods approach combining quantitative survey data and qualitative interview data, self-reported measures can sometimes be susceptible to bias.…”

“…Self-determination theory (SDT), a psychological framework proposed by (Ryan & Deci, 2017), suggests that human motivation and personal growth are intrinsically linked to three basic psychological needs: autonomy (the need to control one's actions), competence (the need to master tasks), and relatedness (the need for social interaction). Numerous studies conducted within traditional classroom-based education settings have confirmed SDT's effectiveness in fostering student motivation, leading to improved academic performance (Alrabai, 2021;Rahayu et al, 2022).…”