Self-determination In College Students' Academic Learning And Social Competence

According to self-determination theory (SDT), human motivation is a developmental continuum with two extremes between which there are varied types of motivation. Intrinsically motivated behaviors conducted out of interests and meet the internal psychological needs for competence and autonomy are the original form of self-determined behavior. Self-determination is the most autonomous form of motivation that can predict positive developmental outcomes. Nowadays, SDT has been broadly used in education, parenting, mental health, health care among which students' adjustments such as academic learning and social competence are most focused. However, domestic research concerning SDT and students' development is not sufficient. Based on reviews of SDT, self-determination is hypothesized as an alternative mean to explore the construct of autonomy in the present research. A proposed model of the relationship between self-determination in college students' academic learning and social competence (friendship) and specific individual outcomes was examined and confirmed. This study was of two parts: modification of the original questionnaire and estimating the relationship between domain-specific self-determination and specific individual outcomes.The results indicated that:1. Domain-specific self-determined behaviors are out of two different motivations: autonomous regulation and controlled regulation.2. Domain-specific self-determination could positively predict students' functions within the domains. Academic self-determination was a positive predictor for students' perceived competence for learning and GPA (Grade point average).3. Significant gender differences were found on scores of academic self-determination, self-determination in friendship, GPA and friendship competence. Female students scored significantly higher than male ones on above variables. Scores of perceived competence for learning of female students were higher than male ones but those were statistically insignificant.4. There was significantly correlation between students' academic self-determination and self-determination in friendship.5. Students' self-determination in friendship could positively predict academic competence while the prediction of academic self-determination to friendship competence was insignificant.