As a part of self-determination theory (SDT), the hierarchical model of intrinsic motivation proposes that the satisfaction of three psychological needs of competence, autonomy, and relatedness is necessary to support student classroom intrinsic motivation. This study examines the relationship between these variables among a class of 38 Korean university students studying in an EFL reading class. Three research questions are addressed to assess the level of the three psychological needs of these students, what is the level of their intrinsic motivation (IM), and what is the correlation among these three variables and IM. Two survey instruments were administered to these students to determine these relationships. Findings indicated the levels of perceived competence and autonomy for these students was above average, but below average for relatedness. The variables were positively correlated, and their level of IM was at a relatively high level, but again with the exception of relatedness. The study concluded with discussion of classroom implications and study limitations.
As a part of self-determination theory (SDT), the hierarchical model of intrinsic motivation proposes that the satisfaction of three psychological needs of competence, autonomy, and relatedness is necessary to support student classroom intrinsic motivation. This study examines the relationship between these variables among a class of 38 Korean university students studying in an EFL reading class. Three research questions are addressed to assess the level of the three psychological needs of these students, what is the level of their intrinsic motivation (IM), and what is the correlation among these three variables and IM. Two survey instruments were administered to these students to determine these relationships. Findings indicated the levels of perceived competence and autonomy for these students was above average, but below average for relatedness. The variables were positively correlated, and their level of IM was at a relatively high level, but again with the exception of relatedness. The study concluded with discussion of classroom implications and study limitations.
1. Introduction 2. Literature Review 3. Method 4. Analysis and Results 5. Discussion and Conclusion 6. Classroom Implications 7. Study Limitations References
