Correlation Study of Basic Psychological Need Support and Self Efficacy on Student Performance in College
Advisor(s)
Patrick Kearney; Illinois Mathematics and Science Academy
Discipline
Behavioral and Social Sciences
Start Date
21-4-2021 10:05 AM
End Date
21-4-2021 10:20 AM
Abstract
Self-determination theory (SDT) is a mega-theory about motivation. Basic Psychological Need Theory (BPNT), a sub-theory of SDT, claims that motivation is fostered when all three basic psychological needs - autonomy, competence, and relatedness - are satisfied. Need-Based Teaching is a theory that aims to furnish these needs by producing autonomy support, structure, and involvement. Furthermore, self-efficacy is defined as the individual’s belief in their capacity to execute behaviors necessary for specific personal attainments (Bandura).
Ayllon, Alsina, and Colomer gathered a dataset of 86,000 teaching evaluations by students in a University in Spain over three years in six subject domains. The survey asked the extent of the teacher providing autonomy support, structure, involvement, and self-efficacy, as well as the student’s performance in the class, on a five-point scale. Since the researchers of the dataset did not give a justification for using a normal linear regression model, I hypothesized that there might be interaction effects between the need supports and self-efficacy. I divided the dataset into year and subject, then applied a multilinear regression with interaction effects.
Correlation Study of Basic Psychological Need Support and Self Efficacy on Student Performance in College
Self-determination theory (SDT) is a mega-theory about motivation. Basic Psychological Need Theory (BPNT), a sub-theory of SDT, claims that motivation is fostered when all three basic psychological needs - autonomy, competence, and relatedness - are satisfied. Need-Based Teaching is a theory that aims to furnish these needs by producing autonomy support, structure, and involvement. Furthermore, self-efficacy is defined as the individual’s belief in their capacity to execute behaviors necessary for specific personal attainments (Bandura).
Ayllon, Alsina, and Colomer gathered a dataset of 86,000 teaching evaluations by students in a University in Spain over three years in six subject domains. The survey asked the extent of the teacher providing autonomy support, structure, involvement, and self-efficacy, as well as the student’s performance in the class, on a five-point scale. Since the researchers of the dataset did not give a justification for using a normal linear regression model, I hypothesized that there might be interaction effects between the need supports and self-efficacy. I divided the dataset into year and subject, then applied a multilinear regression with interaction effects.
