conceptual web

7/23/2019 Conceptual Web

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Self-determination offers the possibility of a framework

for understanding the specific strengths and weaknesses

associated with positive outcomes of students

with learning disabilities, and consequently researchers

have increasingly focused on how advocates, educators,

and policy makers can foster the development of selfdetermination

of students with disabilities from the elementary

through postsecondary levels. Although studies

have focused on the efficacy of curriculum and programs

to encourage self-determination at the secondary level,

recent research has focused on developing this construct

at the postsecondary level as well (Field, Sarver,

Shaw, !""#$ Stodden, !""%&.

'his study, therefore, eplored the cognitive and

behavioral manifestations of self-determination in successful

college students with learning disabilities.

Special educators, parents, and scholars must hear the

voices of students with learning disabilities who have

successfully transitioned into a )-year college. 'he current

study had two purposes. First, the study eplored

ways in which participants* self-determination had affected

their transition and their current success. Second, the

research sought to illuminate narratives of behavioral

manifestations of self-determination, which are informative

to young adults with learning disabilities, special

education teachers, rehabilitation counselors, and policy

makers who are interested in the success of young adults

with learning disabilities. 'he stories of self-determined,

matriculating college students with learning disabilities

provide a credible window into self-determination development

that has not been fully eplored to date.


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A number of factors suggest that S+' is an appropriate framework

for addressing motivation in the online learning environment.

First, S+' may serve as a theoretical framework that

integrates issues in online learning. Self-determination theory addresses

autonomy, relatedness, and competency as determinants

of motivation. 'he three constructs correspond to features of online

learning such as fleible learning (oore, %#&, computermediated

communication and social interaction (unawardena,

%/&, and challenges for learning technical skills (0owland

oore, !""!&. 'he notion of contetual support is especially valuable,

as online learners need a variety of support from instructors,

peers, administrators, and technical support personnel (ills,

!""#$ 'ait, !""", !""#&. 1ast eperimental research indicates that

self-determination theory predicts a variety of learning outcomes,

including performance, persistence, and course satisfaction (+eci

2yan, %3/, for a review&. Self-determination theory has the potential

to address learning problems such as student attrition in the

online learning environment.

Another advantage of S+' is that it generates prescriptions for

motivational enhancement in addition to describing individuals*

motivation process. Self-determination theory-based studies have

identified strategies that foster individual self-determination and

motivation. 2eeve and 4ang (!""5&, for eample, validated eight

types of teacher*s autonomy-supportive behaviors, such as allowing

choice, providing rationale, and offering informational feedback

that enhanced students* perceived autonomy, engagement,

and performance. 'he S+'-based strategies may be applicable to

a variety of educational settings including the online learning

environment.

Self-determination theory emphasi6es the importance of the social

contet, which aligns with the emerging trend of a situated

view of motivation. 4arvela (!""%& said, 77otivation is no longer

a separate variable or a distinct factor, which can be applied in

eplanation of an individual*s readiness to act or learn 8 but it is


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a reflective of the social and cultural environment9 (p. )&. Selfdetermination

theory purports to eplicate the dynamics of human

need, motivation, and well-being within the immediate social contet.

'he S+' framework enables researchers to eamine the

mechanism through which contetual factors, such as instructor

behaviors or social interactions, enhance or dampen motivation

of online learners. 'he S+' framework also helps instructors and

instructional designers identify better strategies of online learner

support.

%.#. Select study that applies self-determination theory in an online

learning environment

Self-determination theory has been largely overlooked in online

learning research$ particularly, studies aiming to validate S+' in

online learning contets are barely found. :ne that can be retrieved

is a recent study conducted by ;ie et al. (!""5&. 'he authors

applied S+' to eamine student motivation in an online discussion

board.


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and learning outcomes remains uneplored in the ;ie

et al. study. Furthermore, while S+' addresses that perceived

autonomy, relatedness, and competency are three determinants

of motivation and well-being, the ;ie et al. study did not assess

the effects of perceived relatedness. >astly, although the authors

concluded that online learners* perceived competency failed to

interpret learning outcomes, the 77competency9 defined in their

study seems incomplete. 'he authors merely used computer?@nternet

skills as the competency measure$ however, for online discussion,

competency may also include other aspects such as

communication and metacognitive skills. cluding these dimensions

are likely to yield skewed results. iven these limitations,

the results of the ;ie et al. study seems insufficient to draw conclusions

about S+'*s tenability. ore studies are warranted to validate

S+' in the online learning environment.

%.). 'he research model

+rawing on S+', we proposed a model for online learner motivation

(see Fig. !&. @n our proposed model, contetual support represents

an eogenous latent variable measured by autonomy support

and competency support. @t is worth noting that relatedness support

was not included in our model because autonomy and competency

supports are more directly addressed by S+' (2yan +eci,

!""!&. @n the literature, most S+'-based studies measured perceived

relatedness rather than relatedness support.

:nline students* overall satisfaction of basic needs was presented

by an endogenous latent variableB need satisfaction, with


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EXTRINSIC

MOTIVATIO

INTRINSIC

MOTIVATIO

SELF-

DETERMINATI

ON THEORY

SUICIDAL

IDEATION

NEGATIVE

LIFE

EVENTS

HOPELES

SNESS

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