Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective

Abstract

This study examined the motivational profiles of 754 students (grades 6–9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment—autonomy, competence, relatedness—and instructional context. Positive shifts were more frequent in SDL, whereas TDI phases often led to stagnation or decline. Findings highlight the need for instructional designs that foster self-determined motivation.