Determinants of learning motivation from the perspective of Self determination theory

From the perspective of Self - determination theory, student engagement is considered self-regulated learning since it manifests behaviourally through a permanent focus upon the main objectives, attendance, concentration, time management, positive collaboration with teachers and peers. The present research is an application of Self-Determination Theory (SDT) through which we try to identify the relation between students' motivation (students’ motivation being conceptualized as a continuum having five aspects: amotivation, external, introjected, identified and intrinsec), individual traits (self-efficacy) and the characteristics of the learning environment: perception upon the learning environment (support of autonomy, support of competence and social relatedness).