Exploring (de)motivating factors in school years. The role of students, schools, and families from a Self-Determination Theory perspective. A thematic analysis.

Abstract

Using the Self-Determination Theory (SDT) as the theoretical background and Thematic Analysis as the methodology, this qualitative study explores factors that intrinsically or extrinsically motivated or demotivated students through their course to higher education. Six Greek senior high school graduates discussed their school experiences in semi-structured interviews. Using a top-down, deductive, descriptive / non-interpretative analytic strategy the content of the interviews was analysed. Six subthemes were identified, divided in two main group themes: The roles of tutors, grades, and module experientiality were explored as parts of the educational environment; also, the role of choice, the need for sense, meaning, and utility value,and finally the roles of their parents, as parts of the family and student environment. The analysis of the narrative content of the interviews revealed ways in which schools and families interact with students, satisfying or thwarting their needs for autonomy, competence, and relatedness, and thus promoting or hindering their intrinsic motivation. Using the explanatory, and in many cases predictive capacity of SDT, the results outline some focus points for future research and possibly future interventions to promote intrinsic motivation of Greek students.