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<p>According to self-determination theory (SDT), students have basic psychological needs for autonomy, competence and relatedness that must be satisfied in order for them to experience optimal functioning in the classroom. While SDT asserts these needs are universal, cross-cultural studies have indicated that there may be some variation in the associations of these needs with motivational outcomes. In this study, we surveyed white (<i>n</i> = 70) and Latino (<i>n</i> = 87) American high school students over a six-week period to examine the extent to which students’ daily perceptions of autonomy and relatedness need satisfaction independently and interactively predicted their daily science engagement, and whether these relationships differed for white and Latino students. Multilevel modeling analyses suggest that autonomy and relatedness are uniquely and interactively predictive of science engagement for white and Latino students. However, cultural variation emerged as well: daily autonomy had a stronger relationship with engagement for Latino students, while daily relatedness had a stronger relationship with engagement for white students. Results suggest the importance of considering students’ cultural backgrounds when examining the unique and interactive relationships between psychological need satisfaction and engagement in science.</p>

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Daily autonomy, relatedness, and classroom engagement among Latino and White high school science students

  • 期刊论文

  • 发表日期：

    2025年6月10日

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  • Diane J. Lee,
  • Amanda Vite,
  • Erika A. Patall,
  • Jeanette Zambrano

摘要

According to self-determination theory (SDT), students have basic psychological needs for autonomy, competence and relatedness that must be satisfied in order for them to experience optimal functioning in the classroom. While SDT asserts these needs are universal, cross-cultural studies have indicated that there may be some variation in the associations of these needs with motivational outcomes. In this study, we surveyed white (n = 70) and Latino (n = 87) American high school students over a six-week period to examine the extent to which students’ daily perceptions of autonomy and relatedness need satisfaction independently and interactively predicted their daily science engagement, and whether these relationships differed for white and Latino students. Multilevel modeling analyses suggest that autonomy and relatedness are uniquely and interactively predictive of science engagement for white and Latino students. However, cultural variation emerged as well: daily autonomy had a stronger relationship with engagement for Latino students, while daily relatedness had a stronger relationship with engagement for white students. Results suggest the importance of considering students’ cultural backgrounds when examining the unique and interactive relationships between psychological need satisfaction and engagement in science.