A cross-classified path analysis of the self-determination theory model on the situational,individual and classroom levels in college education

According to self-determination theory (SDT), the extent to which students’ motivation is self-determined is critical for academic performance. SDT also proposes that self-determined academic motivation is facilitated when the learning environment supports the basic psychological needs for autonomy, relatedness, and competence. This model of social support → needs satisfaction → motivation → learning outcomes is termed the general SDT model. Current evidence regarding this general SDT model is limited, in that, to date, no study has examined it in full using within-individual methods, which are critical for understanding inner psychological processes and mechanisms. Using a large and comprehensive college student dataset (total N of responses = 30,765), the current study aims to apply a within-individual analytical approach to the general SDT model. Specifically, we apply a cross-classified path model to account for both the between-student level and between-classroom level nesting structure. This model enables us to explain the relationships between the variables in the general SDT model on three levels: situational (within-student and within-classroom), between-student, and between-classroom.The results generally support the predictions on all three levels. For a student, a classroom, or a student’s specific experience within a classroom, the general SDT model received support. Most importantly, when the same student in the same classroom experiences higher levels of autonomy support, she or he is more likely to have her or his psychological needs satisfied and to study for self-determined reasons, which are associated with higher perceived learning performance. Various unexpected results, such as the direct effects of learning climate and the predominance of the competence need, are also reported. Overall, the current research provides a comprehensive and multilevel understanding of the role of self-determination in college classrooms.