Supporting Students through Role Redefinition: A Self-Determination Theory Perspective
Bibliographic record
Abstract
Self-determination theory (SDT) is a well-established theory of motivation that posits that we grow optimally to the degree to which we are afforded autonomy support, the collective term for the provision of opportunities to satisfy our needs for autonomy, relatedness, and competence. Although Ryan and Niemiec (2009) suggest that self-determination theory can be “critical and liberating,†I trouble their assertion, and propose that redefining the student role is an essential form of autonomy support if we wish to follow through on these possibilities. To that end, I undertook a narrative inquiry into five students’ experiences in a set of non-traditional university courses. Once these students redefined their roles, they engaged more agentically in other courses by expressing themselves more, taking more risks, and even standing up to miseducative instructors on their own and their peers’ behalves. They came to perceive themselves as agents of change in their institutions and in other arenas, following through on the critical and liberating potential of SDT that Ryan and Niemiec had envisioned. This study has broad implications for how we engage with students and structure our institutions, as well as how we conduct SDT research, if we wish to capitalise on this potential.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.021 | 0.003 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".