Research on the Collaborative Development of Student Well-being and Academic Motivation Supported by Self-Determination Theory
DOI:
https://doi.org/10.54097/vym82476Keywords:
Self-determination Theory, Student Well-being, Academic Motivation, Autonomy Support, Basic Psychological Needs, Educational Psychology, Collaborative DevelopmentAbstract
Student well-being and academic motivation are two central concerns of contemporary educational research and policy, yet they are frequently treated as separate constructs requiring distinct interventions. This paper argues that Self-Determination Theory (SDT) provides a unified theoretical framework for understanding and promoting their collaborative development. Drawing on SDT's core proposition that the satisfaction of three basic psychological needs - autonomy, competence, and relatedness - is the common antecedent of both intrinsic motivation and subjective well-being, the paper reviews empirical evidence on how these needs function in educational settings, how specific teaching practices and school environments support or frustrate them, and how interventions addressing both outcomes simultaneously can be designed. Evidence from OECD PISA 2018 data, meta-analytic reviews of autonomy-supportive teaching, belonging intervention research, and school-based mindfulness programmes is synthesised to propose a collaborative development model and derive concrete policy recommendations for educators and policymakers.
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