Student perceptions and motivation in the classroom: exploring relatedness and value

According to Self-Determination Theory, feelings of relatedness and value of a behavior are critical factors that affect internalization and integration. The purpose of the current studywas to identify factors that influence relatedness and value in an academic setting. Specifically, the study investigated the effects of autonomy, mastery goals, performance-approach goals, and performance-avoidance goals, on two dependent variables: relatedness to the professor and value of the course. Participants were 222 undergraduate students (90males) enrolled in introductory psychology classes. Linear regression analyses showed a statistically significant effect of mastery goals and autonomyon relatedness such that higher scoreswere associatedwith greater relatedness. A similar pattern emerged for value. Neither performance-approach nor performance-avoidance goals were significantly associated with relatedness or value. Theoretical and practical contributions are discussed.