Keywords
Psychological Needs
Autonomous Learning Motivation
How to Cite
Accepted 2025-03-02
Published 2025-05-28
Abstract
This study examines the relationship between secondary vocational students' perceived psychological needs and their autonomous learning motivation. Drawing on Self-Determination Theory (SDT), the research investigates how the basic psychological needs influence students' autonomous motivation. Using a mixed-methods approach, the study first employs qualitative research to explore the perceived psychological needs and manifestations of autonomous learning motivation among secondary vocational students. Subsequently, quantitative research is conducted to validate the qualitative findings and further explore the relationships between these variables. The results of reveal that vocational students perceive relatedness and competence as significant psychological needs that influence their autonomous learning motivation, while autonomy is not perceived as a prominent need. The study also identifies three dimensions of autonomous learning motivation among vocational students: interest in learning, post-graduation development, and passing school exams. Multiple regression analysis shows that perceived psychological needs have a significant positive predictive effect on autonomous learning motivation, with peer influence in the class having the highest explanatory power. The findings contribute to the cross-cultural application of SDT and provide practical insights for teachers to stimulate students' autonomous learning motivation by addressing their psychological needs.
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