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Daniela Martinek, Ulrike Kipman


University of Salzburg, Austria


The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan (2000) with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers’ autonomy support decreased during the first year but remained stable from then on. Pupils’ intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.


Self-determined learning, academic self-regulation, self-efficacy, early education

Cite this paper

Sociology Study, February 2016, Vol. 6, No. 2, 124-133


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