Document Type : Original Article
Authors
1
2. MSc in Psychology and Education of Children with Special Needs, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
2
1. MSc in Psychology and Education of Children with Special Needs, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
3
3. Full Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
10.30473/ns.2026.77977.1054
Abstract
The present study aimed to explore strategies and activities for enhancing students' academic motivation based on Deci and Ryan's Self-Determination Theory. A qualitative approach with deductive thematic analysis was employed. The target population consisted of all credible domestic and international academic articles published in the field of Self-Determination Theory and students' academic motivation. The research sample was selected through purposive sampling based on predefined inclusion criteria; specifically, from 28 articles identified through Google Scholar, ScienceDirect, and SID databases, 14 articles were ultimately selected for analysis. The data collection instrument was a researcher-made information extraction form, the validity of which was confirmed through expert review and the reliability through peer review. Data analysis was conducted using a six-step thematic analysis framework. The findings revealed three main components — autonomy-centeredness, competence enhancement, and relatedness and belonging — each comprising five sub-components, all of which play a pivotal role in promoting academic motivation. The overall conclusion indicates that the simultaneous satisfaction of these three basic psychological needs is a fundamental prerequisite for the development of sustained intrinsic motivation, academic perseverance, and learning identity in students.
Keywords
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