Meeting Psychological Needs Increases Motivation to Act

One of the critical questions that is still challenging and persistent in environmental education (EE) research is why some EE programs are more effective than others at encouraging students' intention to undertake environmentally friendly behaviors. This study investigates one framework—called self-determination theory (SDT)—which explores what motivates people to act. SDT identifies three psychological needs that, when met, increase a person's motivation to act as well as long-term interest in the content. These three elements are competence, relatedness, and autonomy. The researchers used this theory to design and evaluate an EE curriculum in Turkey for preservice science teachers (PSTs).

SDT proposes that specific teaching methods can help people feel competent in their abilities, cared for and related to others, and that they have individual autonomy. Furthermore, SDT argues that meeting these basic psychological needs is critical for people to feel motivated in undertaking environmentally friendly behaviors. Competence, relatedness, and autonomy, thus, were tested through multiple case studies with PSTs.

The research was conducted during 6 weeks of a 13-week environmental science course offered to PSTs in their final year of study in Turkey. Each week of the course was considered a case. Each case involved small group discussions around an environmental problem provided by the authors of the study, as well as assignments the PSTs completed each week. In each, a triangulated approach of individual interviews and reflections, group discussions, and quantitative data were used to develop a baseline understanding of the efficacy of the approach as it related to psychological needs of the teaching methods employed. From the 33 students (22 female, 11 male) in the course, a focus group of 5 PSTs (one from each discussion group) was also formed to allow the researchers to further investigate the efficacy of the course. Each student also presented a capstone project and wrote reflections on the experience, which were used in the data analysis.

The quantitative component of the results indicated increased levels of competence, autonomy, and relatedness during the cases, especially toward the end of the study. Through analysis of the qualitative data for common themes, several positive cognitive and instructional features were identified. Cognitive features included: sense of confidence in action, sense of self-initiation, awareness of personal role in the system, and awareness of environmental actions. Instructional features were: collection construction of ideas, real-life connection, student-guided discussion, and consistent group dynamics.

The most relevant aspects of this study for teachers were the instructional features identified to support students' psychological needs. For example, collection construction of ideas speaks to the idea of creating a shared solution to a problem. The study found students were more engaged by supporting each other's ideas and making decisions together and that, ultimately, this process of collaboration helped students develop their confidence and sense of autonomy as well.

Another strategy, real-life connection, builds on the theory that people are more interested in local solutions. In the cases employed in this study, results showed that local scenarios gave students a sense of self-awareness and competence to work toward a solution.

Student-guided discussion was another tool that the preservice teachers employed to support autonomy and relatedness. During cases that were dictated by student discussions, students enjoyed making their own decisions about controversial issues rather than having the instructor tell them what the solution was.

The final strategy that was identified was consistent group dynamic, meaning that the students worked with the same group of peers throughout the course. Such dynamics created a sense of trust between students because they could share ideas among “group friends.” With more opportunity for students to feel safe, they are more likely to take risks and not fear failure. Several students mentioned that, because they trusted people in their group, they never hesitated to contribute; if they did contribute an idea that, perhaps, was not practical, they could treat it less seriously.

Taken together, the qualitative and descriptive statistics supported much of the earlier work in this field through three primary findings: (1) people are more likely to become engaged if they feel a sense of connection to each other and to the issue at hand; (2) people are more likely to act if they feel like their behaviors are directly contributing to a positive outcome; and (3) being aware of their personal role is critical to initially becoming engaged. The strategies discussed above are identified as effective tools to provide competence, autonomy, and relatedness.