From Fear to Self-Expression: The Contextual Nature of Physics Student Motivations

TL;DR

This paper explores how social contexts influence physics students' motivation and identity, emphasizing the importance of belonging and social connection in fostering engagement and self-expression.

Contribution

It develops a sociocultural model based on Self-Determination Theory that links social belonging to student motivation and demonstrates its application in physics classrooms.

Findings

Belonging influences student motivation and engagement.

Social connection or isolation impacts students' identity formation.

Classroom environment design affects student engagement.

Abstract

This study utilizes a sociocultural interpretation of Self-Determination Theory to better understand the role that learning contexts play in generating student motivation, engagement, and identity. By drawing on previous motivation research we develop a model that describes how student senses of belonging in social settings can transform their goals and experiences. We use the extremes of fear and integrity to model student motivations to engage in activities. Student senses of connection and belonging (or not) in social settings drives whether they feel integrated with or alienated from their environments. Our model is based on three studies and suggests that a sense of belonging emerges through the alignment of goals and practices of the individual and an activity. This model is applied to two examples to illustrate how social connection or isolation can be exhibited in a physics classroom setting. We conclude by discussing the role of the teacher in designing classroom environments that support students engaging.