Transitions in motivation across self-directed and teacher-directed learning: A self-determination theory perspective

This study examined the motivational profiles of 754 students (grades 6-9) under Self-Determination Theory, analyzing transitions across self-directed learning (SDL) and teacher-directed instruction (TDI). Using latent profile and transition analysis, five profiles emerged: high-quality, high-quantity, low-quality, low-quantity, and moderately motivated. Results showed that shifts depended on psychological need fulfillment-autonomy, competence, relatedness-and instructional context. Positive shifts were more frequent in SDL, whereas TDI phases often led to stagnation or decline. Findings highlight the need for instructional designs that foster selfdetermined motivation.