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

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 a student's sense of belonging in a social setting can transform their goals and experiences. We use the extremes of fear and integrity to model a student's motivation to engage in activities. A student's sense of connection and belonging (or not) in a social setting drives whether she feels integrated with or alienated from her environment. 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.