Exploring motivation internalization in STEAM education through the lens of self-determination theory

Abstract

Motivation internalization in STEAM learning will increase students’ willingness to pursue the subjects of science and mathematics and promote life-long learning, ultimately contributing to their well-being. According to self-determination theory, the psychological needs satisfaction is key to this transformation. This study aims to get a better understanding of motivation internalization within STEAM education settings. The participants (N=13) were pre-service teachers in the Faculty of Education and Psychology at the University of Oulu. Data were collected through semi-structured interviews to explore what factors support intrinsic and extrinsic motivation, and how these factors intertwine and contribute to motivation internalization. The inductive thematic and content analysis identified two intrinsic motivators; psychological needs satisfaction and positive emotions, and three extrinsic motivators; STEAM features, social context, and course structure. These motivators fluctuated and interacted throughout the course. The findings revealed that psychological needs satisfaction serves as the basis for whether motivation becomes internalized or externally regulated. When these needs were met, students’ motivation was internalized, while when unmet, motivation shifted toward external regulations or even amotivation. The findings further found that social context and project-based learning had a strong potential for motivation internalization. Social context acted as an amplifier of internalization by supporting psychological needs satisfaction. Teachers and peers were important resources not only for acquiring new knowledge but also for providing emotional support that helps sustain self-directed learning. Project-based learning intrinsically enhanced motivation internalization in multiple dimensions through skill building, collaboration, and positive emotion. In conclusion, the study offers insights into the research field of motivation internalization and suggests educational implications for STEAM education that encourage young learners to pursue relevant fields in the future.