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STATES OF SELF-DETERMINED BEHAVIOURS AMONG PRE-SERVICE TEACHERS IN THE INSTITUTE OF TEACHER EDUCATION
(KEADAAN TINGKAHLAKU DETERMINASI KENDIRI DALAM KALANGAN SISWA GURU DI INSTITUT PENDIDIKAN GURU)
1Ooi Soo Yuan, Ph.D
2Tan Ai Lee, Ph.D
3Ong Yoke Mooi, Ph.D
4 Rahimi Che Aman, Ph.D
1-3 Institute of Teacher Education, Ipoh Campus , Malaysia
4School of Educational Studies, University Sains Malaysia
1 Corresponding author:ooisy@ipgmipoh.edu.my
ABSTRACT
A current theory that discusses motivation comprehensively is the Self Determination Theory (SDT) The rationales for this study can be seen from the IPGs’ perspectives and the literatures in the Malaysian contexts. It is clear especially from the literatures that further research is needed to delve deeper into the understanding of the states of self-determined behaviours from the perspective of SDT, especially among Malaysian’s pre-service teachers. Therefore, this research aims to identify the states of self-determined behaviours from the perspective of the Self Determination Theory (SDT) among the pre-service teachers in the Malaysian Institues of Teacher Education (IPGs). The data for this study was collected by survey using the General Causality Orientations Scale (GCOS), which assesses the states of Autonomous (Self-determined) behaviours, Controlled behaviours and Impersonal (amotivation) behaviours of pre-service teachers. The samples consisted of 751 pre-services teachers selected through cluster samplings from the 27 IPGs in Malaysia. Results showed that majority of the pre-service teachers were in the states of Autonomous (Self-determined) behaviours. The findings may have some positive indications to education developments in Malaysia as it is in accordance with the objectives of Malaysia Education Blueprint (2013-2025). As a conclusion, the issue of being autonomous or in the state of self-determined behaviours among the pre-service teachers is of theoretical and practical importance.
Keywords: SDT, states of self-determined behaviours, amotivation, pre-service teachers.
ABSTRAK
Satu kajian terkini yang membincangkan motivasi secara komprehensif adalah Teori Penentuan Diri (SDT). Rasional kajian ini boleh diperhatikan dari perspektif Institut Pendidikan Guru (IPG)
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dan perkembangan literatur dari konteks Malaysia. Adalah jelas terutamanya dari kajian literatur bahawa kajian lanjut diperlukan untuk memahami lebih mendalam mengenai motivasi dari perspektif SDT terutamanya dalam kalangan siswa guru di Malaysia. Oleh itu, kajian ini bertujuan untuk mengenalpasti keadaan tingkahlaku determinasi kendiri (self-determined) dari perspektif SDT dalam kalangan siswa guru di IPG. Data untuk kajian ini dikumpulkan dengan menggunakan soal selidik iaitu General Causality Orientation Scales (GCOS) yang mengakses keadaan tigkahlaku Autonomous (Self-determined), Controlled dan Impersonal (amotivation) dalam kalangan siswa guru. Sampel terdiri daripada 751 siswa guru yang pilih melalui persampelan kelompok daripada 27 IPG. Keputusan kajian menunjukkan bahawa majoriti dari siswa guru berada dalam keadaan tingkahlaku Autonomous (Self-determined). Penemuan dalam kajian ini merupakan petanda positif kepada penyelidikan di Malaysia kerana kajian ini adalah selaras dengan matlamat Pelan Pembangunan Pendidikan Malaysia (2013-2025). Sebagai kesimpulan, memang tidak dapat dinafikan bahawa keadaan tingkahlaku autonomous (self-determined) dari perspektif SDT dalam kalangan siswa guru mempunyai kepentingan dari kedua-dua segi teori dan praktikal.
Kata kunci: SDT, keadaan tingkahlaku determinasi kendiri, amotivasi, siswa guru.
INTRODUCTION
Research Background
Self-Determination Theory (SDT) is a recent popular theory that discusses motivation comprehensively (Ryan & Deci, 2017). As SDT is basically a psychological theory, it is mainly related to the nature, structure and functioning of individual’s actions, including the natural proactive abilities to selectively engage, interpret and act on the external environment (Ryan &
Deci, 2017)
Unlike other motivation theories, SDT insists that there are differences between the types of motivation. The primary idea is that the type or quality of a person’s motivation is more important than the total amount of motivation. Therefore, SDT concentrates mainly on the types of motivation and considers these types in making predictions (Ryan & Deci, 2017).
Briefly, SDT is organized around three sets of motivational processes, which are, autonomous, controlled and amotivation (Ryan & Deci, 2017). All these three processes are uniquely related to self-determination of an individual. SDT assumes that there are two types of self-determined behaviours together with a non self-determined behaviours. Ryan and Deci (2017)
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label the the two states of self determination behaviors as autonomous and controlled and the non self-determination behaviours as amotivation. The two types of self-determined behaviours can be intrinsically motivated and those extrinsically motivated behaviours (Ryan & Deci, 2017).
This theory proposes that motivational types vary along a continuum from intrinsic to extrinsic motivation and are regulated by intrinsic, integrated, identified, introjected and external regulations (Ryan & Deci, 2017). (Appendix 1: SDT in Brief)
In the autonomous (self-determined) behaviours, goal directed activities are different as these activities are done with a full sense of willingness and choice. Therefore, it can be the intrinsic motivation or the well internalized extrinsic motivations. On the other hand, controlled behaviours are non-self determined activities to the extent that individuals feel pressured to do it. Hence, these activities are external and introjected regulations where behaviors are controlled (Ryan & Deci, 2017).
In contrast, amotivation is a state where individuals do not have either internal or external motivations (Ryan & Deci, 2017). Thus, these individuals have no self-determination with respect to the target behaviour. To compare the concept of motivation and amotivation, it can be briefly explained as the motivation to be involved in activities intentionally and willingly while amotivation means not having any intention to be engaged at all in the targeted activities (Ryan &
Deci, 2017).
The basis of SDT begins with the presumption that every individual has innate psychological needs (Ryan & Deci, 2017). The three basic needs are those for competence, relatedness and autonomy. Competence is the perception that one is able to manage their environment in ways they aspire, while relatedness is the feeling that one is close or connected with others. Additionally, autonomy is the perception that one’s behaviour is self congruent and volitional (Weistein & Ryan, 2011). Consequently, satisfactions of these three basic needs are important as they may support or thwart one’s motivation within the social environment.
If the environment supports all the three needs, then individuals experience a sense of well being that further encourages autonomous (self-determined) behaviours.Consequently, autonomous (self-determined) behaviours encourage pursue of interests, goals and experiences. However, if the environment lacks the need for competency, relatedness and autonomy, well being drops and, hence motivation is pressured or controlled (Ryan & Deci, 2017). Controlled individuals may be prone to stress because they are not able to recognize environments that satisfy their basic psychological
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needs and these, may further lead to amotivation (Ryan & Deci, 2017). These findings are supported by Niemiec, Ryan and Deci (2009) demonstrating that autonomy, relatedness and competence supports from the environment increase goal directed behaviours whereas thwarting these needs produce negative effects on the individuals.
Therefore, to gather further information, the data for this study utilized General Causality Orientations Scales (GCOS)(Deci & Ryan, 1985). Specifically, the instruments used to measure pre-service teachers’ self-determinations are self report measures. This also meant that each individual pre-service teacher might have interpreted the questions in both GCOS in his or her subjective manners. Participants might vary in a way they understand the numbers of a Likert scale.
Another limitation of the self-report measures includes the influence of social desirability, self-presentation and other psychological defenses when answering the survey questions (Krumpal, 2013). In the case of this study, self-report surveys might cause pre-service teachers to provide responses that they believed were socially desirable (Batia, 2007). Therefore these pre-service teachers might deliberately try to misrepresent themselves. It was possible too, that these pre- service teachers were not aware of their own feelings. In other words, there were possibilities that these pre-service teachers might not understand their own needs well.
Statement of Problem
The researches and theory in SDT mentioned above are closely related to the environments in the IPGs in Malaysia. As a newly upgraded educational instituition, IPGs are in the process of improving its resources and infrastructures. These include enhancing and updating on its course outlines and the physical upgrading of infrastructures. These are relevant as the changes in the physical environment in the SDT’s theory. As been mentioned earlier, SDT posits that the environment plays an important role in fulfilling individuals’ basic psychological needs (Ryan &
Deci, 2017).
Moreover, in accordance with the recent education blueprint introduced in 2012, more stringent graduation requirements are imposed so that only the best pre-service teachers can graduate and be guaranteed placements in Malaysian schools (Malaysian Education Blueprint, 2012). Thus, heavier responsibilities and bigger roles are presented to the pre-service teachers, among others, the use of program accreditations by Malaysian Qualification Accreditation (MQA).
Besides, testing and certification are also done and along with these, more stringent rules and regulations are placed on the pre-service teachers. Therefore, with such demands and expectations,
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present days pre-service teachers need a new kind of preparations that not only enable them to master the curriculum, but also to enable them to face the demanding knowledge acquisition and skills of IPGM (Rajendran Nagappan et al., 2008). At this point, according to the SDT’s framework, adaptations by these pre-service teachers are crucial and it will involve the different types of regulations, be it autonomous (self-determined), controlled or amotivation behaviours (Ryan &
Deci, 2017), This is another aspect of the environment changes that transpired from the upgrading of IPGs
The environmental changes in the IPGs has led to improvement of every aspects, and these transformations have brought about the effects on the pre-service teachers. The environmental changes in the institutions have great effects on the motivation of the pre-service teachers, too. Pre- service teachers with diverse upbringing and backgrounds, therefore, with different levels of self- determined behaviours states, either have the tendency to stay motivated throughout their durations of their years in the IPGs through the internalization of behaviours or become amotivated. These outcomes are closely related to the autonomous (self-determined), controlled or amotivation behaviours in SDT.
Additionally, there are also many researches done that link the SDT with education. For example, Ryan and Deci (2017) have suggested that SDT can be used to explain the behaviours and performances of university students. Besides, there is also study on the adaptive consequences of students on the autonomous and controlled motives (Reeve, Deci & Ryan, 2004). Specifically, the study found that in comparison with controlling motives, autonomous (self-determined) behaviours are related to more positive experiences like deeper level learning, higher grade, and less course drop outs (Ryan & Deci, 2017). It is also apparent that the most positive results of behaviours came from the autonomous (self-determined) types of motivation while the less determined forms of motivation are either unrelated or negatively related to adaptive outcomes (Vallerand, Pelletier &
Koestner, 2008).
In conclusion, the rationales of this study can be seen from two different aspects, which are the situations in the IPGs and literatures from researches done earlier on SDT. Both perspectives show the needs to have a study that investigate SDT among the pre-service teachers in IPGs. In other words, it is clear from current practice and the literatures that further research is needed to delve deeper into the understanding of motivations from the perspective of SDT, among pre-service teachers in Malaysia.
155 Reseach Objective
The objective of this research is to identify the states of self-determined behaviours in Self Determination Theory (SDT) among pre-service teachers in the Malaysian Teacher Education Institutes (IPGs).
Research Question
What is the dominant states of self-determined behaviours among pre-service teachers in the institute of teacher education?
METHODOLOGY
Methods and Measures
This research employs the quantitative research methodology. It is a survey research where the states of behaviour (Autonomous, Controlled and Amotivation) in the SDT is investigated statistically. Data for this research was collected from the pre-service teachers in IPGs in Malaysia.
Specifically, these were the pre-service teachers who have done their third stage practicum for 12 weeks. These pre-service teachers were chosen as the 12 weeks teaching practice is the most demanding period that causes most problems among the pre-service teachers (Practicum Unit, 2017). Therefore, this 12-weeks practicum is considered as the most stressful period of the pre- service teachers’ training lives in the IPGs. Additionally, it is also due to the environmental changes for the pre-service teachers; from being students in the IPGs to being practicum teachers in schools.
These changes in the environment need lots of adaptations and adjustments.
Referring to Krejie and Morgan’s (1970; 608) table, the samples needed for this study are estimated at 331 samples (confidence= 95%. Margin of error= 5%) as there were estimated to be 2384 pre-service teachers (June 2013 intakes; graduated 2018) in the 27 IPGs in Malaysia (MOE, 2019). However, about 800 sets of questionnaire were administered to pre-service teachers in selected IPGs. The sampling technique used in this study is the cluster samplings.
Specifically this study employed cluster samplings. The 27 IPGs were clustered according to zones. There are five different zones in Malaysia, which are the Northern, Central, Southern, Eastern and the Sabah & Sarawak zones. Then, for each of the zones, cluster sampling was employed where only one IPG was selected randomly from each zone. Finally, the whole group of
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pre-service teachers (PISMP June 2013) in the respective IPG was taken as samples. A total of 751 samples with different majors were gathered from all the selected five IPGs.
This research utilized Deci and Ryan’s (1985) General Causality Orientations Scale (GCOS) questionnaire that reported a strong alpha. As an overall reading, GCOS generated (for the current study) an alpha reading of .83. Individually, autonomous state had the cronbach alpha of .88, controlled state .84, and impersonal/amotivation state .87. GCOS was used to determine the relative degree of Autonomous, Controlled or Amotivation states in individuals. As SDT posits individuals naturally have all the three motivational orientation states, there are 12 vignettes with three items in each vignette, totaling the item into 36 items altogether (Deci & Ryan, 1985). The vignettes give particular situations and each vignette comes with three responses to the stated situation. Each response represents each motivational state in GCOS. One response is autonomous (self determined) behaviours (A), another is controlled behaviours (C) and the final one is impersonal/ amotivation behaviours (I).
FINDINGS AND DISCUSSIONS
The states of self-determined behaviours for each individual pre-service teacher was established from the frequencies and mean scores from each factor in the GCOS. Frequency is the number of times an observation occurs in the item (Statistics Canada, 2017). In the case of this study, frequency test was computed to identify the states of each self-determined behaviours (autonomous, controlled and amotivation) among the pre-service teachers in the IPGs. The results were later verified with the mean and standard deviation scores of the variables. The findings were presented in the table below (Table 1).
Table 1
Frequency, Mean and Standard deviation scores of the States of Self-determined Behaviours of the Pre-services Teachers in the IPGs
Frequency Mean Standard
Deviation No of Cases (n) %
General Causality Orientation States (GCOS) Autonomous/Self-determined
behaviours
450 59.92 60.59 8.98
Controlledself-determined behaviours
167 22.24 54.42 8.92
Impersonal/Amotivation behaviours
Total
116 733
15.45 97.61
50.38 9.45
Note: N= 751
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It is deduced that most of the pre-service teachers are in the Autonomous (Self-determined) behaviours (n= 450, 59.92%, M= 60.59, SD=8.98), trailed by the Controlled behaviours (n= 167, 22.24%, M=54.42, SD=8.92) and the least of all, the Impersonal (Amotivation) behaviours (n= 116, 15.45%, M=50.38, SD=9.45).
As in the findings, the dominant self-determined behaviour among the pre-service teachers in the study is the Autonomous (Self-determined) behaviours. Thus, the results suggest that majority of the pre-service teachers in the study are self-determined, which suggest self volition, and being the initiator of one’s own actions (Ryan & Deci, 2017).
DISCUSSIONS AND CONCLUSIONS
According to SDT, autonomous (self-determined) individuals are those who are self-regulated in their actions which are usually of own choice, based on integrated values and interests (Ryan &
Deci, 2017). Therefore, highly self-determined pre-service teachers have internally perceived locus of causality. This concept is in accordance with SDT’s theory that self-determined behaviours correspond to personal tendencies towards intrinsic motivation and well-integrated extrinsic motivation (Deci & Ryan, 2017). In a simpler term, to be autonomous or self-determined in SDT may also implied to be highly intrinsically motivated in other motivation theories. Intrinsic motivation can be seen in individuals who engage in activities or behaviours without force, with no focus on material gain or when individuals are involved in activities that are instrincally satisfying to that individual (Ryan & Deci, 2017).
Furthermore, in the educational domain, autonomous self-regulation is associated with higher feelings of self-perceived (Vallerand, Pelletier & Koestner, 2008), with use of optimal learning strategies (Yamauchi & Tanaka, 1998), and, more significantly, with higher school grades (Vansteenkiste et al., 2004).
Thus, in the case of this study, where the majority of the pre-service teachers are in the autonomous (self-determined) state, it may imply that these pre-service teachers in the IPGs are able to make personally meaningful choices, to take initiative, and to pursue personal goals and ideals. Consequently, as these behaviours are established as self-initiated, these pre-service teachers are presumed to be contented and as they have successful found self regulated opportunities, they may experience positive psychological well-being and outcomes. Subsequently, as they are autonomous or self-determined, these pre-service teachers are most probably able to
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make a difference (Ryan & Deci, 2017) in their actions and practices during their studies in the IPGs
Besides, autonomy among the pre-service teachers can also be directly linked to the Malaysian Education Blueprint 2013-2025 (2012). As educational frontiers in the education system, these self-determined pre-service teachers play very important roles in translating the Blueprints into actions and preparing Malaysia’s children for the challenges of 21st century. Being autonomous and self-determined may enable the pre-service teachers to equip themselves with appropriate skills and knowledge to meet the challenges of the System aspiration in the Blueprint, specifically the Quality aspirations (Malaysian Education Blueprint, 2012)
For instance, the Quality system aspires to create a uniquely Malaysian education system, but at the same time, comparable to the best international systems especially in subjects like Mathematics and Science (Malaysia Education Blueprint, 2012). In line with this aspiration, Breugh (1985) demonstrated that feeling autonomous would bring about better work involvements, commitments and maintaining quality performance. Similarly, as the autonomy-oriented pre- service teachers are self-actualized and have positive ego development (Ryan & Deci, 2017) they are thus predicted to be deeply involved with their teaching responsibilities. Subsequently, they are most likely capable of producing excellence works which, in turn, enhance the students’
performances. This will lead to MOE’s goals attainment of quality in education and finally, achieving Malaysia’s aspiration to be among the top countries for educational performance.
Additionally, as the pre-service teachers have gone through the same system in the IPGs and yet remain self-determined, the curriculum in the teacher education may play a role in it. IPGM has introduced additional features in its curriculum as compared to other higher learning institutions. For examples, the twenty-four weeks practicum which are performed in two different phases specifically, in Semester 5 (Phase 1, 12 weeks), and finally, Semester 7 (Phase 2,12 weeks) (IPGM, 2014). The rationale for such a long duration of practicum is to provide opportunities to pre-service teachers to observe, evaluate teaching and learning practices by teachers in school besides trying out their own teaching and learning processes. Additional, practicum also allows pre-service teachers to apply theories learned from lectures during classes in the IPGs. Therefore, through practicum plus guidance and collaborations from teachers in school, along with supervisions from lecturers in the IPGs, pre-service teachers are able to fulfil their own needs, by demonstrating own competence, relating well to situations and individuals in schools and at the same time have own autonomy in own classrooms.
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However, there are also possibilities that cultural practices and prerequisite knowledge may affect the states of self-determined behaviours in SDT. Ryan and Deci (2017) are of the opinion that individuals’ actions are in accordance with their interpretations to the social contexts.
Therefore, it may be beneficial to replicate the current study and further expand the theoretical framework by including these factors both as independent and mediating factors in the SDT’s states of self-determined behaviours. For example, individuals who have more exposure to autonomous environment will probably be autonomouly-oriented. Subsequently, these autonomous individuals will be more open and in congruent to their social environment, which will further develop their self-determined behaviours (Ryan & Deci, 2017). The same dynamic will apply to individuals who are in the Controlled and Impersonal states. This fact was proven in a study where individuals’ past outcomes have contributed to the predictions of future motivations (Tucker & Winsor, 2013).
In conclusion, the issue of being autonomous or in the state of self-determined behaviours among the pre-service teachers is of theoretical and practical importance. Although the motivation study, specifically the SDT’s self-determination has lagged behind in Malaysia (as compared to our western counterpart), interest in the theory and research in this complex theory is important and is likely to close the gap. This study can also be considered as setting the stage for further study in basic SDT in Malaysia.
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