Verifying Self-Determination Theory in EFL Context - Considering the Relationship between Innate Needs and Motivation

Oct 15, 2026

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Self-Determination Theory (SDT) is examined in an Iranian EFL setting to clarify how innate psychological needs—competence, relatedness, and autonomy—relate to (intrinsic) motivation. The study uses a questionnaire from Agawa and Takeuchi and collects data from 324 Iranian EFL university students. Structural equation modeling (SEM) tests how well observed patterns match theoretical expectations. Results indicate a strong positive link between motivation and competence demands, weaker effects for relatedness, and demotivating or adverse effects associated with autonomy satisfaction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Motivation in second/foreign language learning

Integrative and instrumental motivation

Self-Determination Theory and psychological needs

Research purpose and study focus

Verifying Self-Determination Theory in EFL Context: Considering the Relationship between Innate Needs and Motivation Elham ZARFSAZ,1 Gaziosmanpasa University, Turkey [elham.zarfsaz@gop.edu.tr](elham.zarfsaz@gop.edu.tr) Fahime sadat Hosseini2 IAU of Urmia, Department of Foreign Languages, Iran [fs.hosseini@chmail.ir](fs.hosseini@chmail.ir) DOI: 10.35974/acuity.v8i2.2943 Abstract Self-Determination Theory (SDT) is a hot topic in the field of applied linguistics, and it is getting more and harder to downplay the significance of the so-called theory in the growth of second-language learners (Deci and Ryan, 1985, 2000, 2002) . The current study tried to test the theory in the Iranian EFL setting by throwing light on the relationship between innate or basic psychological requirements of competence, relatedness, and autonomy and (intrinsic) motivation. This was done as a commentary on other research findings. 324 EFL university students from Iran were contacted to take part in the study. A standard questionnaire created by Agawa and Takeuchi (on the students' motivation for learning a second language and their innate needs fulfillment) was used to collect data for the survey-style study (2016) . SEM, or structural equation modeling, was used to determine how well actual data matched hypothetical expectations. According to the SEM model suggested, there was a strong positive correlation between Iranian EFL learners' motivation and their competency demands. However, relatedness needs appeared to have less of an impact on students' motivation, while the satisfaction of autonomy needs was found to have either adverse or demotivating impacts on Iranian L2 learners' motivation. These findings can be applied to improve second language learners' motivation by posing engaging questions about the nature of the students' demands for autonomy, relatedness, and competence. Keywords: EFL Learns’ Motivation, Self-Determination Theory, Innate Psychological Needs, Structural Equation Modeling (SEM). INTRODUCTION Corresponding Author: Elham Zarfsaz, Gaziosmanpasa University, Department of Foreign Languages email: [elham.zarfsaz@gop.edu.tr](elham.zarfsaz@gop.edu.tr) Maybe the concept that has been studied the most in the context of learning a second or foreign language is motivation. In order to learn a second language successfully, motivation has been identified as a key element (Lamb, 2017). According to Ryan and Deci (2000), motivation is recognized as a stimulant for reaching a specific goal. There is a ton of research that has been reviewed in the literature to investigate the function and nature of motivation in second language acquisition. The bulk of academics initially concentrated primarily on two elements of motivation (i.e., integrative and instrumental motivation) . Integrative motivation is characterized as the propensity of the learners to internalize the target language. Under the Socio-educational framework, on the other hand, instrumental motivation is characterized by learners' aim to acquire a new language in order to obtain external rewards. The assumption that the dichotomy of integrative/instrumental motivation may be the predictor ofL2 learning has since been questioned by some researchers (e.g., Lamb, 2004; Gardner, 2000; Yahima, 2000; Dörnyei, 1990; Gardner, Lalonde, & Moorcroft, 1985). Hence, the self-determination theory (SDT) was put up as a general theory of human motivation (Deci & Ryan, 1985, 2000, 2002). It is well understood that treating psychological concerns in educational problems is essential for achieving a good teaching and testing process (Farsi, 2014) . When it comes to education, SDT is primarily concerned with inspiring students' desire to further their learning, the value of their education, and confidence in their abilities and traits. The alleged results are evidence of internalizing the values and regularizing the process, as well as being organically motivated (Deci, Vall

FAQs

What aspects of Self-Determination Theory does the study test in Iranian EFL learners?

It tests SDT by examining how competence, relatedness, and autonomy needs relate to (intrinsic) motivation in an Iranian EFL context.

How was data collected and what method was used to analyze it?

Data came from a standard questionnaire designed by Agawa and Takeuchi, and structural equation modeling (SEM) was used to compare actual data with expected patterns.

What relationship did the SEM results show between motivation and the innate needs?

Motivation correlated strongly and positively with competence demands; relatedness showed limited impact, while autonomy satisfaction was linked to adverse or demotivating effects.

Oct 15, 2026

Uploaded by Đào