Competence
In SDT, competency needs relate to learners’ perceptions of their ability to understand and successfully complete tasks and activities (Ryan & Deci, 1985, as cited in Chen & Jang, 2010; Shroff & Vogel, 2009). Two key aspects of competence needs are structure and challenge.
Structure refers to aspects of the learning environment that support learner competence, such as clear and detailed information about tasks, defined expectations, informational feedback, encouragement, and instructor responsiveness (Hartnett, 2015; Shroff & Vogel, 2009). When learners understand what is required of them, and believe they are capable of achieving those tasks (i.e. exhibit high self-efficacy), they are more likely to express autonomous forms of motivation, which have been linked to achievement outcomes (Correa, 2010; Durksen, Chu, Ahmad, Radil & Daniels, 2016; Hartnett, 2016; Teklu Abate, 2010).
Challenge refers to the provision of demanding and challenging tasks, whereby learners’ sense of competence and motivation will rise when challenged by tasks suitable for their knowledge and skill level (Hartnett, 2016; Shroff & Vogel, 2009).
Harnett (2016) used a case study approach to explore social and contextual factors influencing undergraduate students’ motivation to learn in an online environment. The study identified several ways in which the instructor, learning activity design and peers supported learners’ competence needs.
Structure refers to aspects of the learning environment that support learner competence, such as clear and detailed information about tasks, defined expectations, informational feedback, encouragement, and instructor responsiveness (Hartnett, 2015; Shroff & Vogel, 2009). When learners understand what is required of them, and believe they are capable of achieving those tasks (i.e. exhibit high self-efficacy), they are more likely to express autonomous forms of motivation, which have been linked to achievement outcomes (Correa, 2010; Durksen, Chu, Ahmad, Radil & Daniels, 2016; Hartnett, 2016; Teklu Abate, 2010).
Challenge refers to the provision of demanding and challenging tasks, whereby learners’ sense of competence and motivation will rise when challenged by tasks suitable for their knowledge and skill level (Hartnett, 2016; Shroff & Vogel, 2009).
Harnett (2016) used a case study approach to explore social and contextual factors influencing undergraduate students’ motivation to learn in an online environment. The study identified several ways in which the instructor, learning activity design and peers supported learners’ competence needs.
Through the two case studies, Harnett (2015, 2016) was also able to identify several ways that instructors, learning tasks and peers can undermine competence needs:
- Unclear or complicated information can be overwhelming for learners, who then feel less confident in their ability to undertake tasks and make decisions. Similarly, a perception of irrelevant or unuseful resources eroded learners’ belief in their capability and was linked to lower levels of autonomous forms of motivation.
- Learners may not feel they receive adequate guidance and feedback from instructors, leading them to doubt if they are understanding correctly, or making good progress in the course.
- Learning activities that are too challenging, or which learners had no prior experience or knowledge of, lead to feelings of anxiety and low self-efficacy.
- Learner’s familiarity and prior experience with online learning may also influence perceptions of competence.
Taken together, the above research indicates that both social and contextual factors combine to influence learners’ perception of competence. There are number of actions that instructors, instructional designers and students can take to boost autonomous forms of motivation in online learning environments.