Abstract:
Science strengthens basic scientific concepts that are applied across all spheres of life
and industry globally. Thus, improving students’ understanding in science is crucial
for establishing a solid foundation across all areas of development. Moreover,
teaching science should inspire children’s curiosity by shifting the emphasis from
merely memorizing facts to fostering creativity and innovation through practical
applications. Self-Determination Theory assumes that students have an inherent
tendency to be curious about their environment and are naturally motivated to learn
and expand their knowledge. Evidence suggests that when teachers support of
students’ basic psychological needs such as autonomy, competence and relatedness,
it enhances their self-regulation, academic performance, and well-being. According
to Self-Determination Theory, fulfilling these needs is essential for the internalization
of academic motivation. Hence, this study conducted to assess the effect of teacher
competence, autonomy support and relatedness (CAR) on their Grade 8 students’
competence, autonomy and relatedness in science. Quantitative approach was used in
this study. Convenience sampling technique was used. Eighty science teachers and
2,475 Grade 8 students selected from schools in Sabaragamuwa and Western
provinces in Sri Lanka were used in the study. Likert type multidimensional
questionnaires were administrated teachers and students separately. Results reveal
that there were very strong positive relationships between teacher competence,
autonomy support and relatedness with their students’ three innate needs autonomy,
competence and relatedness [R2 =.635 (2474), p=.000, R2 =.764 (2474), p=.000, R2
=.745 (2474), p=.000], respectively. Thus, teachers who demonstrate competence,
provide autonomy support, and foster relatedness are effective in promoting these
same qualities in students, thereby enriching meaningful learning in science to meet
21st century education goals.
