Motivation in the apparel classroom : a self-determination perspective

Abstract

The purpose of this study was to uncover strategies that apparel educators may use to encourage higher level self-regulation in foundational apparel studies. Based on the Organismic Integration sub-Theory of Self-Determination Theory, we tested whether instructors' employment of autonomy-supportive language verses traditionally used controlling language would differentially influence students' internalization of the importance of a necessary but uninteresting basic sewing task. Generally speaking, we found support that instructors' use of autonomy supportive language may increase internalization necessary to motivate students to master basic sewing skills. Theoretical, empirical, and practical implications are presented.