Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Julie Lamb-Miligan, Karen Buchanan
Call Number
LD 251.A566d 2024 G37
Abstract
The purpose of this quantitative non-experimental cross-sectional study was to examine the possible relationship between students’ autonomy, students’ competence, and student-teacher relatedness, and their performance on ELA and math high-stakes tests. The self-determination theory was employed to guide the study. This study collected self-reported data from a sample of 116 5th through 8th grade students using the Basic Psychological Needs in the Classroom survey. This 5-point Likert-type survey determined to the extent that students’ perceived levels of the basic psychological needs of autonomy, competence, and relatedness influence their test performance. Self-reported test scores from the 2022 administration of the Mississippi Academic Assessment Program math and ELA exams were used to measure performance levels. Data collected was analyzed using multiple regression. The findings collectively indicate that students’ autonomy, students’ competence, and student-teacher relatedness significantly influence student performance. Also indicated in the study, when analyzed separately, multiple regression analysis revealed competence as the only independent variable that individually produces a significant influence for all four research questions. Findings from this study have important implications for current educational practices. Educators can increase autonomy, competence, relatedness, and therefore students’ test performance by setting goals with students and providing necessary encouragement to ensure students reach those goals. Additionally, providing constructive and informative written feedback can contribute to a higher perceived level of competence, thereby contributing to improved high-stakes test performance.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Gaston, Jennifer, "Examining the Influence of Student Autonomy, Competence, and Student-Teacher Relatedness on Student Performance on High-Stakes Tests" (2024). Student Theses and Dissertations. 15.
https://arch.astate.edu/all-etd/15
