This post presents an educational psychology study exploring how principles of Self-Determination Theory (SDT) can help re-engage Generation Z students in face-to-face learning after the COVID-19 pandemic. Conducted by Dr. Geta Mitrea from “Ștefan cel Mare” University of Suceava, Romania, the research highlights the motivational factors that influence digital-age students’ participation, attention, and learning performance during in-person classes.

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Author:
Geta Mitrea – “Ștefan cel Mare” University of Suceava, Romania (RO)

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Introduction: The Challenge of Reconnecting Generation Z to In-Person Learning

After years of online education during the COVID-19 pandemic, many students from Generation Z — born between the late 1990s and early 2010s — have found it difficult to re-engage with traditional, onsite university learning.

Characterized by digital nativity, fast information processing, and constant smartphone connectivity, these students often exhibit low attention spans, reduced classroom participation, and fragmented motivation when returning to physical classrooms.

This study seeks to identify how teachers can apply Self-Determination Theory (SDT) — focusing on autonomy, competence, and relatedness — to increase engagement and intrinsic motivation among Generation Z learners.

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Research Objective

To determine whether fostering autonomy, competence, and relatedness within classroom activities enhances engagement, participation, and learning outcomes for Generation Z students — even when separated from their smartphones.

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Methodology

The study employed mixed research methods, including:

• Participatory observation – direct involvement in classroom dynamics;
• Sociological exploratory experiment – controlled classroom settings with varied motivational interventions;
• Self-administered questionnaire – collecting students’ perceptions and experiences.

The research analyzed a three-year cohort of university students, comparing levels of motivation and smartphone dependence across 1st, 2nd, and 3rd years of study.

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Key Findings

1. Smartphone Detachment and Anxiety
   Contrary to the initial hypothesis, students did not experience significant anxiety when separated from their smartphones — as long as they were granted autonomy, competence, and relatedness in class participation.
   However, they still reported latent anxiety and expectation — the feeling that “something important might happen” on their phones during class, reflecting a subconscious digital dependency.
2. Motivational Differences by Year of Study
   • 1st-year students: showed higher motivation and rule compliance, likely due to the desire to integrate into university life;
   • 2nd-year students: demonstrated a more balanced, less dependent attitude toward smartphone use;
   • 3rd-year students: also exhibited strong intrinsic motivation, having internalized learning goals and autonomy over time.
3. Role of Self-Determination Theory in Re-Engagement
   When the classroom environment satisfied SDT’s three psychological needs —
   • Autonomy (choice, self-direction),
   • Competence (sense of mastery and effectiveness),
   • Relatedness (connection with peers and instructors) —
     students became more attentive, cooperative, and self-motivated, showing improved learning achievement.

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Interpretation and Implications

The findings suggest that smartphone dependence among Generation Z may be less about addiction and more about unmet psychological needs in traditional learning environments.

Teachers can leverage Self-Determination Theory to design learning experiences that:

• Encourage active participation and personal choice;
• Provide constructive feedback to enhance feelings of competence;
• Build social connection and classroom belonging.

By meeting these needs, educators can transform passive attendance into active engagement, reducing distractions without enforcing disconnection.

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Conclusion

This study highlights that motivation, not restriction, is key to re-engaging Generation Z students in onsite learning.
When teachers cultivate autonomy, competence, and relatedness, students can detach from their digital devices naturally and focus on meaningful, self-directed learning.

The Self-Determination Theory framework thus provides a powerful, evidence-based model for restoring attention, curiosity, and achievement in post-pandemic education.

See full paper here: https://brain.edusoft.ro/index.php/brain/article/view/1400.