{"id":132,"date":"2025-11-10T06:34:28","date_gmt":"2025-11-10T06:34:28","guid":{"rendered":"https:\/\/brain.edusoft.ro\/news\/?p=132"},"modified":"2025-11-10T06:35:50","modified_gmt":"2025-11-10T06:35:50","slug":"how-can-we-use-self-determination-theory-to-engage-more-z-generation-students-during-onsite-classes-for-learning-achievement","status":"publish","type":"post","link":"https:\/\/brain.edusoft.ro\/news\/2025\/11\/10\/how-can-we-use-self-determination-theory-to-engage-more-z-generation-students-during-onsite-classes-for-learning-achievement\/","title":{"rendered":"How Can We Use Self-Determination Theory to Engage More Z Generation Students During Onsite Classes for Learning Achievement?"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">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 \u201c\u0218tefan cel Mare\u201d University of Suceava, Romania, the research highlights the motivational factors that influence digital-age students\u2019 participation, attention, and learning performance during in-person classes.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Author:<\/strong><br>Geta Mitrea \u2013 \u201c\u0218tefan cel Mare\u201d University of Suceava, Romania (RO)<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Introduction: The Challenge of Reconnecting Generation Z to In-Person Learning<\/strong><\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">After years of <strong>online education during the COVID-19 pandemic<\/strong>, many students from <strong>Generation Z<\/strong> \u2014 born between the late 1990s and early 2010s \u2014 have found it difficult to re-engage with traditional, onsite university learning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Characterized by <strong>digital nativity, fast information processing, and constant smartphone connectivity<\/strong>, these students often exhibit <strong>low attention spans, reduced classroom participation, and fragmented motivation<\/strong> when returning to physical classrooms.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">This study seeks to identify how teachers can <strong>apply Self-Determination Theory (SDT)<\/strong> \u2014 focusing on <em>autonomy, competence,<\/em> and <em>relatedness<\/em> \u2014 to <strong>increase engagement and intrinsic motivation<\/strong> among Generation Z learners.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Research Objective<\/strong><\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">To determine whether fostering <strong>autonomy, competence, and relatedness<\/strong> within classroom activities enhances <strong>engagement, participation, and learning outcomes<\/strong> for Generation Z students \u2014 even when separated from their smartphones.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Methodology<\/strong><\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">The study employed <strong>mixed research methods<\/strong>, including:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Participatory observation<\/strong> \u2013 direct involvement in classroom dynamics;<\/li>\n\n\n\n<li><strong>Sociological exploratory experiment<\/strong> \u2013 controlled classroom settings with varied motivational interventions;<\/li>\n\n\n\n<li><strong>Self-administered questionnaire<\/strong> \u2013 collecting students\u2019 perceptions and experiences.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">The research analyzed a <strong>three-year cohort of university students<\/strong>, comparing <strong>levels of motivation and smartphone dependence<\/strong> across 1st, 2nd, and 3rd years of study.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Key Findings<\/strong><\/h4>\n\n\n\n<ol class=\"wp-block-list\">\n<li><strong>Smartphone Detachment and Anxiety<\/strong><br>Contrary to the initial hypothesis, students <strong>did not experience significant anxiety<\/strong> when separated from their smartphones \u2014 <em>as long as<\/em> they were granted <strong>autonomy, competence, and relatedness<\/strong> in class participation.<br>However, they still reported <strong>latent anxiety and expectation<\/strong> \u2014 the feeling that \u201csomething important might happen\u201d on their phones during class, reflecting a <strong>subconscious digital dependency<\/strong>.<\/li>\n\n\n\n<li><strong>Motivational Differences by Year of Study<\/strong>\n<ul class=\"wp-block-list\">\n<li><strong>1st-year students<\/strong>: showed higher motivation and rule compliance, likely due to the desire to <strong>integrate into university life<\/strong>;<\/li>\n\n\n\n<li><strong>2nd-year students<\/strong>: demonstrated a more balanced, less dependent attitude toward smartphone use;<\/li>\n\n\n\n<li><strong>3rd-year students<\/strong>: also exhibited strong intrinsic motivation, having <strong>internalized learning goals and autonomy<\/strong> over time.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Role of Self-Determination Theory in Re-Engagement<\/strong><br>When the classroom environment satisfied SDT\u2019s three psychological needs \u2014\n<ul class=\"wp-block-list\">\n<li><strong>Autonomy<\/strong> (choice, self-direction),<\/li>\n\n\n\n<li><strong>Competence<\/strong> (sense of mastery and effectiveness),<\/li>\n\n\n\n<li><strong>Relatedness<\/strong> (connection with peers and instructors) \u2014<br>students became <strong>more attentive, cooperative, and self-motivated<\/strong>, showing improved <strong>learning achievement<\/strong>.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Interpretation and Implications<\/strong><\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">The findings suggest that <strong>smartphone dependence<\/strong> among Generation Z may be less about addiction and more about <strong>unmet psychological needs<\/strong> in traditional learning environments.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Teachers can leverage <strong>Self-Determination Theory<\/strong> to design learning experiences that:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage <strong>active participation<\/strong> and <strong>personal choice<\/strong>;<\/li>\n\n\n\n<li>Provide <strong>constructive feedback<\/strong> to enhance feelings of competence;<\/li>\n\n\n\n<li>Build <strong>social connection<\/strong> and classroom belonging.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">By meeting these needs, educators can <strong>transform passive attendance into active engagement<\/strong>, reducing distractions without enforcing disconnection.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h4 class=\"wp-block-heading\"><strong>Conclusion<\/strong><\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">This study highlights that <strong>motivation, not restriction<\/strong>, is key to re-engaging Generation Z students in onsite learning.<br>When teachers cultivate <strong>autonomy, competence, and relatedness<\/strong>, students can detach from their digital devices naturally and focus on meaningful, self-directed learning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The <strong>Self-Determination Theory framework<\/strong> thus provides a powerful, evidence-based model for <strong>restoring attention, curiosity, and achievement<\/strong> in post-pandemic education.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">See full paper here: <a href=\"https:\/\/brain.edusoft.ro\/index.php\/brain\/article\/view\/1400\">https:\/\/brain.edusoft.ro\/index.php\/brain\/article\/view\/1400<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>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 \u201c\u0218tefan cel Mare\u201d University of Suceava, Romania, the research highlights the motivational factors that influence digital-age students\u2019 participation, attention, and learning performance during in-person classes. Author:Geta Mitrea \u2013 \u201c\u0218tefan cel Mare\u201d University of Suceava, Romania (RO) 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 \u2014 born between the late 1990s and early 2010s \u2014 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) \u2014 focusing on autonomy, competence, and relatedness \u2014 to increase engagement and intrinsic motivation among Generation Z learners. Research Objective To determine whether fostering autonomy, competence, and relatedness within classroom activities enhances engagement, participation, and learning outcomes for Generation Z students \u2014 even when separated from their smartphones. Methodology The study employed mixed research methods, including: 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. Key Findings 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: By meeting these needs, educators can transform passive attendance into active engagement, reducing distractions without enforcing disconnection. 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.<\/p>\n","protected":false},"author":2,"featured_media":133,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[91],"tags":[173,175,18,174,179,171,79,178,176,172],"class_list":["post-132","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-research-publications","tag-classroom-innovation","tag-digital-dependency","tag-education-psychology","tag-generation-z","tag-intrinsic-motivation","tag-learning-achievement","tag-romania","tag-self-determination-theory","tag-student-engagement","tag-university-teaching"],"_links":{"self":[{"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/posts\/132","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/comments?post=132"}],"version-history":[{"count":2,"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/posts\/132\/revisions"}],"predecessor-version":[{"id":135,"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/posts\/132\/revisions\/135"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/media\/133"}],"wp:attachment":[{"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/media?parent=132"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/categories?post=132"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/brain.edusoft.ro\/news\/wp-json\/wp\/v2\/tags?post=132"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}