Motivation Style in Learning Based on Self-determination Theory in Children with Autism Spectrum Disorders

Abstract

[Purpose] This study examined whether there is a difference in motivation between children with autistic spectrum disorder (ASD） and typical development (TD） by measuring several learning motivations in the framework of self-determination theory.

[Methods] In both the strongest and weakest subject conditions, 17 participants from both the ASD and TD groups responded to a learning motivation scale encompassing four subscales: external regulation, introjected regulation, identified regulation, and intrinsic regulation.

[Results] In the strongest condition, there were no differences in scores on each subscale between the ASD and TD groups. However, in the weakest subject condition, scores for identified regulation in the ASD group were significantly lower than those for the TD group. The ASD group also had significant lower autonomy scores (consisting of the four subscales） than the TD group, regardless of conditions.

[Discussion/Conclusion] These results revealed that children with ASD have lower autonomy, and their motivation style in learning consisted of introjected regulation along with a combination of several motivations.