The purpose of this study was to examine motivation in students' task selection during integrated studies classes through a case study. Ryan & Deci state that there are four stages of extrinsic motivation in the learning process. Based on their theory, we analyzed self-determination, which is said to have an important role in motivation in class. Our assumption is that the essential element in student-centered learning is self-determination, in other words, allowing the children the freedom to decide the subject matter themselves. We also ensured the provision of enough time for them to decide their own subjects. In this research we identified the four stages of extrinsic motivation as stated above. We found that self-determination cannot exist without an interest in the subject matter and an awareness of the problems to be solved. Collaboration among friends who study together in the class seems to be indispensable for making the best use of self-determination. Meanwhile, we confirmed that self-determination was obstructed by equating the goal with the method of learning, improperly eliminating impatience and anxiety, or being too dependent on the ideas of fellow students.
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