Relatedness and motivation in a Project-based learning

Abstract

Peer relationship is an essential element for the development of an active learning such as Project-based learning (PBL). The importance of that element goes beyond the creation of an efficient work environment, it is also important to foster motivation. Self-determination theory suggests that the development of intrinsic motivation is associated with three basic psychological needs: autonomy, competence and relatedness.

The objective of the present study is to analyze how relatedness was developed during a PBL in two groups of secondary education with different autonomy degrees. An action research was undertaken in order to foster the three psychological needs during the project. The students were interviewed about the elements that supported their motivation. Results of the content analysis found that peer relationship was one of the most motivational element of the project and that it was promoted by the other psychological needs, autonomy and competence.