Teacher Support as a Predictor of Learning Motivation among Secondary School Students: A Self-Determination Theory Perspective

Authors

  • Terry Rongga Nugraha Faculty of Law, Universitas Negeri Semarang, Semarang - Indonesia Author
  • Dwi Kurnia Yuliyawati Faculty of Public Health, Universitas Diponegoro, Semarang - Indonesia Author

Keywords:

academic engagement, learning loss, learning motivation, self-determination theory, teacher support

Abstract

Teacher support has been widely discussed in relation to student motivation, yet limited studies synthesize its multidimensional role through Self-Determination Theory (SDT) in the Indonesian post-pandemic secondary school context. This article examines teacher support as a predictor of learning motivation by integrating evidence from PISA 2022, peer-reviewed studies, institutional reports, and educational films. The documentary sources were selected purposively based on their relevance to teacher support, learning motivation, secondary education, and SDT concepts. The data were analyzed through thematic content analysis by mapping forms of teacher support onto the SDT needs of autonomy, competence, and relatedness. The analysis shows that emotional, instrumental, autonomy-supportive, and individualized support do not function as separate pedagogical actions, but as an interconnected need-support system that strengthens students’ engagement and internalized motivation while reducing amotivation. The study contributes by framing teacher support as a strategic motivational mechanism rather than a supplementary classroom factor. Theoretically, it extends the application of SDT in post-pandemic learning recovery. Practically, it recommends teacher professional development that integrates autonomy support, structured feedback, emotional care, and individualized assistance.

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Published

2026-06-30

Issue

Vol. 1 No. 1 (2026): January-June

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Copyright (c) 2026 Terry Rongga Nugraha, Dwi Kurnia Yuliyawati (Author)

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