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This study utilizes a sociocultural interpretation of Self-DeterminationTheory to better understand the role that learning contexts play in generatingstudent motivation, engagement, and identity. By drawing on previous motivationresearch we develop a model that describes how student senses of belonging insocial settings can transform their goals and experiences. We use the extremesof fear and integrity to model student motivations to engage in activities.Student senses of connection and belonging (or not) in social settings driveswhether they feel integrated with or alienated from their environments. Ourmodel is based on three studies and suggests that a sense of belonging emergesthrough the alignment of goals and practices of the individual and an activity.This model is applied to two examples to illustrate how social connection orisolation can be exhibited in a physics classroom setting. We conclude bydiscussing the role of the teacher in designing classroom environments thatsupport students engaging.

From Fear to Self-Expression: The Contextual Nature of Physics Student Motivations