Pupils’ reasons for learning and behaving and for not learning and behaving in English and maths lessons in a secondary school

Background. There is renewed interest in motivation and school learning, though there has been relatively little theory‐linked research in English schools. Aims. In the first stage, to explore pupils’ reasons for learning and behaving and for not learning and behaving in English, maths and other subjects. In the second stage, to examine differences in reasons across subjects, for learning and behaving and for not learning and behaving for boys and girls in two year groups in one secondary school. Sample. Stage 1, 16 pupils in years 7, 8 and 9 in two London secondary schools; Stage 2, 267 pupils in years 7 and 9 in one of these schools. Methods. Stage 1 ‐ semi‐structured interviews were conducted to elicit different kinds of reasons conceptualised in terms of the Deci & Ryan's (1985) framework of self‐determination. From these elicited reasons, an inventory ‘ Why I Learn’ was designed. Stage 2 ‐ the inventory was administered to identify reasons for learning and behaving and for not learning and behaving in English and maths. Results. Parent introjected reasons were the highest for learning and behaving while teacher introjected and intrinsic reasons were the lowest. Intrinsic reasons were highest for not learning and behaving. Year group differences in reason levels were more significant than gender or subject differences. Reasons for learning and behaving were more differentiated from each other than reasons for not learning and behaving. Discussion. The results are discussed in terms of their significance for selfdetermination theory, research into the conditions promoting greater self‐determination in school learning and further development of the inventory for programme evaluation.