DOI: 10.34894/gompfn
title: Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics
title: Yuan Yuan Zhu - PhD Project data for study 4

description: &lt;B&gt;Summary&lt;/B&gt;&lt;BR&gt;&lt;BR&gt;
This dataset comes from a quasi-experimental study evaluating the Societal Impact Project (SIP)—an extracurricular intervention designed to support university students’ basic psychological needs (autonomy, competence, and relatedness) and foster their autonomous motivation. The intervention involved self-defined, socially relevant projects, group collaboration, and teacher coaching. Students from the intervention and control groups completed surveys before and after the intervention, measuring basic psychological need satisfaction, autonomous motivation, controlled motivation, enjoyment, value, and well-being in their regular curricula. Results showed that the intervention group reported significantly higher enjoyment and perceived value in their regular curricula, while other outcomes showed no significant differences. These findings highlight both the potential and limits of extracurricular interventions in impacting students’ motivation within their ongoing curricula.&lt;BR&gt;&lt;BR&gt;

&lt;B&gt;Dataset&lt;/B&gt;&lt;BR&gt;&lt;BR&gt;
Data were collected from two groups: an intervention group who participated in the project, and a control group who did not. Surveys were administered before and after the intervention period. The SPSS dataset contains the survey responses and calculated variables, measured for students’ regular curricula in the pre- and post-tests:&lt;BR&gt;&lt;BR&gt;

• Basic psychological need satisfaction (autonomy, competence, relatedness&lt;BR&gt;
• Motivation types: autonomous motivation and controlled motivation)&lt;BR&gt;
• enjoyment and perceived value&lt;BR&gt;
• Well-being&lt;BR&gt;&lt;BR&gt;

The abbreviations:&lt;BR&gt;&lt;BR&gt;
• AS_pre: autonomy satisfaction_pre-test&lt;BR&gt;
• RS_pre: relatedness satisfaction_pre-test&lt;BR&gt;
• CS_pre: competence satisfaction_pre-test&lt;BR&gt;
• IM_to know_pre: intrinsic motivation to know_pre-test&lt;BR&gt;
• IM_to accomplish_pre: intrinsic motivation toward accomplishment_pre-test&lt;BR&gt;
• IM_to experience_pre: intrinsic motivation to experience stimulation_pre-test&lt;BR&gt;
• IDF_pre: extrinsic motivation_identified_pre-test&lt;BR&gt;
• Introjected_pre: extrinsic motivation_introjected_pre-test&lt;BR&gt;
• External_pre: extrinsic motivation_external regulation_pre-test&lt;BR&gt;
• IM_pre: general intrinsic motivation_pre-test&lt;BR&gt;
• AM_pre: autonomous motivation_pre-test&lt;BR&gt;
• CM_pre: controlled motivation_pre-test&lt;BR&gt;
• IMIinterest_pre: enjoyment_pre-test&lt;BR&gt;
• IMIUsefulness_pre: usefulness/value_pre-test&lt;BR&gt;
• WB_pre: well-being_pre-test&lt;BR&gt;&lt;BR&gt;
If the variable ends with “_post”, it represents the same abbreviation, but in post-test.&lt;BR&gt;&lt;BR&gt;

The attached word document explains which survey items correspond to which variables and questions. Items for post-tests have the suffix of ‘_po’, otherwise are used for pre-tests.&lt;BR&gt;&lt;BR&gt;