Aleksandra Djuric-Zdravkovic, Mirjana Japundza-Milisavljevic, Biljana Milanovic-Dobrota

DOI Number
First page
Last page


According to the Self-Determination Theory, teachers who, through their behavior, provide support for the autonomy of a student are encouraging their better academic achievements. Within this theory, academic regulation is defined as the ability to regulate one's own behavior focused on learning at school. Intrinsic motivation has the greatest importance in schoolwork, and it represents one of the three qualitative types of academic regulation. The aim of the paper is to determine the quality of academic regulation in students who are being educated according to an adjusted program within inclusive schooling, as well as determining the correlation of intrinsic motivation with high support for student autonomy given by class teachers. Research was conducted on a sample of 123 students who attended classes with the adjusted program, age eight to ten and eleven months. Raven's progressive matrices confirm a lower level of intellectual functioning of students from the sample who attend classes according to the adjusted program. Sample was comprised of 48 class teachers. In gathering of the data, Academic Self-Regulation Questionnaire and The Problems in Schools Questionnaire were used. The results of the research imply dominance of academically identified regulation. The correlation of intrinsic motivation and the high support of student autonomy is confirmed. The high support of autonomy by teachers explains 28.1% of the variance of student intrinsic motivation. The paper considers practical implications of the conducted research.


academic regulation/motivation, adjusted program/IEP1, support to autonomy, class teachers.

Full Text:

PDF (Cрпски)


Abbaszadeh, M., & Sardoie, G. (2016). Compare аcademic self-еfficacy and self-regulation among students with learning disorder and without learning disorder in normal elementary schools (fourth and fifth grade) of Kerman. Biomedical and Pharmacology Journal, 9(2), 751-759. doi.org/10.13005/bpj/999

Agran, M., Blanchard, C., Wehmeyer, M., Hughes, C. (2002). Increasing the problem-solving skills of students with developmental disabilities participating in general education. Remedial and Special Education, 23(5), 279-288. doi.org/10.1177/07419325020230050301

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596

Amoura, C., Berjot, S., Gillet, N., Caruana, S., & Finez, L. (2015). Effects of autonomy-supportive and controlling styles on situational autonomous motivation: Some unexpected results of the commitment procedure. Psychological Reports, 116(1), 1-27. doi.org/10.2466/14.PR0.116k10w7

Банђур, В., Бошњак, Б. (2016). Метакогниција: концептуална и методолошка разматрања [Metacognition: conceptual and methodological considerations]. TEME – часопис за друштвене науке, XL(1), 365–378. http://teme2.junis.ni.ac.rs/index.php/TEME/article/view/94/115

Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. W. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69, 43-51. doi.org/10.1016/j.tate.2017.09.022

Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7(2), 253-262. doi.org/10.1177/1477878509104330

Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being? Journal of school psychology, 68, 154-162. doi.org/10.1016/j.jsp.2018.03.005

Cvjetićanin, S., & Anđić, B. (2017). Teacher’s opinion about the implementation of inclusive education in teaching integrated natural sciences. TEME – часопис за друштвене науке, XLI(4), 999-1016.


Deci, E. & Ryan, R. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. doi.org/10.1207/S15327965PLI1104_01

Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25(7), 457-471. doi.org/10.1177/002221949202500706

Deci, E., Schwartz, A., Sheinman, L. & Ryan, R. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5), 642-650. doi.org/10.1037/0022-0663.73.5.642

Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346. doi.org/10.1080/00461520.1991.9653137

Ђерић, И. (2014). Могућности и ограничења развоја аутономије ученика у васпитно-образовном процесу [Possibilities and limitations of the development of autonomy of students in educatuonal process]. Докторска дисертација. Нови Сад: Универзитет у Новом Саду, Филозофски факултет. Доступно на http://nardus.mpn.gov.rs/bitstream/handle/123456789/8130/Disertacija9345.pdf?sequence=1&isAllowed=y приступљено 1.12.2018.

Gomez-Vela, M., Verdugo, M. A., Gil, F. G., Corbella, M. B., & Wehmeyer, M. L. (2012). Assessment of the self-determination of Spanish students with intellectual disabilities and other educational needs. Education and training in autism and developmental disabilities, 47(1), 48-57.


Harter, S. (2001). The construction of the self: A developmental perspective. New York: Guilford Press.

Iyengar, S.S., & DeVoe, S.E. (2003). Rethinking the value of choice: Considering cultural mediators of intrinsic motivation. In V. Murphy-Berman & J.J. Berman (Eds.), Nebraska symposium on motivation: Cross-cultural differences in perspectives on self (Vol. 49, pp 129-174). Lincoln: University of Nebraska Press.

Jang, H., Reeve, J., Ryan, R. M., Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101(3), 644-661. doi.org/10.1037/a0014241

Kaplan, H. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1), 223-255. doi.org/10.1007/s11218-017-9405-y 7

Лалић-Вучетић, Н. (2015). Поступци наставника у развијању мотивације ученика за учење [Actions of a theachers in developing student's motivation for learning]. Докторска дисертација. Београд: Универзитет у Београду, Филозофски факултет. Доступно на http://uvidok.rcub.bg.ac.rs/bitstream/handle/123456789/467/Doktorat.pdf?sequence=1 преузето 1. 12. 2018.

Lepper, M.R., & Henderlong, J. (2000). Turning “play” into “work” and “work” into “play”: 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257–307). San Diego, CA: Academic Press.

Марић, М., Михајловић, М., Опарница, Л. (2018). Инструмент за процену мотивације и стратегија саморегулације у учењу математике (СРУМ) [Instrument for motivation assessment and self-regulation strategy in learning mathematics]. Настава и васпитање, 67(1), 129–146. doi.org/10.5937/nasvas1801129M

Marks, S. U. (2008). Self-Determination for students with intellectual disabilities. Phi Delta Kappan, 90(1), 55-58. doi.org/10.1177/003172170809000114

Mithaug, D., Campeau, P. & Wolman, J. (2003). Assessing self-determination prospects among students with and without disabilities. In Mithaug, D. E., Mithaug, D. K., Agran, M., Martin, J. & Wehmayer, M. (Eds.), Self-Determined Learning Theory. Construction, Evaluation and Verification (pp. 61-76). New Jersey: Lawrence Erlabaum Associates.

Muškinja, O. (2011). Inkluzija između želja i mogućnosti [Inclusion between desires and opportunities]. Istraživanje pokrajinskog ombudsmana Autonomne Pokrajine Vojvodine. Novi Sad: Pokrajinski ombudsman Autonomne Pokrajine Vojvodine. Доступно на http://www.ombudsmanapv.org/riv/attachments/article/121/inkluzija_izmedju_zelje_i_mogucnosti_2011.pdf, приступљено 1. 6. 2018.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144. doi.org/10.1177/1477878509104318

OECD (2010). PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science. Paris: OECD Publishing. Доступно на https://www.oecd.org/pisa/pisaproducts/48852548.pdf, приступљено 4.8.2018.

Patrick, B., Skinner, E. & Connell, J. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781-791. doi.org/10.1037/0022-3514.65.4.781

Ranđelović, K., & Stojiljković, S. (2015). Work climate, basic psychological needs and Burnout syndrome of primary school teachers and university professors TEME – часопис за друштвене науке, XXXIX(3), 823-844. http://teme2.junis.ni.ac.rs/index.php/TEME/article/view/69/47

Raven, J., & Raven, J. C. (1998). Priručnik za Ravenove progresivne matrice i ljestvice rječnika. Standardne progresivne matrice [Manual for Raven’s progressive matrices and vocabulary scales]. Jastrebarsko: Naklada Slap.

Reeve, J. (2002). Self-determination theory applied to educational settings. In E.L. Deci, & R.M. Ryan (Eds.), Handbook of self-determination research (pp. 183-203). Rochester, NY: University of Rochester Press.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175. doi.org/10.1080/00461520903028990

Roth, G., Assor, A., Kanat-Maymon, Y. & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761-774. doi.org/10.1037/0022-0663.99.4.761

Ryan, M. R. & Deci, E. L. (2000). Intrinsic and extrinsic motivation: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. doi.org/10.1006/ceps.1999.1020

Ryan, M. R. & Deci, E. L. (2002). An overview of self-determination theory: an organismic dialectical perspective. In E. L. Deci & R. M. Ryan (eds.), Handbook of self-determination research (3-36). Rochester, NY: University of Rochester Press.

Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform, In A. E. Elliot & C. Dweck (Eds.), Handbook of competence (pp. 354-374), New York: Guilford Press.

Ryan, R.M., & Deci, E.L. (2017). Self-determination Theory - Basic psychological needs in motivation, development, and wellness. New York, London: Guilford Press.

Skočić-Mihić, S., Gabrić, I., Bošković, S. (2016). Učiteljska uvjerenja o vrijednostima inkluzivnog obrazovanja [Teacher's beliefs on the values of inclusive education]. Hrvatska revija za rehabilitacijska istraživanja, 52(1), 30–41. doi.org/10.31299/hrri.52.1.3

Службени гласник Републике Србије (2018). Правилник о ближим упутствима за утврђивање права на индивидуални образовни план, његову примену и вредновање [Rulebook on detailed instructions for determining rights to an individual educational plan, its application and evaluation], 74/2018. Доступно на http://www.pravno-informacioni-sistem.rs/SlGlasnikPortal/eli/rep/sgrs/ministarstva/pravilnik/2018/74/4/reg, приступљено 9. 10. 2018.

Службени гласник Републике Србије (2018). Правилник о додатној образовној, здравственој и социјалној подршци детету, ученику и одраслом [Rulebook on additional educational, health and social support for the child, pupil and adult], 80/2018. Доступно на http://www.pravno-informacioni-sistem.rs/SlGlasnikPortal/eli/rep/sgrs/ministarstva/pravilnik/2018/80/4/reg, приступљено 30. 10. 2018.

Soenens, B., Sierens, E., Vansteenkiste, M., Goossens, L., Dochy, F. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108-120.


Стојиљковић, С. (2014). Психолошке карактеристике наставника [Psychological characteristics of teachers]. Ниш: Филозофски факултет Универзитета у Нишу.

Switzky, H. (2006). Importance of cognitive-motivational variables in understanding the outcome performance of persons with mental retardation. In Switzky H., Glidden L. M. (Eds.), Mental retardation, personality, and motivational systems, International review of research in mental retardation, (pp. 1-24), San Diego, CA: Academic Press.

Šakotić, N., Veljić, Č. (2010). Inkluzivno obrazovanje u bolonjskom procesu [Inclusive education in the Bologna Process]. Sociološka luča, 4(1), 184-195. Доступно на http://www.socioloskaluca.ac.me/PDF13/Sakotic,%20N.,%20Veljic,%20C.,%20Inkluzivno%20obrazovanje%20u%20Bolonjskom%20procesu.pdf, приступљено 1. 11. 2018.

Thuneberg, M. (2007). Is a majority enough? Psychological well-being and its relation to academic and prosocial motivation, self-regulation and achievement at school. (Academic Dissertation). Helsinki: Faculty of Behavioural Sciences at the University of Helsinki. Доступно на http://urn.fi/URN:ISBN:978-952-10-3846-4 приступљено 13.8.2017.

Vallerand, R. J. (1991). A motivational analysis of high school dropout. Montreal: University of Quebec at Montreal.

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87(2), 246-260. doi.org/10.1037/0022-3514.87.2.246

Varsamis, P., & Agaliotis, I. (2011). Profiles of self-concept, goal orientation, and self-regulation in students with physical, intellectual, and multiple disabilities: Implications for instructional support. Research in developmental disabilities, 32(5), 1548-1555. doi.org/10.1016/j.ridd.2011.01.054

Вујачић, М., Ђевић, Р. (2013). Инклузивно образовање: појмовнo одређењe, принципи и карактеристике [Inclusive education: conceptual definition, principles and characteristics]. Теме – часопис за друштвене науке, XXXVII(2), 753–768. http://teme.junis.ni.ac.rs/teme2-2013/teme2-2013.html

Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational psychologist, 48(3), 135-147.


Žic-Ralić, A., Ljubas, M. (2013). Prihvaćenost i prijateljstvo djece i mladih s teškoćama u razvoju [Acceptance and friendship of children and young people with developmental disabilities]. Društvena istraživanja, 22(3), 435–453. doi.org/10.5559/di.22.3.03


  • There are currently no refbacks.

Print ISSN: 0353-7919
Online ISSN: 1820-7804