Optimal experience and self-determination at school: Joining perspectives

This study aimed at investigating optimal experience during schoolwork in relation to SDT concepts of autonomy and locus of
causality. Data were gathered from 268 high-school students using Experience Sampling Method for 1 week. Three levels of self-determination
were identified: high (corresponding to autonomous regulation), moderate (mixed autonomous and controlled regulation), and
low (controlled regulation). Consistently with the literature, the relationship between participants’ challenges and skills
values was used to recognize occasions for optimal experience, and multilevel modeling was applied in data analysis. Findings
showed that during schoolwork as optimal activity (high challenges and high skills) students mostly reported low levels of
self-determination. However, the quality of their experience was better in situations of high and moderate self-determination.
At the theoretical level, findings allow for a more articulated understanding of the characteristics of optimal experience
in academic activities. Practical implications are discussed for enhancing well-being and committed learning at school.