An Exploration of Self‐Determination Ability Among Language Major University Students Based on the Conceptual Framework of Decision Thinking

ABSTRACT A total of 828 participants were surveyed using standardized instruments to measure basic psychological needs and motivation levels, with reliability and validity confirmed through factor analysis. Statistical analyses included descriptive statistics, Pearson's correlation, and multiple linear regression to examine predictive relationships and the influence of relevant variables. The results demonstrate that perceived competence and relatedness significantly predict both overall motivation and intrinsic motivation, whereas perceived autonomy does not show a significant direct effect. They are consistent with established self‐determination theory, which suggests that need satisfaction does not uniformly predict motivation, particularly in contexts influenced by cultural factors. Additionally, the application of systems thinking was shown to facilitate decision‐making and enhance intrinsic motivation. The findings highlight the importance of fostering relatedness and competence to enhance self‐determined motivation, and relatedness had the highest effect on prediction and boosting intrinsic motivation, but the feeling of autonomy was found not to predict either total or intrinsic motivation, which is possibly due to cultural reasons. The conclusion is that combining the core values of learning with a high sense of relatedness results in a stronger drive and enhanced intrinsic motivation and from a decision thinking perspective, setting the purpose of learning is the first step toward success. This aligns with the systems thinking principle of dismantling a problem into elements and finding the relevance (interconnections) to solve complex problems (achieve the purpose).