Addressing Basic Psychological Needs in a Pre-Scientific Initiation Program in Chemistry: A Triangulated Analysis in Light of Self-Determination Theory

Motivation to learn chemistry depends not only on cognitive factors but also on the satisfaction of basic psychological needs, as proposed by the Self-Determination Theory (SDT). Despite evidence on the motivational role of inquiry practices, there are still gaps to be filled when it comes to understanding how Prescientific Initiation Programs meet these needs in basic education. This study investigated how participation in a Prescientific Initiation Program, linked to a Chemistry department, contributes to the satisfaction of autonomy, competence, and relatedness (bonding) among high school students, in light of the SDT. The study was carried out using a convergent mixed-methods design approach; the approach involved the conduct of 13 interviews with students, 5 interviews with supervising teachers, and a questionnaire administered to 15 students, analyzed using the Basic Psychological Needs at Work Scale (BPNWS) database. The interviews were examined by using content analysis, and the quantitative data collected were treated by using descriptive statistics. The results suggest high perceived satisfaction with autonomy (mean = 4.38) and competence (mean = 4.40), reinforced by reports of freedom of choice, responsibility, and the development of scientific skills. Relatedness presented greater variability (M = 3.87), reflecting differences in the consistency of the social support. The findings indicate that participants perceived the program as supporting self-determined motivation, engagement, and strengthening of scientific identity. The study suggests the implementation of practices and actions geared toward improving social integration and encouraging the expansion of similar programs in chemistry education. Future research should employ larger sample sizes and longitudinal analyses in order to obtain more comprehensive results.