Abstract

Building on existing research into the affective domain in legal education, volition and self-determination theory (SDT), we explain how to categorise student motivation types and design a curriculum which meets and supports, or at least does not undermine or damage, students' intrinsic or extrinsic motivations. This categorisation process allows the curriculum designer to obtain a fresh insight into student engagement, particularly by appreciating how to enhance the active forms of extrinsic student motivation, which leads students to internalize their goals, take over the responsibility for their learning and develop a strong sense of value for their choices. That insight, coupled with an appreciation of SDT's identification of the three human motivational needs (autonomy, competence and relatedness), allows the curriculum designer consciously to address learning, teaching and assessment at a macro- and micro-design level. As one method of approaching curriculum design, we show how to change the learning culture; the environment enables a stronger understanding of students’ behaviours, volition and motivation, creating new ways for the students to internalise their extrinsic motivation (own their learning), leading to fully self-determined actions.