Whiteboards, Blanket Forts, and Autonomy: Using Self-Determination Theory to Improve Library De-Stress Programming

Abstract

In recent years, librarians at Valparaiso University have adopted a user-centered programming model, allowing students to choose their own library de-stress programs during finals. After several semesters of using this approach, the authors sought to examine whether students felt a sense of agency in suggesting and voting on programs and whether this agency affected students’ motivation to attend de-stress programs. The authors conducted two focus groups with undergraduate students. Results suggest that most students are more interested in attending programs that they personally suggested or voted for, deriving intrinsic rewards from the autonomy of having their voices heard.

Keywords:

• academic libraries
• de-stress programs
• final exams
• library programs
• motivation theory