Abstract This study aims to test the self-determination theory (SDT) and its hypotheses within the context of Ethiopian science and mathematics classrooms. This including examined the the influence of social-context and self-perception on student classroom engagement and achievement, paying particular attention to the selected public and private secondary schools in Ethiopia. Data were gathered from 332 students using Student Classroom Engagement Instrument, The Korean Basic Psychological Needs Scale, and The Teacher as Social Context Questionnaire—Student Report. The study hypotheses were tested using the structural equation modeling (SEM) approach. The empirical evidence obtained from this study indicated that all underlying assumptions of the (SDT) were supported by the results of this study. The results further validate the mediating effect of Students classroom engagement on the relationship between perceived teachers support and students’ classroom achievement; and on the relationship between students perceived need satisfaction and students classroom achievement. This study is presenting a proof of the applicability of the SDT in math and science classroom environments for the scientific community. This study also identifies factors that influence classroom engagement, which facilitates the enhancement of student engagement in mathematics and science courses.
Berhanu et al. (Tue,) studied this question.