All aligned? Investigating Constructive Alignment as Predictor for Intrinsic Motivation

Constructive Alignment (CA) is increasingly recognized for enhancing higher education teaching quality. However, its relationship with intrinsic motivation remains unclear. In a sample of 236 students, this study examined if CA could predict intrinsic motivation beyond the three basic needs of Self-Determination Theory (SDT). Regression analyses showed that total CA, clarity of intended learning outcomes, and teaching alignment predict intrinsic motivation beyond SDT needs. One-sided t-tests indicated CA is perceived significantly higher in seminars than in lectures. These findings highlight the importance of implementing CA in higher education to support students' intrinsic motivation.