The Importance of Psychological Need Satisfaction in Educational Re-Engagement

Autor/inn/en	Nicholson, Laura J.; Putwain, David W.
Titel	The Importance of Psychological Need Satisfaction in Educational Re-Engagement
Quelle	In: Research Papers in Education, 33 (2018) 2, S.169-186 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2016.1271004
Schlagwörter	Psychological Needs; Need Gratification; Self Esteem; Student Motivation; Semi Structured Interviews; Personal Autonomy; Lesson Observation Criteria; Phenomenology; Nontraditional Education; Educational Practices; Secondary Education; Teacher Student Relationship; Peer Relationship; Interpersonal Competence; Teacher Surveys; Student Surveys; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bedürfnisbefriedigung; Self-esteem; Selbstaufmerksamkeit; Schulische Motivation; Individuelle Autonomie; Unterrichtsmitschau; Phenomenological psychology; Phänomenologie; Psychologie; Non-traditional education; Alternative Erziehung; Bildungspraxis; Sekundarbereich; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Interpersonale Kompetenz; Schülerbefragung; Ausland
Abstract	Students attending alternative provision (AP) schools have typically disengaged with their education. They present with multiple problems and complex support needs which makes their re-engagement back into education challenging. This study examined educational re-engagement using the self-system model of motivational processes. Teacher (or other school staff) practices that facilitated and inhibited the students' psychological needs for autonomy, relatedness and competence were identified. Semi-structured interviews were conducted with 35 students (aged 14-16 years) attending an AP school in England and data were triangulated using staff interviews and lesson observations. Interpretive phenomenological analysis was used to code the data. More staff practices were categorised as facilitating one of the three needs, and more students mentioned these positive behaviours, than the need-inhibiting practices. This fostered trusting, caring and respectful student-staff relationships, which ultimately led to educational re-engagement. It would be beneficial if such findings were incorporated into government statutory guidelines for AP establishments in order to increase awareness amongst those on the frontline. Moreover, findings support the current UK government policy to increase the number of AP schools, as they have the scope to focus on the supportive staff practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01