Page 100 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
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wn that teachers’ support for autonomy is related to their own autono-
mous motivation and later work engagement.
As noted, the need for competence and autonomy are the most impor-
tant elements in the development of intrinsic motivation whereas the need
for relatedness is crucial when transforming external motivation into au-
tonomous motivation and supporting the internalisation process. All three
needs are important and must be balanced. When one of the needs is not
fulfilled, intrinsic motivation is less likely to be developed (Emery, Toste, &
Health, 2015).
Can the community help? Using community–school
collaboration to foster autonomous motivation and prevent
ESL
Figure 4. Proposed conceptual model of the role community-based learning plays in ESL
Intrinsically motivated learning can be greatly influenced by social en-
vironments (Ryan & Deci, 2009). One of the social contexts (besides the
home and school environment) that can influence motivation (by support-
ing autonomy, competence and relatedness and targeting key features of
amotivation) is the local community. From an ecological perspective, stu-
dents’ academic outcomes are also affected by the local communities in
which they live (Ellias & Haynes, 2008). School–community collaboration
occurs when groups or agencies come together to establish an educative
community. The educative community is composed of a multitude of ed-
ucating entities such as school, home, places of worship, the media, muse-
ums, libraries, community agencies, and businesses (Drew, 2004). When
these entities take part in a common goal (education), students may see
more meaning in education and be less likely to leave school. School–com-
munity collaboration can entail many types: (a) information for students
and families on community health, cultural, recreational, social support,
and other programmes or services (provided by community agents); (b) in-
formation on community activities that are linked to learning skills and
100
mous motivation and later work engagement.
As noted, the need for competence and autonomy are the most impor-
tant elements in the development of intrinsic motivation whereas the need
for relatedness is crucial when transforming external motivation into au-
tonomous motivation and supporting the internalisation process. All three
needs are important and must be balanced. When one of the needs is not
fulfilled, intrinsic motivation is less likely to be developed (Emery, Toste, &
Health, 2015).
Can the community help? Using community–school
collaboration to foster autonomous motivation and prevent
ESL
Figure 4. Proposed conceptual model of the role community-based learning plays in ESL
Intrinsically motivated learning can be greatly influenced by social en-
vironments (Ryan & Deci, 2009). One of the social contexts (besides the
home and school environment) that can influence motivation (by support-
ing autonomy, competence and relatedness and targeting key features of
amotivation) is the local community. From an ecological perspective, stu-
dents’ academic outcomes are also affected by the local communities in
which they live (Ellias & Haynes, 2008). School–community collaboration
occurs when groups or agencies come together to establish an educative
community. The educative community is composed of a multitude of ed-
ucating entities such as school, home, places of worship, the media, muse-
ums, libraries, community agencies, and businesses (Drew, 2004). When
these entities take part in a common goal (education), students may see
more meaning in education and be less likely to leave school. School–com-
munity collaboration can entail many types: (a) information for students
and families on community health, cultural, recreational, social support,
and other programmes or services (provided by community agents); (b) in-
formation on community activities that are linked to learning skills and
100
