Page 103 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 103
support for autonomy, competence and relatedness ...
connecting individual students with selected school–community collabo-
ration tasks. When their interests are considered to be important, they can
perceive that a task is more attractive to them. To conclude, when trying to
move from amotivation to extrinsic or possibly even intrinsic motivation
we have to change the perception of school work as something not worth
doing into something worth doing.
Conclusions
As pointed out by Ryan and La Guardia (1999, in: Ryan & Deci, 2009), the
importance of autonomy and competence support needs to be recognised
in ESL prevention even more since the first response of teachers and par-
ents in situations of anticipated ESL is to add more controls and apply ad-
ditional pressures to the students, which in a way closes the door for inter-
vention and even reduces their motivation to stay in school. Involvement in
community work can support the intrinsic motivation to learn and stay in
school by introducing community–school collaboration. When schools are
engaged in community-relevant activities these can affect the relatedness
(sense of belonging to the community, being involved with peers, being
involved with members of the community outside of schools), autonomy
(designing and managing their own community-based project work) and
competence (putting the formal knowledge gained at school into practice
and use on the community level) as well – increase students’ motivation to
learn and continue their education. By knowing the trajectories leading to
ESL such as self-evaluated amotivation and extrinsic motivation (perceived
control and external regulation), we can screen students (self-evaluation
questionnaires) and identify those who are more at risk and then include
them in more autonomy-supported activities (also related to community
collaboration).
References
Archambault, I., Janosz, M., Fallu, J., & Pagani, L. S. (2009). Student engage-
ment and its relationship with early high school dropout. Journal of
Adolescence, 32(3), 651–670.
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-ef-
ficacy, motivation, academic achievement, and intention to drop out of
high school: A longitudinal study. The Journal of Educational Research,
104, 241–252.
103
connecting individual students with selected school–community collabo-
ration tasks. When their interests are considered to be important, they can
perceive that a task is more attractive to them. To conclude, when trying to
move from amotivation to extrinsic or possibly even intrinsic motivation
we have to change the perception of school work as something not worth
doing into something worth doing.
Conclusions
As pointed out by Ryan and La Guardia (1999, in: Ryan & Deci, 2009), the
importance of autonomy and competence support needs to be recognised
in ESL prevention even more since the first response of teachers and par-
ents in situations of anticipated ESL is to add more controls and apply ad-
ditional pressures to the students, which in a way closes the door for inter-
vention and even reduces their motivation to stay in school. Involvement in
community work can support the intrinsic motivation to learn and stay in
school by introducing community–school collaboration. When schools are
engaged in community-relevant activities these can affect the relatedness
(sense of belonging to the community, being involved with peers, being
involved with members of the community outside of schools), autonomy
(designing and managing their own community-based project work) and
competence (putting the formal knowledge gained at school into practice
and use on the community level) as well – increase students’ motivation to
learn and continue their education. By knowing the trajectories leading to
ESL such as self-evaluated amotivation and extrinsic motivation (perceived
control and external regulation), we can screen students (self-evaluation
questionnaires) and identify those who are more at risk and then include
them in more autonomy-supported activities (also related to community
collaboration).
References
Archambault, I., Janosz, M., Fallu, J., & Pagani, L. S. (2009). Student engage-
ment and its relationship with early high school dropout. Journal of
Adolescence, 32(3), 651–670.
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-ef-
ficacy, motivation, academic achievement, and intention to drop out of
high school: A longitudinal study. The Journal of Educational Research,
104, 241–252.
103
