Page 94 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 94
for supporting psychological needs and positive effects on achieve-
ment and attendance rates using Self-Determination Theory – SDT
(Ryan & Deci, 2002). Self-determination theory argues that people
have three basic psychological needs: (i) the need for autonomy; (ii)
the need for competence; and (iii) the need for relatedness. All three
are discussed in this contribution and the role of school–community
collaboration in satisfying these needs is explained. It has so far been
established that when these psychological needs are met in students
their well-being increases significantly, their knowledge is conceptu-
al and ESL is less common (Ryan & Deci, 2009). There have also been
more specific connections between an autonomy supporting envi-
ronment and a low level of ESL (Alivernini & Lucidi, 2011). Our un-
derlying assumption presented in the paper is that positive and on-
going school–community collaboration fosters students’ autonomy,
competence and relatedness, which consequently prevent ESL.
Key words: local community, school-community cooperation,
self-determination theory, relatedness, autonomy, competence
Introduction
The research on ESL reveals that one of the crucial factors influencing a stu-
dent’s decision to leave school is a (lack of) motivation (Vallerand, Fortier,
& Guay, 1997). Individual differences in academic achievement (and persis-
tence to stay in school) can be significantly predicted by students’ self-effi-
cacy beliefs and strong motivation to succeed in school (Motti-Stefanidi &
Masten, 2013). The level as well as the quality (intrinsic or extrinsic) of moti-
vation is important. Intrinsic motivation is the inherent propensity to seek
out novelty and challenge, to extend and exercise one’s capacities, to ex-
plore and to learn (Reeve, 2015). Students with high levels of intrinsic moti-
vation are less likely to leave school early (Guay & Vallerand, 1997; Hardre
& Reeve, 2003). When students are intrinsically motivated they experi-
ence engagement, perceive that their school-related tasks are decided on by
themselves (self-determined) and based on their personal values and inter-
ests (Alivernini & Lucidi, 2011). The higher a person’s intrinsic motivation
the greater will be their engagement in a task (e.g. school tasks in a school
setting), the stronger their effort to pursue their goals (Sheldon & Elliot,
1999), to pay attention in class, exert effort and stay in school (Hardree &
Reeve, 2003; Skinner & Belmont, 1993). The more students are engaged, the
less they are prone to ESL. For instance, a longitudinal study conducted
94
ment and attendance rates using Self-Determination Theory – SDT
(Ryan & Deci, 2002). Self-determination theory argues that people
have three basic psychological needs: (i) the need for autonomy; (ii)
the need for competence; and (iii) the need for relatedness. All three
are discussed in this contribution and the role of school–community
collaboration in satisfying these needs is explained. It has so far been
established that when these psychological needs are met in students
their well-being increases significantly, their knowledge is conceptu-
al and ESL is less common (Ryan & Deci, 2009). There have also been
more specific connections between an autonomy supporting envi-
ronment and a low level of ESL (Alivernini & Lucidi, 2011). Our un-
derlying assumption presented in the paper is that positive and on-
going school–community collaboration fosters students’ autonomy,
competence and relatedness, which consequently prevent ESL.
Key words: local community, school-community cooperation,
self-determination theory, relatedness, autonomy, competence
Introduction
The research on ESL reveals that one of the crucial factors influencing a stu-
dent’s decision to leave school is a (lack of) motivation (Vallerand, Fortier,
& Guay, 1997). Individual differences in academic achievement (and persis-
tence to stay in school) can be significantly predicted by students’ self-effi-
cacy beliefs and strong motivation to succeed in school (Motti-Stefanidi &
Masten, 2013). The level as well as the quality (intrinsic or extrinsic) of moti-
vation is important. Intrinsic motivation is the inherent propensity to seek
out novelty and challenge, to extend and exercise one’s capacities, to ex-
plore and to learn (Reeve, 2015). Students with high levels of intrinsic moti-
vation are less likely to leave school early (Guay & Vallerand, 1997; Hardre
& Reeve, 2003). When students are intrinsically motivated they experi-
ence engagement, perceive that their school-related tasks are decided on by
themselves (self-determined) and based on their personal values and inter-
ests (Alivernini & Lucidi, 2011). The higher a person’s intrinsic motivation
the greater will be their engagement in a task (e.g. school tasks in a school
setting), the stronger their effort to pursue their goals (Sheldon & Elliot,
1999), to pay attention in class, exert effort and stay in school (Hardree &
Reeve, 2003; Skinner & Belmont, 1993). The more students are engaged, the
less they are prone to ESL. For instance, a longitudinal study conducted
94
