Page 95 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 95
support for autonomy, competence and relatedness ...
by Archambault et al. (2009) showed that a global school engagement sig-
nificantly predicts low levels of ESL. On the other side, extrinsic motiva-
tion arises from environmental incentives (rewards, consequences, pun-
ishments) that are separate from activity itself (Reeve, 2015). The problem
with extrinsic motivations is that, when these environmental incentives are
withdrawn, the behaviour stops as well – for instance, if a student is exter-
nally motivated to be in school (e.g. grades, parental pressure) and if these
external rewards or punishers are gone (or a student no longer finds them
relevant), he or she would leave school. All of this supports the notion that
it is important to develop students’ intrinsic motivation. One of the most
empirically supported theories of the contemporary psychology of moti-
vation is Self-Determination Theory (SDT) (Ryan & Deci, 2002). SDT was
chosen as a framework for the present paper due to its in depth-models of
intrinsic and extrinsic motivation with practical implications, among oth-
ers, for the field of education. In the paper, we will discuss how communi-
ty–school collaboration can enhance students’ intrinsic motivation to learn
and to stay in school by fulfilling their psychological needs.
Methodology
The search for scientific articles was mostly unsuccessful in combining
school–community collaboration with SDT and ESL (for instance, in the
PsychArticles (EBSHOST) database by searching the key words ‘self-deter-
mination theory’, ‘early school leaving’, ‘drop out’, ‘school–community col-
laboration’ only 2 out of 15 articles found through the search engine were
content-related and relevant). We used: (i) self-determination theory hand-
books and monographs as the main source (and backward search); and (ii)
a self-determination theory online platform where relevant research using
self-determination theory is gathered (section application of self-determi-
nation theory/education) and the online platform ResearchGate.
Self-Determination Theory – SDT
Self-Determination Theory is a theory of motivation. It is concerned with
supporting our natural or intrinsic tendencies to behave in effective and
healthy ways. SDT (Deci & Ryan, 2002) is not so much focused on the
amount of motivation but more on the quality of motivation by differen-
tiating amotivation, intrinsic and extrinsic motivation. All three types of
motivation can be placed on a continuum of perceived locus of control or
95
by Archambault et al. (2009) showed that a global school engagement sig-
nificantly predicts low levels of ESL. On the other side, extrinsic motiva-
tion arises from environmental incentives (rewards, consequences, pun-
ishments) that are separate from activity itself (Reeve, 2015). The problem
with extrinsic motivations is that, when these environmental incentives are
withdrawn, the behaviour stops as well – for instance, if a student is exter-
nally motivated to be in school (e.g. grades, parental pressure) and if these
external rewards or punishers are gone (or a student no longer finds them
relevant), he or she would leave school. All of this supports the notion that
it is important to develop students’ intrinsic motivation. One of the most
empirically supported theories of the contemporary psychology of moti-
vation is Self-Determination Theory (SDT) (Ryan & Deci, 2002). SDT was
chosen as a framework for the present paper due to its in depth-models of
intrinsic and extrinsic motivation with practical implications, among oth-
ers, for the field of education. In the paper, we will discuss how communi-
ty–school collaboration can enhance students’ intrinsic motivation to learn
and to stay in school by fulfilling their psychological needs.
Methodology
The search for scientific articles was mostly unsuccessful in combining
school–community collaboration with SDT and ESL (for instance, in the
PsychArticles (EBSHOST) database by searching the key words ‘self-deter-
mination theory’, ‘early school leaving’, ‘drop out’, ‘school–community col-
laboration’ only 2 out of 15 articles found through the search engine were
content-related and relevant). We used: (i) self-determination theory hand-
books and monographs as the main source (and backward search); and (ii)
a self-determination theory online platform where relevant research using
self-determination theory is gathered (section application of self-determi-
nation theory/education) and the online platform ResearchGate.
Self-Determination Theory – SDT
Self-Determination Theory is a theory of motivation. It is concerned with
supporting our natural or intrinsic tendencies to behave in effective and
healthy ways. SDT (Deci & Ryan, 2002) is not so much focused on the
amount of motivation but more on the quality of motivation by differen-
tiating amotivation, intrinsic and extrinsic motivation. All three types of
motivation can be placed on a continuum of perceived locus of control or
95
