Page 98 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 98
ool administration, local community) undermine students’ perceptions
of their own autonomy and competence which, in turn, decreases self-de-
termined motivation that leads to the thought of ESL and actual ESL. They
(Vallerad et al., 1997) studied contextual and motivational predictors of ESL
by assessing students with regard to their perception of their autonomy and
the support for autonomy and by investigating which students would be
more likely to still be in school a year later. They found that students who
felt more autonomous and had more support for autonomy felt more com-
petent and were more likely to stay in school a year later. In classrooms
where teachers are more autonomy-supportive (e.g. letting students choose
from various alternatives, listening to them and asking them for their point
of view), students tend to become more intrinsically motivated, perceive
themselves as more competent, and feel better about themselves, where-
as in classrooms where teachers were more controlling (e.g. giving strict
directions or orders, supervising and monitoring too closely or not giv-
ing students the opportunity to propose choices and opinions that differ
from those expressed by adults), students tended to lose intrinsic motiva-
tion, perceived competence and self-esteem (Ryan & Grolnick, 1986; Tsai et
al., 2008) and were more prone to ESL (Vallerand et al., 1997). Other stud-
ies on the topic (Guay & Valleard, 1997; Hardree & Reeve, 2003; Valleard
& Bissonette, 1992) confirmed these findings, thereby stressing the impor-
tance of autonomy-supportive behaviour in schools.
The results were also replicated in a longitudinal setting. For instance,
Alievernini and Licidi (2011) used a longitudinal design and showed that
the level of self-determined motivation in students, which was directly re-
lated to the perception of the autonomy support they receive, was the best
predictor of the intention to leave school early. Moving even further (by
incorporating more variables in their model), Hardree and Reeve (2003)
included academic achievement in their analysis of the relationship be-
tween autonomy support and ESL, and found that the more autonomous
type of motivation influences the decision to stay in school, regardless of
the level of academic achievement, namely, even in low-performing stu-
dents. Alivernini and Lucidi (2011) added academic achievement and SES
to the model and found that the level of self-determined motivation in stu-
dents significantly predicted ESL, even when controlling for their academ-
ic achievement and SES, indicating that the intention to leave school ear-
ly seems to be more directly affected by self-determined motivation than
98
of their own autonomy and competence which, in turn, decreases self-de-
termined motivation that leads to the thought of ESL and actual ESL. They
(Vallerad et al., 1997) studied contextual and motivational predictors of ESL
by assessing students with regard to their perception of their autonomy and
the support for autonomy and by investigating which students would be
more likely to still be in school a year later. They found that students who
felt more autonomous and had more support for autonomy felt more com-
petent and were more likely to stay in school a year later. In classrooms
where teachers are more autonomy-supportive (e.g. letting students choose
from various alternatives, listening to them and asking them for their point
of view), students tend to become more intrinsically motivated, perceive
themselves as more competent, and feel better about themselves, where-
as in classrooms where teachers were more controlling (e.g. giving strict
directions or orders, supervising and monitoring too closely or not giv-
ing students the opportunity to propose choices and opinions that differ
from those expressed by adults), students tended to lose intrinsic motiva-
tion, perceived competence and self-esteem (Ryan & Grolnick, 1986; Tsai et
al., 2008) and were more prone to ESL (Vallerand et al., 1997). Other stud-
ies on the topic (Guay & Valleard, 1997; Hardree & Reeve, 2003; Valleard
& Bissonette, 1992) confirmed these findings, thereby stressing the impor-
tance of autonomy-supportive behaviour in schools.
The results were also replicated in a longitudinal setting. For instance,
Alievernini and Licidi (2011) used a longitudinal design and showed that
the level of self-determined motivation in students, which was directly re-
lated to the perception of the autonomy support they receive, was the best
predictor of the intention to leave school early. Moving even further (by
incorporating more variables in their model), Hardree and Reeve (2003)
included academic achievement in their analysis of the relationship be-
tween autonomy support and ESL, and found that the more autonomous
type of motivation influences the decision to stay in school, regardless of
the level of academic achievement, namely, even in low-performing stu-
dents. Alivernini and Lucidi (2011) added academic achievement and SES
to the model and found that the level of self-determined motivation in stu-
dents significantly predicted ESL, even when controlling for their academ-
ic achievement and SES, indicating that the intention to leave school ear-
ly seems to be more directly affected by self-determined motivation than
98
