Page 99 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 99
support for autonomy, competence and relatedness ...
by academic achievement and perceived competence (Alivernini & Lucidi,
2011).
Intrinsic motivation is also related to higher quality knowledge (which
fulfils the need for competence). In an experiment (Benware & Deci, 1984),
students were given 3 hours to read a text. The first group was told they
would be tested afterwards (low intrinsic motivation was expected) and
the other that they would be given a chance to use their knowledge in prac-
tice by teaching others (higher intrinsic motivation was expected). The two
groups did not differ significantly in the information memorised but did
differ in their conceptual knowledge. The findings were replicated in nu-
merous studies around the world (Grolnik & Ryan, 1987; Kage & Namiki;
1990; Fortier, Vallerard, & Guay, 1995).
Support for relatedness
The quality of motivation influences ESL (among others) by strengthen-
ing a student’s persistence, higher quality knowledge and positive feelings
in school also by satisfying their need for relatedness. This is especially im-
portant in students prone to ESL since they are usually not intrinsically
motivated and therefore we have to find a way to transform their amoti-
vation into first extrinsic motivation and, finally, intrinsic motivation. The
need for relatedness is the one supporting the need for competence and au-
tonomy and can be addressed by providing an inclusive environment on
the classroom level, school level and community level. Sense of belonging
or relatedness refers to the extent to which students feel personally accept-
ed, respected, and supported by others in the school social environment.
Students with a smaller sense of belonging tend to be less socially integrat-
ed into the school (Pearson et al., 2007) and are less attached to the school
community and the wider community. It is in this context (relatedness sup-
port) that community-based learning can be of special use. Community is
used to expand the social network of students, which satisfies their need for
relatedness through community-based learning. Research (Epstein et al.,
2009) shows that community-based learning influences (besides influenc-
ing self-evaluated autonomy and competence) the sense of belonging, relat-
edness to school and the wider community. Important emphasis also has
to be put on teachers’ motivation to collaborate with the community and
support for their interests as well. Various studies of elementary and high
school students (e.g. Hardre & Reeve, 2003; Jang, Reeve, & Deci, 2007) have
99
by academic achievement and perceived competence (Alivernini & Lucidi,
2011).
Intrinsic motivation is also related to higher quality knowledge (which
fulfils the need for competence). In an experiment (Benware & Deci, 1984),
students were given 3 hours to read a text. The first group was told they
would be tested afterwards (low intrinsic motivation was expected) and
the other that they would be given a chance to use their knowledge in prac-
tice by teaching others (higher intrinsic motivation was expected). The two
groups did not differ significantly in the information memorised but did
differ in their conceptual knowledge. The findings were replicated in nu-
merous studies around the world (Grolnik & Ryan, 1987; Kage & Namiki;
1990; Fortier, Vallerard, & Guay, 1995).
Support for relatedness
The quality of motivation influences ESL (among others) by strengthen-
ing a student’s persistence, higher quality knowledge and positive feelings
in school also by satisfying their need for relatedness. This is especially im-
portant in students prone to ESL since they are usually not intrinsically
motivated and therefore we have to find a way to transform their amoti-
vation into first extrinsic motivation and, finally, intrinsic motivation. The
need for relatedness is the one supporting the need for competence and au-
tonomy and can be addressed by providing an inclusive environment on
the classroom level, school level and community level. Sense of belonging
or relatedness refers to the extent to which students feel personally accept-
ed, respected, and supported by others in the school social environment.
Students with a smaller sense of belonging tend to be less socially integrat-
ed into the school (Pearson et al., 2007) and are less attached to the school
community and the wider community. It is in this context (relatedness sup-
port) that community-based learning can be of special use. Community is
used to expand the social network of students, which satisfies their need for
relatedness through community-based learning. Research (Epstein et al.,
2009) shows that community-based learning influences (besides influenc-
ing self-evaluated autonomy and competence) the sense of belonging, relat-
edness to school and the wider community. Important emphasis also has
to be put on teachers’ motivation to collaborate with the community and
support for their interests as well. Various studies of elementary and high
school students (e.g. Hardre & Reeve, 2003; Jang, Reeve, & Deci, 2007) have
99
