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Item type:Publication, Education as Flourishing: Self-Determination Theory in Schools as They Are and as They Might Be(Oxford University Press, 2023-01-01)In the perspective of self-determination theory the central aim of education should be that of enhancing students’ flourishing. Flourishing involves not only the development of cognitive capacities but also capacities for agency, prosocial relationships, and psychological wellness. Strong evidence within self-determination theory, reviewed herein, shows how teaching styles that support students’ basic needs for autonomy, relatedness, and competence foster these aspects of flourishing, enhancing the quality of students’ engagement, learning, and social relationships. Also highlighted are how students’ motivation and agency reciprocally influence teachers’ tendency to be need supportive, such that interventions on both sides of the teacher-student relationship can enhance learning climates. Nonetheless, this body of evidence concerns optimizing need supports within existing school environments, which too often remain mired in policies, practices, and omnipresent evaluations that are not designed for student flourishing, and which instead often harm both students’ and teachers’ well-being and motivation. The chapter’s conclusion includes a call to broaden the criteria by which schools are evaluated to include process as well as outcome targets. Creating the best schools we can imagine entails the assessment and cultivation of what really matters (i.e., process targets) to student flourishing in both their present and future lives. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Variations in Need Supports in Education as a Function of Cultural and Economic Factors: Perspectives from Self-Determination Theory(Springer Science+Business Media, 2025-12-01)Self-Determination Theory (SDT) posits that the basic psychological needs for autonomy, competence, and relatedness are universally essential to high-quality motivation and wellness in educational settings. A strong focus of SDT has been on the affordances and obstacles to supporting these basic needs, which can vary considerably between classrooms, schools, school systems, and cultures. In this review, we briefly review the evidence for SDT’s “universality without uniformity” claims, showing that the importance of these three basic psychological needs for student well-being and academic functioning is empirically well established across cultures. However, examining variability, our discussion focuses on how economic, societal, and cultural factors may impact parent and teacher practices and educational policies, affecting the extent to which learners’ basic needs are supported. Illustrating this, we describe the ways in which SDT has been received or applied in 10 different societal-cultural contexts. These observations suggest that as yet few countries have enacted educational policies with students’ basic needs in the forefront. Many instead emphasize practices and policies with little supportive evidence, such as pervasive grading, a focus on high-stakes testing, and limited content choice, factors that can lead to basic need frustration and disengagement for students and educators. Cultural ideologies can also create a bias against a focus on flourishing for all, and economic factors often limit teachers’ access to training and resources. Yet, some educational systems have incorporated SDT principles, and we identify factors that have contributed to this. We conclude by calling for a stronger focus on supporting learners’ basic psychological needs as part of both teacher training and educational policies.2