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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, An Autonomy-Supportive Teaching Intervention Benefits Students in a Low-SES School Setting(Taylor & Francis, 2025-01-01)We conducted the first autonomy-supportive teaching intervention in a low SES school setting. We hypothesized that the teacher-focused intervention would increase students' psychological need satisfaction and classroom engagement—just as it has been demonstrated to do in previous interventions conducted in more advantaged schools. We randomly assigned 28 Peruvian teachers who taught 14 different subjects (e.g., math) in grades 7–11 in a very low SES school district to participate or not in the autonomy-supportive teaching workshop (i.e., experimental vs. control condition). Their 672 students (332 females, 339 males) self-reported their perceived teacher support, need satisfaction (autonomy, competence, relatedness), and classroom engagement at the beginning, middle, and end of a semester. A structural equation modeling analysis showed that the hypothesized model fit the data well, and that experimental condition predicted students' T2 need satisfaction, T2 need satisfaction predicted students' T3 classroom engagement, and T2 need satisfaction mediated the effect that experimental condition had on T3 classroom engagement. These findings show that an autonomy-supportive teaching intervention can work in a low-SES setting and not just in socioeconomically advantaged schools.1