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The importance of psychological need satisfaction in educational re-engagement

Nicholson, LJ and Putwain, DW (2016) The importance of psychological need satisfaction in educational re-engagement. Research Papers in Education. ISSN 0267-1522

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Abstract

Students attending alternative provision (AP) schools have typically disengaged with their education. They present with multiple problems and complex support needs which makes their re-engagement back into education challenging. This study examined educational re-engagement using the self-system model of motivational processes. Teacher (or other school staff) practices that facilitated and inhibited the students’ psychological needs for autonomy, relatedness and competence were identified. Semi-structured interviews were conducted with 35 students (aged 14–16 years) attending an AP school in England and data were triangulated using staff interviews and lesson observations. Interpretive phenomenological analysis was used to code the data. More staff practices were categorised as facilitating one of the three needs, and more students mentioned these positive behaviours, than the need-inhibiting practices. This fostered trusting, caring and respectful student–staff relationships, which ultimately led to educational re-engagement. It would be beneficial if such findings were incorporated into government statutory guidelines for AP establishments in order to increase awareness amongst those on the frontline. Moreover, findings support the current UK government policy to increase the number of AP schools, as they have the scope to focus on the supportive staff practices.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 23 December 2016], available online:http://dx.doi.org/10.1080/02671522.2016.1271004
Uncontrolled Keywords: 13 Education
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LC Special aspects of education
Divisions: School of Education
Publisher: Taylor and Francis
Date Deposited: 19 Jan 2017 16:14
Last Modified: 06 Sep 2017 18:36
DOI or Identification number: 10.1080/02671522.2016.1271004
URI: http://researchonline.ljmu.ac.uk/id/eprint/5318

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