Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective
Presently, many issues question the capacity of Québec’s educational institutions to wholly fulfill their social mission. Those challenges include a relatively high school dropout rate, a low literacy level among the adult population, and a constant increase in the number of students with disabiliti...
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| Format: | Article |
| Language: | English |
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Canadian Society for Studies in Education
2016-12-01
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| Series: | Canadian Journal for New Scholars in Education |
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| Online Access: | https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30708 |
| _version_ | 1811291198548082688 |
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| author | Joëlle Gaudreau |
| author_facet | Joëlle Gaudreau |
| author_sort | Joëlle Gaudreau |
| collection | DOAJ |
| description | Presently, many issues question the capacity of Québec’s educational institutions to wholly fulfill their social mission. Those challenges include a relatively high school dropout rate, a low literacy level among the adult population, and a constant increase in the number of students with disabilities, social maladjustments or learning difficulties. Sustaining adolescents’ academic motivation is a concern relating to each of the mentioned issues affecting Québec’s high schools nowadays. This paper addresses the following question: how can school agents and educational policies best support the adolescents’ motivation in school? To answer this question, I use the theoretical framework of the self-determination theory (SDT), a macrotheory of the human motivation which stipulates that the respect of basic psychological needs (autonomy, competence and relatedness) nourish students’ intrinsic motivation, to analyze a research-based intervention program that aim to enhance students’ academic motivation, and Québec Education Program (QEP) recommendations on this point. The conclusions of this article invites scholars and governments to investigate educational models prioritizing the fulfillment of the youths’ basic psychological needs according to SDT. |
| first_indexed | 2024-04-13T04:25:47Z |
| format | Article |
| id | doaj.art-47ac3a73373547bb93469e8f36335a3c |
| institution | Directory Open Access Journal |
| issn | 1916-9221 |
| language | English |
| last_indexed | 2024-04-13T04:25:47Z |
| publishDate | 2016-12-01 |
| publisher | Canadian Society for Studies in Education |
| record_format | Article |
| series | Canadian Journal for New Scholars in Education |
| spelling | doaj.art-47ac3a73373547bb93469e8f36335a3c2022-12-22T03:02:32ZengCanadian Society for Studies in EducationCanadian Journal for New Scholars in Education1916-92212016-12-0172Adolescents’ Motivational Support in School: A Self-Determination Theory PerspectiveJoëlle GaudreauPresently, many issues question the capacity of Québec’s educational institutions to wholly fulfill their social mission. Those challenges include a relatively high school dropout rate, a low literacy level among the adult population, and a constant increase in the number of students with disabilities, social maladjustments or learning difficulties. Sustaining adolescents’ academic motivation is a concern relating to each of the mentioned issues affecting Québec’s high schools nowadays. This paper addresses the following question: how can school agents and educational policies best support the adolescents’ motivation in school? To answer this question, I use the theoretical framework of the self-determination theory (SDT), a macrotheory of the human motivation which stipulates that the respect of basic psychological needs (autonomy, competence and relatedness) nourish students’ intrinsic motivation, to analyze a research-based intervention program that aim to enhance students’ academic motivation, and Québec Education Program (QEP) recommendations on this point. The conclusions of this article invites scholars and governments to investigate educational models prioritizing the fulfillment of the youths’ basic psychological needs according to SDT.https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30708Academic MotivationEducation PolicySchool EnvironmentsSelf-Determination TheoryStudent Engagement |
| spellingShingle | Joëlle Gaudreau Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective Canadian Journal for New Scholars in Education Academic Motivation Education Policy School Environments Self-Determination Theory Student Engagement |
| title | Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective |
| title_full | Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective |
| title_fullStr | Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective |
| title_full_unstemmed | Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective |
| title_short | Adolescents’ Motivational Support in School: A Self-Determination Theory Perspective |
| title_sort | adolescents motivational support in school a self determination theory perspective |
| topic | Academic Motivation Education Policy School Environments Self-Determination Theory Student Engagement |
| url | https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30708 |
| work_keys_str_mv | AT joellegaudreau adolescentsmotivationalsupportinschoolaselfdeterminationtheoryperspective |