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Developing young adolescents' psychological need satisfaction: a feasibility study of a pupil-focused intervention in secondary schools

journal contribution
posted on 03.03.2020 by Stephen R Earl, Carla Meijen, Ian Taylor, Louis Passfield
Education-based interventions traditionally focus on the teacher to better support pupils’ motivation. Grounded in self-determination theory, the study investigates the feasibility of a pupil-focused intervention to help pupils become more active in their search for basic psychological need satisfaction (BPNS). Focus groups and a 2-week pupil completed diary-log were administered with 22 UK secondary school pupils from Years 7 and 8 (aged 11–13 years; 45% male, 55% female) and 12 teachers (42% male, 58% female). Despite perceived value from teachers, a written diary-log appeared to be ineffective in engaging pupils. Pupil-focused initiatives may benefit from support sessions to provide guidance on pupils’ reflections, should be incorporated into normal school practices with a showcase event, and be designed in an interactive electronic format. The study offers theoretical considerations regarding pupils’ intrapsychic experience of motivation, and provides teacher and pupil insights into the practicalities of conducting pupil-focused interventions based upon BPNS.

History

School

  • Sport, Exercise and Health Sciences

Published in

Educational Studies

Publisher

Taylor & Francis

Version

AM (Accepted Manuscript)

Rights holder

© Informa UK Limited, trading as Taylor & Francis Group

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Studies on 30 January 2020, available online: http://www.tandfonline.com/10.1080/03055698.2020.1719386.

Acceptance date

17/01/2020

Publication date

2020-01-30

Copyright date

2020

ISSN

0305-5698

eISSN

1465-3400

Language

en

Depositor

Dr Ian Taylor. Deposit date: 2 March 2020

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