Self-determination, Self-efficacy and Self-regulation in School: A Longitudinal Intervention Study With Primary School Pupils

Abstract

The study documents an intervention programme based on the Self-determination Theory of Deci and Ryan (2000) with school beginners in an Austrian primary school with the aim to improve perceived self-determination and academic self-regulation of school beginners. For two years, teachers were guided by a team of educational scientists to design challenging autonomous learning settings and to foster self-determined academic regulation. Before and after the intervention, about 100 pupils were questioned concerning their well-being in school, perceived autonomy support, their academic self-regulation, and school-related self-efficacy. Teachers' autonomy support decreased during the first year but remained stable from then on.Pupils' intrinsic regulation, as well as their introjected and external regulation and their self-efficacy, decreased throughout the intervention but identified regulation remained stable. The results indicate that perceived self-determination, self-determined academic regulation, and self-efficacy contribute to school-related well-being and offer interesting recommendations for improving the climate in schools for pupils and teachers.

Neue Wege für zukunftsfähigen Unterricht an landwirtschaftlichen Schulen

“…Wenn mehrperspektivische Problemlösungen in autonomen Lernprozessen erarbeitet werden, wird von Lehrpersonen Vertrauen in die Selbstständigkeit der Lernenden verlangt. Lernende haben Verantwortung zu übernehmen, dies erhöht den Stellenwert ihrer Arbeit und führt zur Entwicklung von Selbstwirksamkeit (Martinek & Kipman, 2016), die sie auch für zukünftige herausfordernde Situationen stärken soll. Für Vernetzung, Offenheit, Partizipationsprozesse, kognitive Agilität und Vertrauen steht auch "VOPA+", um unterschiedliche Wissensbestände zu verknüpfen und flexibel zu denken.…”