Promoting Supportive Relationships in Youth Programs: A Self-Determination Theory Perspective

Duerden, Mat D.; Gillard, Ann

doi:10.5195/jyd.2008.287

Cited by 7 publications

(6 citation statements)

References 44 publications

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“…3, à long terme (Hamre et Pianta, 2007;Skinner et al, 2008). De plus, les études montrent que les élèves retirent davantage de bénéfices quand les adultes proposent un équilibre entre des activités structurées et non-structurées (Duerden et Gillard, 2008), ce qui semble aussi avoir été le cas dans cette classe. Que ce soit lors de circonstances exceptionnelles ou non, un élève est susceptible de s'engager davantage s'il ressent que tout n'est pas déjà établi d'avance pour lui.…”

Section: Discussionunclassified

Pratiques enseignantes en soutien à l’autodétermination des élèves du primaire en contexte de pandémie

et al. 2022

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Les pratiques de l’enseignant qui soutiennent les besoins d’autodétermination (autonomie, compétence, appartenance) des élèves favorisent leur motivation intrinsèque, leur engagement et leur réussite scolaire. Cette étude s’est intéressée aux pratiques de soutien aux besoins d’autodétermination déployées par un enseignant d’une classe primaire lors du retour en classe post confinement 2020. À l’aide d’une grille d’observation, 500 minutes de captation vidéo ont été examinées afin de dégager la fréquence et la nature des pratiques qui soutiennent le besoin d’autonomie, de compétence et d’appartenance des élèves. Les analyses descriptives montrent que cet enseignant utilise un grand nombre de pratiques qui soutiennent ces trois besoins, à plus forte raison lorsqu’il fait de l’enseignement magistral ou lorsque des interactions ont lieu avec les élèves. L’analyse du discours de l’enseignant a permis de mettre en lumière qu’il a opté pour une approche positive face aux changements induits par la Covid-19. S’il est possible de croire que cet enseignant utilisait déjà des pratiques soutenant l’autodétermination des élèves, le contexte pandémique semble avoir été pour lui une occasion d’être centré sur les besoins des élèves dans sa didactique et sa gestion de la classe.

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Section: Discussionunclassified

Pratiques enseignantes en soutien à l’autodétermination des élèves du primaire en contexte de pandémie

et al. 2022

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“…Still not fully prepared to take the lead role or demotivated with the project?! According to the Self-Determination Theory, which promotes greater participation and psychological well-being [28], motivation and involvement occur when the young person identifies with, internalizes and integrates the objectives of the program. Internalisation is driven by three basic psychological needs: competence, autonomy and relatedness [29].…”

Section: Discussionmentioning

confidence: 99%

Youth Have A Voice - Qualitative Exploration Of A Participatory Action-Research Program

Branquinho¹,

Cerqueira²,

Ramiro³

et al. 2018

Acta Psychopathol

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Although the participatory action-research programs with young people are increasingly common around the world, their inclusion in the evaluation of intervention programs in the area of health promotion is still not a rule. This study presents youths' assessment of strengths, weaknesses, opportunities and threats of the Dream Teens project, along with its impact on their development as a person, the development of their individual action and their social support (family, school and community). Two studies are presented: study 1, referring to individual interviews, including a total of 12 young people, with a mean age of 18.5 years (± 1.62), mostly girls (83.3%) attending secondary school (41.67%), higher education (33.33%) and third grade (25%); and study 2, referring to a focus group that involved 8 young people, mostly girls (75%), age 18.5 years ( ± 2) attending higher education (37.5%), secondary school (37.5%) and third grade (25%). The NVivo software was used for the analysis and processing of data.Overall, young people identify the establishment of goals in the project, the relationships established, the acquired knowledge and face-to-face meetings as forces; their difficulty in dealing with empowerment, and weak participation of some young people as weaknesses; the availability of local authorities and some teachers to listen to young people as opportunities; and the necessary bureaucracy in order for a project to be implemented, the lack of support from the educational community and some teachers, along with the lack of support of political power as threats.In terms of impact on the participants, there is an increase in their capacity for the development of the person, in the promotion of their self-esteem, personal goals, a sense of community participation, communication skills and respect for themselves and for others; and their development of individual action, a greater political empowerment, development of skills and confidence for research-action, and relationships established. The opportunities created include the establishment of new contacts and the feeling of support from some political bodies at a social support level; promotion of active listening, capacity for argumentation and development of new interests at the family level; at school, these include better relationships with teachers and colleagues, better academic performance, easier coping with frustration, better acceptance of the other; and in the community, although they have not noticed significant changes, they believe that their work will have future repercussions. This work is expected to contribute to an increase in the number of research-action programs with the participation of young people, enhancing their effectiveness as a way to promote their health and wellbeing.

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“…Berry and LaVelle (2013) emphasize that practices such as establishing strong relationships with adult staff, cultivating ability through extracurricular activities, and giving students choice over what activities to pursue-i.e., satisfying the basic psychological needs of relatedness, competence, and autonomy-can enhance engagement among students who initially join after-school programs for extrinsically motivated reasons. Duerden and Gillard (2008) indicate that positive youthadult relationships support autonomy, relatedness, and competence, which in turn provides scaffolding for youth to navigate the challenges of adolescence. Akiva and colleagues (2014) affirm that involving adolescent youth in decision-making processes can enhance their motivation to participate in development programs.…”

Section: Organismic Integration Theory: Internalizing Extrinsic Motivmentioning

confidence: 99%

Motivation (Constructs) Made Simpler: Adapting Self-Determination Theory for Community-Based Youth Development Programs

Jones

Feigenbaum

Jones

2021

JYD

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Motivation is a key factor for enhancing psychological engagement among underserved youth. However, the abundance of motivational constructs complicates the translation of theory into practice by community-based youth development programs. This paper simplifies the translation process, presenting an actionable motivation model derived from Ryan and Deci’s (2000) self-determination theory (SDT) and its sub-construct, organismic integration theory (OIT). This model was developed by Youth Enrichment Services (YES), a Pittsburgh-based nonprofit that cultivates long-term relationships, academic and professional success, and community engagement among low-income, adolescent students of color. Although intrinsic motivation to learn is more positively associated with psychological engagement than extrinsic motivation, contemporary institutions are built around extrinsic incentives. Therefore, guided by OIT, this model cultivates the gradual internalization of motivational regulation by supporting youth’s psychological needs of relatedness, competences, and autonomy. As a practical application of self-determination theory, this model holds promise for adoption by other youth development programs.

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Promoting Supportive Relationships in Youth Programs: A Self-Determination Theory Perspective

Cited by 7 publications

References 44 publications

Pratiques enseignantes en soutien à l’autodétermination des élèves du primaire en contexte de pandémie

Pratiques enseignantes en soutien à l’autodétermination des élèves du primaire en contexte de pandémie

Youth Have A Voice - Qualitative Exploration Of A Participatory Action-Research Program

Motivation (Constructs) Made Simpler: Adapting Self-Determination Theory for Community-Based Youth Development Programs

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