Support for autonomy, competence and relatedness using school – community collaboration as a systematic ESL prevention tool
Thursday 23 July 2015, by
The local community (school–community collaboration) can play an important role in preventing ESL by supporting a student’s basic psychological needs: autonomy, competence and relatedness. Autonomy, competence and relatedness are the building stones of intrinsic motivation that is crucial for students to stay in school.
The paper analyses the role of the local community in ESL – with a special focus on school–community collaboration and based on Self-Determination Theory (SDT) (Ryan & Deci, 2002). School–community collaboration occurs when groups or agencies come together to establish an educative community. The educative community is composed of a multitude of educating entities such as school, home, places of worship, the media, museums, libraries, community agencies, and businesses (Drew, 2004). When these entities take part in a common goal (education), students may see more meaning in education and be less likely to leave school. Some of the positive results found at schools practising extensive community–school collaboration are improved reading and maths performance, better attendance rates, a decrease in suspension rates, and a reduction in the ESL rate (Schargel & Smink, 2004). In the paper, we propose a model in which we use school–community collaboration as a possible tool for supporting psychological needs and positive effects on achievement and attendance rates using Self-Determination Theory – SDT (Ryan & Deci, 2002). Self-determination theory argues that people have three basic psychological needs: (i) the need for autonomy; (ii) the need for competence; and (iii) the need for relatedness. All three are discussed in this contribution and the role of school–community collaboration in satisfying these needs is explained. It has so far been established that when these psychological needs are met in students their well-being increases significantly, their knowledge is conceptual and ESL is less common (Ryan & Deci, 2009). There have also been more specific connections between an autonomy supporting environment and a low level of ESL (Alivernini & Lucidi, 2011). Our underlying assumption presented in the paper is that positive and ongoing school–community collaboration fosters students’ autonomy, competence and relatedness, which consequently prevent ESL.
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