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Page 1: Supportive and motivating environments in schools

Main factors to make wellbeing and learning a reality

Anne G. Danielsen (PhD)Oslo, 2010

Page 2: Supportive and motivating environments in schools

1. Background

2. Outcomes: Wellbeing and learning

3. Aim

4. Theoretical perspective

5. Previous research

6. Research questions

7. Methods

8. Results

9. Conclusions

10. Implications

Anne G. Danielsen

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Anne G. Danielsen

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a risk or resource for students’ wellbeing (Samdal, 1999)

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Subjective wellbeing

Positive development in children and youth

Focus on◦ Developing strengths

◦ Positive responses to adversity

◦ Strenghtening important institutions

Complements, does not replace, risk behaviour-and disability-approaches

Main purpose: Identitfying supportive and motivating factors that may relate to

wellbeing and learning of students (Danielsen, 2010).

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(a) positive subjective experiences, ◦ like subjective wellbeing , self-determination, self-

efficacy and self-regulated learning (academic initiative)

(b) positive personality – a perspective on human beings as self-organizing, self-directed, adaptive entities, ◦ e.g. self-determination theory (Ryan & Deci, 2000) and

social cognitive theory (Bandura, 1997), and

(c) positive institutions ◦ e.g. schools, bringing out the best in positive character

and subjective experiences (Seligman & Csikszentmihalyi, 2000).

◦ School setting: the major extra-familial environment

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Belonging at school: ◦ economic or educational success as adults

◦ long-term health and wellbeing (OECD, 2004)

Success in education:◦ individuals’ opportunities to live a successful life

(Ottawa Charter to Health Promotion, 1986; Masten & Coatsworth, 1998; OECD, 2004).

Individuals’ wellbeing and learning ◦ prerequisite for societies to achieve sustainable

socio-economic and democratic development (OECD, 2004)

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Chapter 9a. The pupils’ school environment

Section 9a-1. General requirements

All pupils attending primary and secondary schools are entitled to a good physical and psychosocial environment conducive to health, wellbeing and learning.

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Subjective Wellbeing Quality of life or “happiness”

people’s own evaluations of their lives, both affective and cognitive

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life satisfaction, as for school students in Norway, and

school satisfaction, considering school as one of the important life domains of wellbeing ◦ such as work, family, friends, or community

(Huebner, Suldo, Smith, & McKnight, 2004a; Huebner, Valois, Suldo, Smith, McKnight, Seligson et al., 2004b).

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an important cognitive aspect of subjective wellbeing (Huebner, Valois, Paxton, & Drane, 2005)

views of life conditions and wellbeing experienced and assessed by the individuals themselves (Huebner et al., 2004)

global, cognitive judgments of one’s life (Pavot, Diener, Colvin, & Sandvik, 1991)

a person’s evaluation of various areas of his or her life (such as the school context)

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A right to feel good about themselves and the institutions in which they function (Verkuyten &

Thijs, 2002)

An important outcome of schooling in itself

An affective variable, students’ enjoyment and evaluation of their school experiences (Huebner &

Gilman, 2006)

Social belonging and inclusion (PISA-studies;

educational policy documents)

Liking school: (Health Behaviour in School-aged Children-studies)

Disaffection with school may reflect alienation or disconnection from school and

withdrawal from school activities (Finn, 1989; Fredricks et al., 2004).

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Engagement in challenging, task oriented behaviour (Larson, 2000)

Self-regulated learning; motivational processes◦ Goal setting, effort, positive beliefs, valuing

learning (Schunk & Zimmerman, 1997)

Obtain better results (more likely)

Become lifelong learners (more likely)

Major new goal of education (OECD, 2004)

Contribution to creating a good life (Report

No. 16 [2006-2007] to the Norwegian Parliament)

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a critical developmental period in shaping patterns of mental health (WHO, 2000) and

health enhancing-behaviors (Larson, Wilson, Mortimer, 2002).

Both growth and problems are potential outcomes of the adolescent period, depending on the kind of care and opportunities that adults and institutions afford (Roeser, Eccles, Sameroff, 1998).

improving a student’s school initiative may prevent student boredom, disaffection, and

drop-out from school (cf. Finn, 1989;

Fredricks et al.). Anne G. Danielsen

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Apply a positive psychological perspective

School-related factors

Lower secondary schools, i.e. grade 8-10

relate positively to students’

Life satisfaction,

School satisfaction and Academic initiative

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Self-determination theory (Deci & Ryan, 2000)

What are

supportive and motivating environments in schools

according to self-determination theory?

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Warmth

vs

Hostility

Structure

vs

Caos

Autonomy-

Support vs

Coercion

Self-determined

Motivation

-

Engagement

Life

satisfaction

School

satisfaction

Academic

initiative

Relatedness

Competence

Autonomy

Supportive and Motivating Environments

Active en-

couragement Student needs Student motivation Outcomes

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Figure 1

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Relatedness; belonging and feeling connected to

others

Competence; to control outcomes and to

experience effectance, such as having a sense of mastery over one’s capacity to act in the environment

Autonomy; to be agentic, to feel like the “origin”

of one’s actions, and to have a voice, initiative, input or choice in determining our own behavior

(Ryan & Deci, 2000; Deci & Ryan, 2000).

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Interpersonal involvement

Competence-involving structure

Autonomy-support

Reeve (2002); Reeve et al. (2008)

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Warmth

vs

Hostility

Structure

vs

Chaos

Autonomy-

Support vs

Coercion

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Interpersonal involvement (Reeve, 2005)

The creation of social bonds◦ a) the other person cares about my welfare

◦ b) the other person likes me (Baumeister & Leary, 1995)

Support for relatedness provided by teachers◦ a sense of being close to students,

◦ a sense of warmth, affection, and acceptance of students (Reeve, 2006; Reeve et al., 2008)

◦ pedagogical caring (Goldstein, 1999; Wentzel, 1997; Noddings, 2005).

◦ can be important to students’ development of secure relations to adults (Furrer & Skinner, 2003)

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Warmth

vs

Hostility

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Competence-involving structure

Continued feed-back provided by teachers: clear expectations, optimal challenges, and timely,

informative, consistent, sensitive, and responsive feedback (in contrast to chaos or laissez-faire)

suggestions for how future performance can be improved, may ◦ reduce perceptions of uncertainty

◦ help the student in developing a sense of perceived control over possible stressful circumstances (Rosenfeld et al., 2000, Hattie, 2009;

Hattie & Timperley, 2007; OECD, 2005; Reeve, 2002).

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Structure

vs

Chaos

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Autonomy-supportive teachers◦ help students develop a sense of congruence

between their classroom behavior and their inner motivational resources

◦ provide students with high-quality interpersonal relationships (Reeve, 2002).

Responsive, supportive, motivate through interest, asking students what they want (Reeve; Reeve & Jang, 2006).

◦ enhanced motivation, engagement, learning, and psychological wellbeing (Reeve & Halusic, 2009)

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Autonomy-

Support vs

Coercion

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two independent contextual variables◦ can be complementary and mutually supportive

Teachers can◦ provide little or much competence-involving

structure

Teachers can◦ be controlling or autonomy-supportive

“A lack of structure yields not an autonomy-supportive environment but instead one that is permissive, indulgent, or

laissez-faire” (Reeve, 2006, p. 231).

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Most young adolescents report

relatively high levels of life satisfaction (Currie, Gabhainn, Godeau, Roberts, Smith, Currie et al., 2008).

11, 13 and 15-year-old school-students in 41 countries and regions across Europe and North America.

social support from family, teachers, and peers is associated with perceived life satisfaction (Diener & Fujita, 1995).

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School may be one of the life domains with the largest impact on students’ life satisfaction (Huebner, Laughlin, Ash & Gilman, 1998)

Literature in this area is scant (Suldo, Riley, & Shaffer, 2006).

Knowledge about the impact of school satisfaction on students’ life satisfaction:

important for understanding how school-related resources influence (and change) health and well-being.

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if the school context

provides social support for

relatedness,

competence and

autonomy (Baker et al., 2003).

Associated with increased school satisfaction

In accordance with self-determination theory

(Ryan & Deci, 2000)

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Large cross-country differences in the prevalence of students reporting to like school (Currie, et al., 2008).

Female students tend to report higher levels of school satisfaction than males do, but

this gender gap narrows between ages 11 and 15.

Compared with other countries; ◦ Norwegian students tend to report very high

levels of liking school (Currie et al.) and also a very high sense of belonging to their school (ILS,

2006). Anne G. Danielsen

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-such as

perceived teacher support

care, understanding, fairness, and friendliness,

appear very influential on

students’ school satisfaction

(Rosenfeld et al., 2000; Reddy, Rhodes, & Mulhall, 2003; Hamre & Pianta, 2006; Skinner et al., 2008).

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Youth initiative

studied in different social contexts,

structured voluntary activities, but also in

school, family, and when students spend time with peers in more unstructured ways

during schoolwork, students report low intrinsic motivation.

(Larson, 2000; Hansen et al., 2003; Larson et al., 2005) .

academic initiative was not previously examined

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Psycho-

social

support

from

parents,

teachers

and

classmates

Students’

Life

Satisfaction

Support in

the school

environment

School

satisfaction

Perceived

competence General

Self-Efficacy

Student outcomesS

e

l

f

-

d

e

t

e

r

m

i

n

a

t

i

o

n

t

h

e

o

r

y

Academic

Initiative

Figure 2

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1. To what extent is support in the school environment related to students’ perceived life satisfaction, school satisfaction and academic initiative?

2. To what extent do perceived teacher support, perceived classmate support, and perceived student autonomy relate to students’ self-reported academic initiative at the individual and at the school class levels?

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1: Danielsen, Samdal, Hetland, & Wold, 2009;

The Journal of Educational Research, 102, 303–318.

2: Danielsen, Wiium, Wilhelmsen, & Wold, 2010;

Journal of School Psychology, 48, 247-267.

3: Danielsen, Breivik, & Wold, in press;

Scandinavian Journal of Educational Research.

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nationally representative samples of 13 and 15 year-olds,

the sixth and seventh World Health Organization (WHO) survey of

Health Behavior in School-aged Children (Currie et. al., 2004; Currie, et al., 2008).

rriet

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National ethical approval was obtained from the Regional Committee for Medical Research Ethics (REK).

Data collection Teachers, or other specially trained personnel, supervised the students’ self-completion of the questionnaires in the school classrooms

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Descriptive analysis

Structural equation modeling (SEM)

Two-level modeling

Multiple-group analysis

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The sample sizes were large

The samples were nationally representative (Currie et al., 2001).

The results can be generalized to the Norwegian populations that were studied

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Preliminary results

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Classmate

support

Teacher

support

Parent

support

School

satisfaction

Perceived

competence

General

Self-

efficacy -

Life-

satisfaction

.14

.23

.55

.19

.05

.27

.18

.43

.

.25

. .47

. .43

.37

.16

.16

.

Figur 2. Structural model of relationships between

support in the school environment and

students’ perceived life satisfaction (paper 1)

Anne G. Danielsen

.68

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(a) Student level

(b) Class level

Teachersupport

Classmatesupport

Studentautonomi

Teachersupport

Classmatesupport

AcademicInitiative

AcademicInitiative

Figure 3. Two level analysis.

Dependent variabel: “Academic Initiative”.

PCAS: CombinedTeacher support andStudent autonomy

(paper 2)

.86***

.32***

.13**.43***

.75***

.47***

R2=.88***

.37 .18

.83***

.85***

PCAS

Studentautonomi

R2=.16***

Note: ***p < .001

**p < .01

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PCAS

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pedagogical caring and

perceived competence are related to

academic initiative and

life satisfaction

in 13- and 15-year old students.

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- in consistency with previous US studies (Rosenfeld et al. 2000; Reddy, Rhodes, & Mulhall, 2003; Hamre & Pianta, 2006)

This result is in accordance with

self-determination theory;

social contexts that support the needs of relatedness, competence, and autonomy are associated with psychological well-being (Ryan & Deci, 2000).

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The students’ perceptions of

pedagogical caring and autonomy support

(PCAS)

from their teachers were

strongly related (.86) to self-reported academic initiative at the class level.

Students’ perceptions of teacher support

varied considerably between school classes.

Some school classes provide more favourable environments for the development of

academic initiative than do others.Anne G. Danielsen

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the findings furthermore support

the existence of a relational zone (Goldstein, 1999), and the importance of

pedagogical caring (Wentzel, 1997; Noddings, 2005),

relatedness (e.g. Furrer & Skinner, 2003; Skinner, Furrer, Marchand, & Kinderman, 2008), and

emotional support (Malecki & Demaray, 2003) in the learning environment.

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crucial to human life, both to nurture a global need to belong and to provide more situational or task specific support (cf. Baumeister & Leary, 1995).

Because relatedness is likely to facilitate

internalization of the value of schoolwork,

relatedness may facilitate students’ engagement with school and

have a positive influence on students’

initiative for those school tasks that initially are not intrinsically motivated.

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By supporting students’ experiences of relatedness, competence, and autonomy in schools,

a developmental pathway to psychological wellbeing and increasing learning may open.

Self-determination theory:

interpersonal involvement,

competence-involving structure, and

autonomy-support

are crucial and mutually supportive factors

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