In the Self-Determination Theory (SDT) basic psychological needs for relatedness, autonomy and competence are distinguished. Basic psychological need fulfilment is considered to be critical for human development and intrinsic motivation. In the Netherlands, the concept of basic psychological need fulfilment is introduced in the curricula of many teacher education institutes. In five teacher education institutes for primary school teachers, study coaches use a Dutch version of the Basic Psychological Needs Scale (BPNS), to collect data to be used in a discussion with student teachers about their intrinsic motivation for a specific part of the teacher education course. On the basis of the outcomes of this discussion, study coaches and student teachers derive consequences for day to day practice in their classrooms. The data were also used to establish whether the theoretical distinction between three basic psychological needs is found in this sample of student teachers in the Netherlands. The results show that the constructs of relatedness, autonomy and competence are found and can be measured by using a 14-item five-point scale, partly based on the original BPNS, and partly on new items that focus on different sources of perceived need fulfilment, namely teacher education in general, the study coach and fellow students.
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A decline in both student well-being and engagement were reported during the COVID-pandemic. Stressors and internal energy sources can co-exist or be both absent, which might cohere with different student needs. This study aimed to develop student profiles on emotional exhaustion and engagement, as well as examine how profiles relate to student participation, academic performance, and overall well-being. Survey-data from 1,460 Dutch higher education students were analyzed and resulted in a quadrant model containing four student profiles on engagement and emotional exhaustion scores. Semi-structured interviews with 13 students and 10 teaching staff members were conducted to validate and further describe the student profiles. The majority of the survey participants were disengaged-exhausted (48%) followed by engaged-exhausted students (29%). Overall, the engagedenergized students performed best academically and had the highest levels of well-being and participation, although engaged-exhausted students were more active in extracurricular activities. The engaged exhausted students also experienced the most pressure to succeed. The qualitative validation of the student profiles demonstrates that students and teachers recognize and associate the profiles with themselves or other students. Changes in the profiles are attributed to internal and external factors, suggesting that they are not fixed but can be influenced by various factors. The practical relevance of the quadrant model is acknowledged by students and teachers and they shared experiences and tips, with potential applications in recognizing students’ well-being and providing appropriate support. This study enriches our grasp of student engagement and well-being in higher education, providing valuable insights for educational practices.
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Introduction Student success is positively linked to engagement, but negatively linked to emotional exhaustion. Though both constructs have been conceptualized as opposites previously, we hypothesize that students can demonstrate high or low engagement and emotional exhaustion simultaneously. We used quantitative and qualitative data to identify the existence of four student profiles based on engagement and exhaustion scores. Furthermore, we studied how profiles associate to study behaviour, wellbeing and academic achievement, and what risks, protective factors and support requirements students and teachers identify for these profiles. Methods The Student Wellbeing Monitor 2021, developed by Inholland University of Applied Sciences, was used to identify profiles using quadrant analyses based on high and low levels of engagement and emotional exhaustion (n= 1460). Correlation analyses assessed profile specific differences on study behaviours, academic delay, and wellbeing. Semi-structured interviews with students and teachers are currently in progress to further explore the profiles, to identify early signals, and to inspect support requirements. Results The quadrant analysis revealed four profiles: low engagement and low exhaustion (energised-disengaged; 9%), high engagement and low exhaustion (energised-engaged; 15%), low engagement and high exhaustion (exhausted-disengaged; 48%), and high engagement and high exhaustion (exhausted-engaged; 29%). Overall, engaged students demonstrated more active study behaviours and more social connections and interactions with fellow students and teachers. The exhausted students scored higher on depressive symptoms and stress. The exhausted-engaged students reported the highest levels of performance pressure, while the energised-disengaged students had the lowest levels of performance pressure. So far, students and teachers recognise the profiles and have suggested several support recommendations for each profile. Discussion The results show that students can be engaged but at the same time are exhausting themselves. A person-oriented mixed-methods approach helps students and teachers gain awareness of the diversity and needs of students, and improve wellbeing and student success.
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In this study we investigate, through a questionnaire, in-service student-teachers’ needs and preferences in a master program for a course about learning with technology. Results show that about half of the student-teachers would like to have such a course and about one third has doubts about it. The reasons provided by students with different needs and their preferences for the content, learning activities and teacher support are discussed in this paper, as well implications for the design of teacher preparation programs
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Children with special educational needs included in Austrian mainstream schools are provided with special educational support, which aim to create learning environments, that meet the children’s needs on an individual level. Little is known about what adjustments children with special educational needs in mainstream school classes require to promote participation in school occupations. This is the first study in Austria exploring the student-environment-fit from self-perceived children’s perspective and comparing this to teachers’ perspective by using the School Setting Interview. In this cross-sectional matched pairs study twenty-five children (mean age 12.5 ± 1.4) with special educational needs and twenty-one teachers from six Austrian secondary schools were interviewed. Participants’ ratings were analyzed descriptively and statistically with Wilcoxon-Sign Rank Test. Reported adjustments from the child and teacher perspectives were analyzed with qualitative content analysis and presented using the occupational, social and physical environmental dimensions from the Model of Human Occupation. Results indicate perceived student-environment-fit differs between school activities as well as between children and teachers. Three out of 16 school activities showed a statistically significant difference between children and teacher matched-pair analysis. Children perceive more unmet needs then teachers. Most adjustments are reported in the social environment dimension and inform practitioners what adjustments are perceived to be useful for children with Special Educational Needs and their teachers. Both children’s and teacher’s perspectives provide valuable information. Significantly, children in this study were able to identify required needs and describe adjustments. To increase participation in school occupations, children can and need to be actively included in the decision-making process.
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A primary teacher needs mathematical problem solving ability. That is why Dutch student teachers have to show this ability in a nationwide mathematics test that contains many non-routine problems. Most student teachers prepare for this test by working on their own solving test-like problems. To what extent does these individual problem solving activities really contribute to their mathematical problem solving ability? Developing mathematical problem solving ability requires reflective mathematical behaviour. Student teachers need to mathematize and generalize problems and problem approaches, and evaluate heuristics and problem solving processes. This demands self-confidence, motivation, cognition and metacognition. To what extent do student teachers show reflective behaviour during mathematical self-study and how can we explain their study behaviour? In this study 97 student teachers from seven different teacher education institutes worked on ten non-routine problems. They were motivated because the test-like problems gave them an impression of the test and enabled them to investigate whether they were already prepared well enough. This study also shows that student teachers preparing for the test were not focused on developing their mathematical problem solving ability. They did not know that this was the goal to strive for and how to aim for it. They lacked self-confidence and knowledge to mathematize problems and problem approaches, and to evaluate the problem solving process. These results indicate that student teachers do hardly develop their mathematical problem solving ability in self-study situations. This leaves a question for future research: What do student teachers need to improve their mathematical self-study behaviour? EAPRIL Proceedings, November 29 – December 1, 2017, Hämeenlinna, Finland
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Parental involvement is a crucial force in children’s development, learning and success at school and in life [1]. Participation, defined by the World Health Organization as ‘a person’s involvement in life situations’ [2] for children means involvement in everyday activities, such as recreational, leisure, school and household activities [3]. Several authors use the term social participation emphasising the importance of engagement in social situations [4, 5]. Children’s participation in daily life is vital for healthy development, social and physical competencies, social-emotional well-being, sense of meaning and purpose in life [6]. Through participation in different social contexts, children gather the knowledge and skills needed to interact, play, work, and live with other people [4, 7, 8]. Unfortunately, research shows that children with a physical disability are at risk of lower participation in everyday activities [9]; they participate less frequently in almost all activities compared with children without physical disabilities [10, 11], have fewer friends and often feel socially isolated [12-14]. Parents, in particular, positively influence the participation of their children with a physical disability at school, at home and in the community [15]. They undertake many actions to improve their child’s participation in daily life [15, 16]. However, little information is available about what parents of children with a physical disability do to enable their child’s participation, what they come across and what kind of needs they have. The overall aim of this thesis was to investigate parents’ actions, challenges, and needs while enhancing the participation of their school-aged child with a physical disability. In order to achieve this aim, two steps have been made. In the first step, the literature has been examined to explore the topic of this thesis (actions, challenges and needs) and to clarify definitions for the concepts of participation and social participation. Second, for the purposes of giving breadth and depth of understanding of the topic of this thesis a mixed methods approach using three different empirical research methods [17-19], was applied to gather information from parents regarding their actions, challenges and needs.
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Obtaining credits, studying for exams, attending classes, engaging with fellow students and lecturers, living alone or with others, and taking part in extra-curricular activities: there is a fair amount for students in higher education to take in. There are also numerous external factors — such as the COVID-19 pandemic and the changing labour and housing market — that affect students. However, students experience these situations differently and deal with them in different ways. How can we ensure that, notwithstanding these stress factors and differences, as many students as possible become and remain engaged and energised? Happier students tend to be more engaged and generally achieve better study results.1 That is why student well-being is also a widely researched and important topic. The search is on for measures to promote student well-being and success. Having a clear idea of how things are going for a student and what they need is a starting point. This booklet helps readers to identify different student profiles and understand what is needed to improve student success. We zoom in on two key aspects of student success: engagement and emotional exhaustion.
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The purpose of this study was to provide insight into the interplay between student perceptions of competence-based assessment and student self-efficacy, and how this influences student learning outcomes. Results reveal that student perceptions of the form authenticity aspect and the quality feedback aspect of assessment do predict student self-efficacy, confirming the role of mastery experiences and social persuasions in enhancing student self-efficacy as stated by social cognitive theory. Findings do not confirm mastery experiences as being a stronger source of self-efficacy information than social persuasions. Study results confirm the predictive role of students’ self-efficacy on their competence outcomes. Mediation analysis results indicate that student’s perceptions of assessment have an indirect effect on student’s competence evaluation outcomes through student’s self-efficacy. Study findings highlight which assessment characteristics, positively influencing students’ learning, contribute to the effectiveness of competence-based education. Limitations of the study and directions for future research are indicated.
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Social needs are important basic human needs; when not satisfied, loneliness and social isolation can occur and subsequently sickness or even premature death. For older people social needs can be more difficult to satisfy because of the loss of resources such as health and mobility. Interventions for older people to satisfy social needs are often not evaluated and when evaluated are not proven successful. Technological interventions can be successful, but the relationship between technology and social wellbeing is complex and more research in this area is needed. The aim of this research is to uncover design opportunities for technological interventions to fulfil social needs of older people. Context-mapping sessions are a way to gain more insight into the social needs of older people and to involve them in the design of interventions to fulfil social needs. Participants of the context-mapping sessions were older people and social workers working with older people. Four sessions with a total of 20 participants were held to generate ideas for interventions to satisfy social needs. The results are transcripts from the discussion parts of the context-mapping sessions and collages the participants created. The transcripts were independently analysed and inductive codes were attached to quotations in the transcripts that are relevant to the research question and subsequently thematic analysis took place. Collages made by the participants were independently analysed by the researchers and after discussion consensus was reached about important themes. The following three main themes emerged: ‘connectedness’, ‘independence’ and ‘meaningfulness’. Technology was not identified as a separate theme, but was addressed in relation to the above mentioned themes. Staying active in a meaningful way, for example by engaging in volunteer work, may fulfil the three needs of being connected, independent and meaningful. In addition, interventions can also focus on the need to be and remain independent and to deal with becoming more dependent. The older people in our study have an ambivalent attitude towards technology, which needs to be taken into account when designing an intervention. We conclude this paper by making recommendations for possible technological interventions to fulfil social needs.
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