Dissertation
Applying self-determination theory to examine student engagement and classroom culture in face-to-face settings in secondary education: an explanatory sequential mixed-methods approach
Doctor of Education (Ed.D.), Drexel University
Jun 2024
DOI:
https://doi.org/10.17918/00010564
Abstract
Student engagement in learning is a primary indicator of academic success, yet the burgeoning problem of student passivity and disengagement are dangerously putting our children at risk of failure. Classroom cultures that positively impact engagement by supporting students' autonomy, competence, and relatedness needs is an intervention that requires further exploration. This explanatory sequential mixed-methods study uses self-determination theory as a framework to understand the relationship between perceptions of needs-supportive instructional practices that shape classroom culture and students' behavioral, cognitive, emotional, and agentic engagement in multiple learning environments at a public high school in North Carolina. Responses from student surveys and a semi-structured focus group with teachers will provide a holistic understanding of the three questions used in this research: (1) What is the relationship between high school students' perceptions of classroom culture construct variables of autonomy, competency, and relatedness and their perceived level of engagement in learning? (2) How do high school teachers describe the strategies they perceive to be effective in creating a needs-supportive (autonomy, competence, relatedness) classroom culture to enhance student engagement in their specific learning environments? and (3) What are the similarities and differences between high school teachers' and students' perceptions of needs-supportive (autonomy, competence, and relatedness) instructional practices perceived to be effective in creating classroom culture and perceived levels of student engagement? Findings from this research will inform practice by providing recommendations for professional development for secondary teachers in support of creating classroom cultures that drive active engagement in learning. Keywords: classroom culture, student engagement, self-determination theory, mixed-methods, secondary education, high school
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Details
- Title
- Applying self-determination theory to examine student engagement and classroom culture in face-to-face settings in secondary education
- Creators
- Laura Stauderman
- Contributors
- Cameron Kiosoglous (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xv, 278 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021890113404721