“Cause if you get on with people, you're gonna get on in school”: staff and student views on what affects motivation to learn in alternative provision.

Purdy, Megan (2023) “Cause if you get on with people, you're gonna get on in school”: staff and student views on what affects motivation to learn in alternative provision. Doctoral thesis, University of East Anglia.

Preview

PDF Download (3MB) | Preview

Abstract

This study aimed to explore staff and students’ views on what affects motivation to engage in learning within secondary Alternative Provision (AP). Semi-structured interviews were conducted with staff (n=four) and students (n=five) across three APs in a rural county. Interview data was analysed using reflexive thematic analysis (Braun & Clarke, 2022a). Analysis was conducted through the lens of self-determination theory (Ryan & Deci, 2019). Findings emphasised the importance of students’ feeling a sense of acceptance within the peer group (relatedness). Students achieved this through negotiation of social norms, which at times could be counter to those endorsed by the AP. Positive staff relationships were linked to less disruptive behaviour and increased engagement in learning (relatedness). At times systemic factors curtailed students experience of volition (e.g., not choosing to attend AP), but staff listening to students’ needs and offering choice within lessons was found to be supportive of engagement (autonomy). Tailored differentiation of lesson content was considered to be central to encouraging learning, alongside supporting pupils to build positive perceptions of themselves as learners (competence). The impact of the Covid-19 pandemic is touched on across relevant themes, staff reporting it has been difficult for students to reintegrate due to increased academic gaps and periods of unstructured time away from school. Issues related to transport are also discussed, indicating that attending AP in a rural county has unique challenges. Recommendations for future practice are discussed with regard to the role of the Educational Psychologist (EP). Research limitations and future directions are also considered.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	28 Sep 2023 08:50
Last Modified:	28 Sep 2023 08:50
URI:	https://ueaeprints.uea.ac.uk/id/eprint/93119
DOI:

Downloads

Actions (login required)

View Item