An exploration of the application of a theory of basic psychological needs in developing practice in a secondary school

Abstract

The fulfilment of Basic Psychological Needs, from a Self Determination Theory perspective, is a growing area of research within psychology. This theory’s emphasis on the environmental conditions which support positive human functioning has led to an ongoing interest in what this might mean for children and young people in our schools. The first chapter of this thesis critically reviews existing research, considering the relationship between the fulfilment of Basic Psychological Needs and school engagement from a Self Determination Theory perspective. The conclusions of my systemic review suggested that there are inconsistencies in the relationships found within the literature, however all studies suggested a relationship between the fulfilment of at least one need and one element of school engagement. This led to the tentative suggestion that this may be helpful framework for guiding practice. Following on from this, in chapter 3 an empirical paper explores the factors that influence teachers’ application of a theory of Basic Psychological Needs in their practice. Using a collaborative action research approach, teachers were supported to apply a theory of Basic Psychological needs in their practice to make changes to promote positive outcomes for pupils. Within my analysis, several themes were constructed from the data which identified possible factors that may have impacted upon teachers in the changes that they made within this context. This led to a discussion of the possible influence of challenge, dialogue, ecological factors and Basic Psychological Need fulfilment on the changes that were made. Implications for Educational Psychologists and wider systems are identified.