The Influence of Environment-Based Education on Students’ Basic Psychological Needs and Academic Self-Regulation
2019-05
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The Influence of Environment-Based Education on Students’ Basic Psychological Needs and Academic Self-Regulation
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2019-05
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Abstract
Because of its relationship to perceptions of competence, learning, and
achievement, as well as other affective outcomes, sustaining academic self-regulation is
key to reversing the concerning trend of declining academic achievement in the United
States. According to self-determination theory, satisfaction of three basic psychological
needs (autonomy, competence, and relatedness) supports students’ internalization and
development of self-regulation. The current study uses this lens to investigate the
influence of environment-based education on secondary students’ basic psychological
needs and academic self-regulation. While literature suggests that environment-based
education uses pedagogy that would seem to foster satisfaction of the basic psychological
needs (Lieberman, 2013), there is not yet research that examines self-determination
theory in the context of environment-based education. Sixty-five students in grades six
through twelve from five Midwestern U.S. high schools participated in the study. Data
collection occurred during the 2018-2019 school year, with six months of existing
environment-based education programs serving as the treatment. Students’ scores on the
Academic Self-Regulation Questionnaire (SRQ-A) and the Need Satisfaction and
Frustration Scale (NSFS) assessed academic self-regulation and basic psychological
needs, respectively. Data triangulation occurred through observations and student
interviews. When controlling for age, gender, and prior participation, one-way repeated
measures analyses of covariance (ANCOVAs) indicated no significant difference in preand
post- test scores for academic self-regulation, need satisfaction, and need frustration.
In light of the typical decline in children’s academic self-regulation and need satisfaction,
these results support the use of environment-based education to sustain self-regulation.
Potential impacts on research and program implementation are discussed.
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Submitted to the faculty of the University of Minnesota by Eva Robinson in partial fulfillment of the requirements for the degree of Master of Environmental Education, May 2019. Adviser: Julie Ernst. This item has been modified from the original to redact the signatures present.
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Robinson, Eva. (2019). The Influence of Environment-Based Education on Students’ Basic Psychological Needs and Academic Self-Regulation. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/216277.
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