{"id":431,"date":"2018-09-14T14:52:59","date_gmt":"2018-09-14T14:52:59","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=431"},"modified":"2018-09-14T14:53:22","modified_gmt":"2018-09-14T14:53:22","slug":"what-is-the-relationship-between-self-determination-and-the-process-of-managed-moves","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2018\/09\/14\/what-is-the-relationship-between-self-determination-and-the-process-of-managed-moves\/","title":{"rendered":"What is the relationship between self-determination and the process of managed moves?"},"content":{"rendered":"<p><strong>Assignment type:<\/strong>&nbsp;Thesis<br \/>\n<strong>Author:<\/strong>&nbsp;Patrick Mahon<br \/>\n<strong>Submitted:<\/strong>&nbsp;June 2016<\/p>\n<p><strong>Abstract<\/strong><\/p>\n<p>Managed moves were introduced by the DfE (1999) in an effort to lower the rising number of permanent exclusions in schools. Abdelnoor (2007) described a managed move as a process whereby a student, typically during a school year, moves from one school to another, or to an alternate education provision, to avoid being permanently excluded. This study follows on from a small scale research project by Trainee Educational Psychologists (Mahon, MacKenzie, Delo, &amp; Foy, 2014), which found that self-determination, as defined by Deci and Ryan (1985), played an important role in students\u2019 managed move success. Self-Determination Theory (SDT) identified that when a person\u2019s innate needs of autonomy, competence and relatedness were satisfied they experienced intrinsic motivation, which is conducive to optimal learning in an educational setting (Niemiec &amp; Ryan, 2009). The first chapter of this study begins with a literature review of the benefits of intrinsic\/autonomous motivation in the classroom. The review confirmed that when a student\u2019s needs for autonomy, competence and relatedness were satisfied in a classroom setting they experienced intrinsic or autonomous motivation. The four main benefits of student intrinsic\/autonomous motivation in the classroom consistently found in the literature were willingness to engage, task persistence, increased student well-being and academic achievement. The review highlighted a lack of research on SDT and student exclusions and\/or transition. The search was unable to find any studies on SDT and managed moves.<\/p>\n<p>The second chapter responds to gaps identified by the literature review and used an Interpretative Phenomenological Analysis (IPA) approach to explore the students\u2019 experience of self-determination in their managed move. Findings suggest that when students\u2019 self determination needs are met they are more likely to result in a successful managed move, in terms of their increased engagement, both academically and socially in school, resulting in higher academic achievement, positive wellbeing and future aspirations.<\/p>\n<p><a href=\"https:\/\/eprints.soton.ac.uk\/411300\/\" target=\"_blank\" rel=\"noopener\">Download thesis (PDF) via ePrints Soton<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assignment type:&nbsp;Thesis Author:&nbsp;Patrick Mahon Submitted:&nbsp;June 2016 Abstract Managed moves were introduced by the DfE (1999) in an effort to lower the rising number of permanent exclusions in schools. Abdelnoor (2007) described a managed move as a process whereby a student, &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2018\/09\/14\/what-is-the-relationship-between-self-determination-and-the-process-of-managed-moves\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1003925,1003924],"tags":[158623,4054],"class_list":["post-431","post","type-post","status-publish","format-standard","hentry","category-managed-moves","category-self-determination","tag-research-project","tag-thesis"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/431","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=431"}],"version-history":[{"count":1,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/431\/revisions"}],"predecessor-version":[{"id":432,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/431\/revisions\/432"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=431"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=431"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=431"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}