Academic Engagement in Alternative Education Settings

Abstract

Self Determination Theory (Ryan & Deci, 2000) and related subtheories provided a theoretical framework for identifying important motivational factors contributing to the academic engagement of academically at risk students in alternative schools. The Basic Needs subtheory was used to assess academically at risk students' perceptions of autonomy, competence, and relatedness in regard to academic engagement, self-regulatory styles, and achievement within alternative schools. Organismic Integration subtheory was used as a framework for analyzing the differing levels of motivation and degree of internalization among these students.

Participants were 186 secondary students enrolled in three public alternative education schools, from three different school districts, in a mid-south state. The students completed questionnaires measuring their perceptions of autonomy, competence, and relatedness in regard to cognitive and affective engagement within the alternative school setting. Data on academic achievement and behavioral engagement were collected from school records. School and individual classroom observations, as well as student narrative descriptions of their experiences at the school, provided descriptive data.

Correlational and multiple regression analyses revealed that cognitive and positive affective engagement were predicted by perceptions of competence. Perceptions of relatedness predicted positive affective engagement only. Perceptions of autonomy were predictive of an overall autonomous regulatory style. These findings indicate that many of these academically at risk students are academically engaged with these alternative schools.