Abstract

We examine youths’ perceptions of their experiences in one of two senior alternative education programs. We used self-determination theory (SDT) as a sensitizing lens to specifically understand students’ perceptions of whether and how their basic psychological needs—needs for autonomy, belonging, and competence—were fostered in the context of these alternative education programs. We used a photo-elicitation activity to position youth as both experts and collaborators in research and knowledge-production processes. In general, youth revealed: (a) that their needs for autonomy, belonging, and competence were being met in the context of alternative program activities; (b) how this was true; and (c) how fulfillment of these needs impacted their relationships, wellbeing, and learning. Implications for theory, research, and practice are discussed.

摘要

我们在两个高级替代教育计划之一中考察了年轻人对自己经历的看法。我们使用自决理论（SDT）作为敏锐的视角，专门了解学生对于在这些替代教育计划的背景下是否以及如何培养其基本心理需求（对自主，归属和能力的需求）的看法。我们通过摄影激发活动将青年定位为研究和知识生产过程中的专家和合作者。总体而言，青年表明：（a）在替代方案活动的范围内满足了他们对自治，归属感和能力的需求；（b）情况如何？（c）这些需求的满足如何影响他们的关系，福祉和学习。讨论了对理论，研究和实践的启示。