
Contents
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Learning, Wellness, and Healthy Development in Students Learning, Wellness, and Healthy Development in Students
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Autonomy-Supportive Teaching Autonomy-Supportive Teaching
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Cross-Cultural Evidence for the Benefits of Basic Psychological Need Support Cross-Cultural Evidence for the Benefits of Basic Psychological Need Support
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The Role of the Student: Learner Agency as a Classroom Influence The Role of the Student: Learner Agency as a Classroom Influence
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SDT-Based Interventions SDT-Based Interventions
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Learning, Wellness, and Healthy Development in Teachers Learning, Wellness, and Healthy Development in Teachers
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The Schools We Have and the Schools We Can Imagine The Schools We Have and the Schools We Can Imagine
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The Schools We Have The Schools We Have
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The Schools We Can Imagine The Schools We Can Imagine
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References References
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29 Education as Flourishing: Self-Determination Theory in Schools as They Are and as They Might Be
Get accessRichard M. Ryan, Institute for Positive Psychology and Education, Australian Catholic University, College of Education, Ewha Womans University
Johnmarshall Reeve, Professor, Institute for Positive Psychology and Education, Australian Catholic University
Haya Kaplan, Center for Motivation and Self-Determination, Kaye Academic College of Education
Lennia Matos, Department of Psychology, Pontifical Catholic University of Peru
Sung Hyeon Cheon, Department of Physical Education, Korea University
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Published:23 February 2023
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Abstract
In the perspective of self-determination theory the central aim of education should be that of enhancing students’ flourishing. Flourishing involves not only the development of cognitive capacities but also capacities for agency, prosocial relationships, and psychological wellness. Strong evidence within self-determination theory, reviewed herein, shows how teaching styles that support students’ basic needs for autonomy, relatedness, and competence foster these aspects of flourishing, enhancing the quality of students’ engagement, learning, and social relationships. Also highlighted are how students’ motivation and agency reciprocally influence teachers’ tendency to be need supportive, such that interventions on both sides of the teacher-student relationship can enhance learning climates. Nonetheless, this body of evidence concerns optimizing need supports within existing school environments, which too often remain mired in policies, practices, and omnipresent evaluations that are not designed for student flourishing, and which instead often harm both students’ and teachers’ well-being and motivation. The chapter’s conclusion includes a call to broaden the criteria by which schools are evaluated to include process as well as outcome targets. Creating the best schools we can imagine entails the assessment and cultivation of what really matters (i.e., process targets) to student flourishing in both their present and future lives.
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