Using Observation and Photo Elicitation to Study Self-determination in Youth in an Alternative Education Program

• In Event: Innovative Methods for Studying Children’s Self-Efficacy, Self-Regulation, and Self-Determination In and Out of School Settings

Abstract

Purpose: We present a case study that is part of a larger research initiative on promoting positive life outcomes for youth who struggle in school. We focus on methods we used to study how: (a) opportunities for youth to experience autonomy, belonging and competence were provided through activities in an alternative education program; and (b) youth in this program expressed their sense of self-determination (SD) through taking and then talking about photographs.

Perspectives: Self-determination theory (SDT) is concerned with the degree to which individual choices are self-motivated and self-determined (Deci & Ryan, 2002). Research indicates teachers promote SD in students by meeting three basic psychological needs: autonomy, belonging, and competence (Deci, Vallerand, Pelletier, & Ryan, 1991). Having these needs met is associated with increased engagement in school and internal locus of causality (Reeve, Nix, & Hamm, 2003; Skinner & Belmont, 1993). Because “at-risk” youth report a high degree of disengagement from school (Farrington, 2005; Shochet, Dadds, Ham, & Montague, 2006) and low levels of control over their circumstances (Parrot & Strongman, 1984; Gottfredson, 2005), we chose SDT as the lens through which to study their experiences in an alternative educational context.

Methods and Results: Our case study methodology involves teachers and students as co-investigators. Here we focus on one teacher and his students, aged 15-19, in an alternative education program in a large urban school district in BC, Canada. Students are in care and/or on probation, have failed in mainstream schooling, and have many barriers to employment. The teacher identified goal setting and follow-through as major impediments to their success, but cautioned against addressing these problems through traditional/“school” activities. SDT made sense to him, so he designed activities to promote autonomy, belonging, and competence, and require personal goal setting and follow-through.

We documented the success of his efforts through observation (running records identifying teaching practices associated with SD, e.g., acknowledging student perceptions, encouraging group participation, and providing opportunities for success) and photo-elicitation (students took pictures during activities and presented them as evidence of SD, goal-setting, and follow-through).

At AERA, we will describe two activities in detail: Cross Fit is an individualized exercise program involving students in setting short-term, realistic goals, committing and following through. Personal goals and success achieved quickly increase perceived autonomy and competence, respectively. Farm Works is a class landscaping business, a collaboration with the community that enhances belonging. Evidence of transfer of SD from these activities to other tasks will also be discussed (e.g., academic and health).

Significance: Observations allow us to identify specific practices and actions that support SD and re-engagement in youth who have struggled in school. Photo-elicitation allows us to capture youths’ own expressions of SD and introduces categories of information that we may not have identified in advance (Clark-Ibáñez, 2007), or through observation. Previous research indicates photo-elicitation is particularly helpful for collecting data from marginalized groups (Noland, 2006; Clark, 1999). Increased understanding of teaching practices and youth perspectives related to SD will support the design of effective interventions for this group.

Authors

• Gigi Michelle Hofer, The University of British Columbia

• Nancy E. Perry, The University of British Columbia