Students' Perceptions of Their Autonomy, Competence, and Relatedness in Personalized Learning Environments: An Examination Using Self-Determination Theory

• In Event: 18.054 - New Approaches to Assessing Learning Environments

Abstract

Vermont is at the forefront of the national push for personalization with recent legislation mandating personalized learning plans and flexible pathways to graduation for secondary school students. This study used self-determination theory as a framework to examine students’ perceptions of their autonomy, competence, and relatedness within personalized learning environments at three high schools in Vermont. It found that students generally felt autonomous, competent, and related within these learning environments. It also suggested that student-driven curricula, individualized instruction, structures for community engagement, small learning communities, and an ethic of care were particularly important in supporting students’ basic psychological needs. The study offers insight on the specific features of personalized learning environments that may be necessary to support optimal learning experiences for high school students.

Author

• Steven Netcoh, University of Vermont