Contesto sociale, autodeterminazione e successo scolastico: Uno studio esplorativo nella scuola secondaria di primo e secondo grado
DOI:
https://doi.org/10.60923/issn.1970-2221/21649Parole chiave:
supporto all’autonomia, motivazione scolastica, benessere a scuola, intenzioni di abbandono, Self-Determination TheoryAbstract
In linea con le recenti raccomandazioni europee, che invitano a considerare il successo scolastico come un concetto ampio e non limitato ai soli risultati di apprendimento, il presente studio esplora il ruolo del contesto sociale nella promozione della motivazione autodeterminata e le sue ricadute su benessere e dispersione scolastica. Lo studio, basato sulla Self-Determination Theory, ha adottato un approccio quantitativo e coinvolto 1986 studenti della scuola secondaria di primo e secondo grado, con l’obiettivo di valutare il ruolo del supporto all’autonomia percepito da insegnanti, genitori e pari nello sviluppo della motivazione autonoma, nella soddisfazione scolastica e nelle intenzioni di abbandono. I risultati evidenziano il ruolo centrale del supporto offerto dagli insegnanti nella promozione della motivazione autodeterminata, con effetti positivi sul benessere e sul contrasto alla dispersione. Tali evidenze sottolineano l’importanza di una formazione docente specifica, orientata alla costruzione di ambienti di apprendimento che valorizzino e supportino l’autonomia degli studenti.
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