Youths’ Perceptions of How their Self-Determination was Supported in Alternative Programs

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.

Notes

1 Students’ names are pseudonyms.