Il ruolo degli insegnanti nella soddisfazione/frustrazione dei bisogni psicologici di base degli studenti: Uno studio longitudinale nella scuola secondaria di primo grado
DOI:
https://doi.org/10.7346/-fei-XXIII-01-25_12Parole chiave:
Bisogni psicologici di base degli studenti, supporto all’autonomia, comportamenti degli insegnanti, scuola secondaria di primo grado, studio longitudinaleAbstract
Il presente studio, basato sulla Self-Determination Theory, esplora le relazioni nel tempo tra il supporto all’autonomia fornito dagli insegnanti in classe e la soddisfazione/frustrazione dei bisogni psicologici di autonomia, competenza e relazione degli studenti nella scuola secondaria di primo grado. Lo studio ha previsto un disegno quantitativo longitudinale articolato in due momenti temporali, attraverso la somministrazione di un questionario a un campione di convenienza di 305 studenti. È stato utilizzato un modello cross-lagged, dal quale è emerso che il supporto all’autonomia è determinante per la soddisfazione/frustrazione del bisogno di autonomia e per una minore frustrazione del bisogno di competenza degli studenti, elementi essenziali per mantenere nel tempo motivazione intrinseca e benessere nel contesto scolastico. I risultati possono fornire diversi spunti sia per approfondire il ruolo del supporto all’autonomia nella scuola secondaria di primo grado, sia per progettare interventi mirati a supportare gli insegnanti nel migliorare le loro pratiche quotidiane.
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