Abstract
This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci & Ryan, 2012). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs.
| Original language | English |
|---|---|
| Pages (from-to) | 195-213 |
| Number of pages | 19 |
| Journal | Journal of Experimental Education |
| Volume | 86 |
| Issue number | 2 |
| DOIs | |
| State | Published - 3 Apr 2018 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education -
SDG 16 Peace, Justice and Strong Institutions
Keywords
- Autonomy
- caring among students
- controlling teacher behavior
- intervention program
- motivation
- school violence
- self determination theory
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
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