Flourishing in the forest:looking at Forest School through a self-determination theory lens

Forest School offers opportunities for children and young adults to come into regular contact with nature. Although, in relevant literature, Forest School is seen as highly conducive to participants’ motivation to learn, there is no theoretical framework that examines how this motivation can be optimized in relation to Forest School pedagogy. Self-Determination Theory offers a broad perspective for motivational processes and will be used as a guide in this article to advance such a framework. Self-Determination Theory proposes that well-being, which has been identified as an aim of Forest School, is promoted through the support of three basic psychological needs for autonomy, competence and relatedness. In this conceptual article, we make links between Forest School pedagogical practices and Self-Determination Theory, mainly focusing on the support of children’s basic psychological needs. Furthermore, we make suggestions for ways in which to enhance practice through explicit links with need-supportive teaching practices, as these are identified in the Self-Determination Theory literature

Consistency and moral integrity: A self-determination theory perspective

If acting morally can be viewed as acting consistently with a moral principle or rule, then being a person with moral integrity can be viewed as consistently applying moral principles or rules across different types of situations. We advance a view of moral integrity that incorporates three distinct, but interrelated, types of moral consistency: cognitive, emotional and motivational moral consistency. Our approach is based on Self-Determination Theory, a motivational theory that can explain when a moral rule becomes the primary motive for behavior. We argue that moral integrity is achieved when a person acts on the basis of an internal moral system of principles, emotions and motives and provide an account of the way that it develops during a person’s interaction with the environment

Negotiation is about entitlements, not interests

The psychological study of negotiation, influenced by economics, has long emphasized the interests of the bargaining parties as the main driver of the negotiation process. This remains the case, even though psychological research has shown that individuals do not behave in the manner predicted by classical economics. A main drawback of the concept of interests is that it is an individual-level construct and, therefore, does not tap directly into the interindividual nature of the negotiation process. In contrast, entitlements can serve as the key notion in the study of negotiation, both conceptually and epistemologically. I argue that at the heart of negotiation is a rule-making process through which parties define each other’s entitlements and duties. If we view negotiation in this way, we can study it as the primary vehicle for the explicit determination of social norms, obligations, and “ought” standards that permeate social life. This view has ramifications for the study of negotiation itself, for the social-psychological study of coregulation, and even for the function of society as a whole

The relationship between autonomy support and structure in early childhood nature-based settings:Practices and challenges

From a Self-Determination Theory perspective, children are expected to grow according to innate tendencies in supportive environments, such as nature-based educational settings. The role of the practitioner is generally viewed as facilitative in these contexts. We report findings from a qualitative study with a sample of 18 UK-based outdoor educational practitioners. We asked them to respond to four hypothetical situations with differing levels of required intervention. Our purpose was to examine the extent of autonomy support and structure that they would hypothetically provide to the children in each of these different scenarios, and even uncover possible tensions in the application of autonomy support and structure. Our analysis suggests that, in situations of low interventional requirement, practitioners could understate structure and autonomy support and, in situations of high interventional requirement, prioritize structure over autonomy support. The challenge for practitioners that was revealed in this research, as well its implications, are discussed.</p

Parents’ Perceptions of UK Forest School:Descriptive and Evaluative Aspects

Parental support for children’s Forest School (FS) education is likely connected to the parents’ own views about FS. We investigated parents’ perceptions of FS by performing a qualitative study on parents’ views, as expressed in an online forum for parents (Mumsnet). Findings were grouped into two main categories, descriptive (what FS is) and evaluative (FS is good or bad). Thematic analysis revealed five dimensions of evaluation: skills and knowledge, nature connectedness and physical/mental health, structure, inclusivity and enjoyment. Along these dimensions we uncovered tensions between opposing views. We also identified two strategies for dealing with these tensions, dismissal and balance. This is the first study that identifies dimensions of evaluation for FS and potential parent satisfaction. The implications are discussed

The relationship between autonomy support and structure in early childhood nature-based settings: Practices and challenges

Alexia Barrable - ORCID: 0000-0002-5352-8330 https://orcid.org/0000-0002-5352-8330From a Self-Determination Theory perspective, children are expected to grow according to innate tendencies in supportive environments, such as nature-based educational settings. The role of the practitioner is generally viewed as facilitative in these contexts. We report findings from a qualitative study with a sample of 18 UK-based outdoor educational practitioners. We asked them to respond to four hypothetical situations with differing levels of required intervention. Our purpose was to examine the extent of autonomy support and structure that they would hypothetically provide to the children in each of these different scenarios, and even uncover possible tensions in the application of autonomy support and structure. Our analysis suggests that, in situations of low interventional requirement, practitioners could understate structure and autonomy support and, in situations of high interventional requirement, prioritize structure over autonomy support. The challenge for practitioners that was revealed in this research, as well its implications, are discussed.Open access funding provided by HEAL-Link Greece.https://doi.org/10.1007/s10984-023-09470-0pubpu

Consistency and moral integrity: A self-determination theory perspective

If acting morally can be viewed as acting consistently with a moral principle or rule, then being a person with moral integrity can be viewed as consistently applying moral principles or rules across different types of situations. We advance a view of moral integrity that incorporates three distinct, but interrelated, types of moral consistency: cognitive, emotional and motivational moral consistency. Our approach is based on Self-Determination Theory, a motivational theory that can explain when a moral rule becomes the primary motive for behavior. We argue that moral integrity is achieved when a person acts on the basis of an internal moral system of principles, emotions and motives and provide an account of the way that it develops during a person’s interaction with the environment

Why being morally virtuous enhances well-being: A Self-Determination Theory approach

Self-determination theory, like other psychological theories that study eudaimomia, focuses on general processes of growth and self-realization. An aspect that tends to be sidelined in the relevant literature is virtue. We propose that special focus needs to be placed on moral virtue and its development. We review different types of moral motivation and argue that morally virtuous behavior is regulated through integrated regulation. We describe the process of moral integration and how it relates to the development of moral virtue. We then discuss what morally virtuous individuals are like, what shape their internal moral system is expected to take and introduce moral self-concordance. We consider why morally virtuous individuals are expected to experience eudaimonic well-being. Finally, we address the current gap in self-determination theory research on eudaimonia

Are defaults supportive of autonomy? An examination of nudges under the lens of Self-Determination Theory

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Nudges, one of the rapidly growing law-making and public policy tools, are considered by their proponents to have a generally neutral effect on autonomy. Our study is the first to test nudges under the prism of Self-Determination Theory, a motivational theory which posits that autonomy is a basic psychological need. We focus on a specific type of nudge, defaults, and test it within the context of making a choice among a hypothetical set of insurance programs for post-graduate students. Results show that the experience of an Internal Perceived Locus of Causality (I-PLOC) is negatively affected by defaults when the number of options is low but there is no effect when it is high. In other words, people are less likely to view themselves as the origin of their choices when defaults are in place and when options are manageable. The experience of an I-PLOC has a positive effect on self-regulation and vitality, partially mediated by perceived competence. We suggest that since even mild manipulations show an undermining effect on autonomy, the so-called ‘libertarian paternalistic’ interventions should be evaluated on the basis of their effect on basic need satisfaction, self-regulation and vitality, all of which are associated with autonomy according to Self-Determination Theory