Losing oneself Autonomy and wellbeing in tutorial innovations

Losing 'oneself': Autonomy and wellbeing in tutorial innovations Dr. Mark Tymms, De Montfort University, UK Prof. John Peters, Newman University, UK

Aim • To explain possible links between forms of student support, self-determination theory and issues of psychological well-being

The human context: • • Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. … factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. …our education systems, including tutoring, as a significant factor within students social environment, can drive student introjection of non-optimum psychological behaviours through the promotion of apathy, passivity, alienation and the rejection of personal responsibility (Ryan & Deci 2000 a: 67)

Self-Determination Theory • An empirical model centred on the idea that we possess evolved and innate growth potentials. These are essentially named as intrinsic motivation. • The integration of aspects within those growth potentials are required to establish personality coherence, which is central to personal motivation, positive action and personal wellbeing.

Self-Determination Theory • Autonomy: ‘Free choice’ drives intrinsic motivation. (Deci & Ryan 2000) Behaviours are self-chosen and meaningful (Rijavec et al. 2008) • Competence: Competence is the sense that individuals feel capable of acting autonomously. Linking to self-efficacy (Rijavec et al. 2008) • Relatedness: Internal motivation can be negatively impacted by an uncaring, unsupportive environment. It requires a harmonious connection to significant others and the subsequent avoidance of alienation (Rijavec et al. 2006)

Important • Different approaches focus on different aspects • All aspects are required for intrinsic motivation • Non-autonomous goals can be adopted depending on the depth of internalization • All parties must perceive that they are working in a self-determined way • Defensive mechanisms stem from nonsatisfaction of the 3 goals in all relevant aspects in life Deci & Ryan (2000 b)

Relevance • Intrinsic motivations correlate to academic success, life quality, and positive wellbeing Schmuck, Kasser, & Ryan (2000), Niemic, Ryan & Deci (2009), Rijavec, Brdar, & Miljkovic (2008) • Outcome rewards correlate with low intrinsic motivation Deci, Koestner & Ryan (1999)

Relevance 2 • Low intrinsic motivation linked to an external locus of control Rutter (1966), Deci & Ryan (2000) • External Locus of Control correlated to anxiety, hopelessness, and depression Aitken & Baukom (1982), Prociuk, Breen & Lussier (1976), Jaswel & Dewan (1997), Zawawi & Hamaideh (2009)

The Conceptual Context: ‘The personal tutor is a ‘stable point of contact between the student and the institution, … [providing] a relationship with the institution and a sense of belonging. ’ (Thomas, 2006, p. 22) ‘The personal tutor is the person with responsibility for enabling the student to engage in PDP. ’ (Riddell & Bates, 2010, p. 2) “However, while students expect a personal relationship they often find staff ‘focused overwhelmingly on structural pressures and constraints. ’ (Stephen 2008, p. 455)

• PDP: “A process of reviewing and recording learning and achievement and action planning” QAA 2001, p. 8 • PDP: “Enabling all students to realize their potential in line with realistic aspirations is too important to be left to chance or individual choice… the central focus here will be on developing students towards graduate level employability and lifelong learning. ” Jackson (2007: xiv)

Research: PDP Systems • • • 1 university (case study) 5 disciplines (multiple purposive cases) A Sartrean Existential paradigm Interviews of students and staff Giorgio’s Existential Phenomenological Method of Analysis • The problem with many innovations the goals and outcomes are often too vaguely defined and openly politicized in their intent. As such it has been too common for student-centred practice to become subsumed within socio-political and institutional goals are that may have mixed degrees of relevance to students and staff alike. Tymms, Peters & Scott (2013)

Findings: Lecturer Perspectives • Highly fragmented interpretations of PDP • Highly variable engagement levels • We build it in so they can’t escape it … so they have to go to those tutorials and once you’ve got them in here then you can do the PDP because you’ve got them trapped. • I don’t think … if you don’t get into it yourself, I don’t think that you can then communicate that to your students. How can you get someone to engage in it when you won’t engage with it yourself? If students don’t see you taking it seriously then they won’t take it seriously either…

Findings: PDP & Tutorials • Varied systems: • Enforced tutorial attendance required to complete modules and evidence PDP activity • Tutorial space entirely given over to PDP completion • PDP as skills slips signing • PDP as personality ideal, e. g. pressure to become an extrovert See Tymms (2018)

Findings: Student Consequences • Significance of tutorial space in decline • Ability to use the space for personal/relatedness concerns in decline • Fragmented respect for tutors • Reduced ability to support periods of educational transition • Reduced ability to support periods of psychological distress • Increased need to find tutor support congruent with their own attitudes and expectations • Disassociation through quantification of psychological processes

Consequences: SDT • Reduced autonomy through the removal of choice (attendance and content) • Reduced relatedness through the use of psychological ideals and generalizations • Risk of promoting an external locus of control • Risk of producing over-deterministic control • Possible threat to self-esteem through systematic externalization • Possible correlations of poor psychological wellbeing

Moving forward • Field and Hoffman (2002) Lessons learned from implementing the Steps to Self-Determination Curriculum. • SSDC published in 1996 for the promotion of learning attitudes that would better empower children in their transitions into adulthood (here, focusing on SEN). • Know yourself + Value yourself components: Internal process • Plan, Act, Experience Outcomes, + Learn: Skills aspects of SDT • Experientially based exploration of the values bases on which individuals act and how those drive motivation and performance

Moving forward • Differentiation among staff. Those that reflect SDT are better suited to promoting SDT • Relationship building is central to the SDT model of motivation building • Students must set their own goals and be supported in striving towards them • Product=higher levels of an internal locus of control and lower levels of depression • But has struggled to find a way through existing management and bureaucratic models of education

References Aiken, P. A. , & Baucom, D. H. (1982) Locus of control and depression: that confounded relationship. J. Pers. Assess 46: 4, 391 -5. DOI: 10. 1207/s 15327752 jpa 4604_10 Deci, E. L. , Koestner, R. , and Ryan, R. M. (1999) A meta-analytic review of experiments examining the effects of extrinsic rewards on internal motivations. Psychological Bulletin 125: 6, 627 -668 Deci, E. L, and Ryan, R. M. (2000) The“What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behaviour. Psychological Inquiry; 11: 4, 227 -268 DOI: ? Field, S. , and Hoffman, A. (2002) Lessons learned from implementing the Steps to Self. Determination Curriculum. Remedial & Special Education 23: 2, 90 -98. DOI: 10. 1177/074193250202300205 Jackson, N. (2007), ‘Foreword’, in Kumar, A. (2007) Personal, Academic & Career Development in Higher Education: SOARing to Success. Routledge: Abingdon Jaswel, S. , & Dewan, A. (1997) The relationship between locus of control and depression. Journal of Personality and Clinical Studies 13: 1, 25 -27 Niemic, C. P. , Ryan, R. M. , and Deci, E. L. (2009) A path taken: Consequences of attaining intrinsic and extrinsic aspirations in post-college life. J. Res. Pers. 73: 3, 291 -306. DOI: n 10. 1016/j. jrp. 2008. 09. 001

References Peters, J. and Tymms, M. (2015) Killing or curing the personal tutorial in mass HE. Centre for Recording Achievement: The 4 th International Research Seminar - Thurs 16 th April 2015. URI: http: //hdl. handle. net/2086/13960. Prociuk, T. J. , Breen, L. J. , and Lussier, R. J. (1976) Hopelessness, internal-external locus of control, and depression. J, Clin. Psychol. 32: 2, 299 -300 The Quality Assurance Agency for Higher Education (2001) Guidelines for Progress Files, Available online at: http: //www. qaa. ac. uk/crntwork/progfile. HE/guidelines/ progfile 2001. pdf Riddell, S. & Bates, N. (2010) ‘The role of the personal tutor in a curricular approach to personal development planning’, Journal of Learning development in HE, special edition: researching PDP practice. Available at: journal. aldinhe. ac. uk/index. php/jldhe/article/download/103/57 Rijavic, M. , Brdar, I. , Miljkovic, D. (2006) Extrinsic v Intrinsic Life Goals, Psychological Needs and Life Satisfaction in A. Delle Fave (Ed) Dimensions of well-being. Research and intervention. Milano: Franco Angeli

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