Abstract:

Self-Determination Theory (SDT) is one of the most developed conceptual models in the study of how teaching practices influence students' teaching-learning processes. According to SDT, intrinsic motivation has positive consequences on students' engagement and academic performance (Taylor et al., 2014; Froiland and Worrel, 2016), as well as influencing their intentions to continue or not with their education (Vallerand and Bissonette, 1992; Vallerand, Fortier and Guay, 1997; Hardre and Reeve, 2003). In this context, teaching practice aimed at increasing students' intrinsic motivation is established as a key factor.
Thus, within the framework of the project: "Teaching practice and the prevention of early dropout from vocational training: empirical approach and intervention proposal" of the R+D+I Program (PID2019-108342RB-100) we set out to carry out a case study in two schools in the Balearic Islands to determine the teachers' perception of the motivation of students in Basic Vocational Training and Intermediate Vocational Training and its influence on the processes of early dropout from Vocational Training and academic performance.

The pilot schools were selected taking into consideration the results of two questionnaires: Situations-in-School instrument (SIS) and Teachers' Sense of Efficacy Scale (TSE), the involvement and predisposition of the school, and the differentiating characteristics between the two.
The design of the pilot scheme was carried out using action research methodology (Elliot, 1990) and we conducted 6 focus groups with a total of 58 participating teachers.

The results show broad agreement on the low levels of student motivation and its influence on low academic achievement. Possible causes related to the previous guidance received in their educational stage before vocational education and training are pointed out.
In conclusion, the need for a school improvement plan as a starting point for the implementation of actions related to increasing student motivation is highlighted.

References:
[1] Elliott, J. (1990). La investigación-acción en educación. Morata.
[2] Froiland, J. M., & Worrell, F. C. (2016). Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools, 53(3), 321-336.
[3] Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in,versus drop out of, highschool. Journal of Educational Psychology, 95, 347-356.
[4] Taylor, G., Jungert, T., Mageau, G.A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342-358.
Vallerand, R.J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and motivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599-620.
[5] Vallerand, R.J., Fortier, M.S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72, 1161-1176.

Keywords:

Self-Determination Theory, pilot schools, vocational training, teaching practices.