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dc.contributor.authorEyers, Kimberly
dc.date.accessioned2018-04-27T18:19:08Z
dc.date.available2018-04-27T18:19:08Z
dc.date.issued2018-04-27
dc.identifier.urihttp://hdl.handle.net/1974/24066
dc.description.abstractSelf-determination theory, which focuses on autonomy, competence, and relatedness, needs to be modified to include a fourth essential psychological need: aesthetic experience. The following literature review uses a practical frame, in the form of the profiles of two adolescents, to review the literature which supports this notion. The goal of this work is to provide informed examples of how to support disengaged and disenchanted adolescents. Supported by the literature, the author outlines the rationality and benefits of modifying the current framework, and areas of future research are identified.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesSelected Papers; Vol. 12;
dc.subjectSelf-Determination Theoryen_US
dc.subjectdisengageden_US
dc.subjectadolescent(s)en_US
dc.subjectsecondary schoolen_US
dc.subjectaesthetic experienceen_US
dc.titleMotivating disengaged and disenchanted adolescents: A literature reviewen_US
dc.typeOtheren_US


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