Student and teacher perceptions of a school involvement intervention program

A secondary school student enrolled in an intervention program for lower-achieving students reported positive affective, motivational, and cognitive experiences indicative of involvement and flow. Interview data revealed greater support for positive experiences related to extrinsic factors of improved grades and volume of work completed than to challenging activities that matched skills. Autonomy-supportive classroom practices appear to promote involvement through allowing students flexibility to determine learning pace and daily classroom schedules. A predictable, organized environment and individualized instruction created a stable context where the student felt relaxed and supported. Feelings of competence and well-being arising from positive learning experiences enhanced involvement as the student gained recognition for successful learning. Student and teacher interview data suggest increasing school involvement and competency is transformative, culminating in a rejuvenated student identity and excitement for learning.