Changes in motivation anticipate changes in engagement, but the present study tested the reciprocal relation that changes in students' classroom engagement lead to corresponding longitudinal changes ...in their classroom motivation. Achievement scores and multiple measures of students' course-specific motivation (psychological need satisfaction, self-efficacy, and mastery goals) and engagement (behavioral, emotional, cognitive, and agentic aspects) were collected from 313 (213 females, 100 males) Korean high school students using a 3-wave longitudinal research design. Two key findings emerged from a multilevel structural equation modeling analysis: (a) Students' initial classroom engagement predicted corresponding longitudinal changes in all 3 midsemester motivations, and (b) early semester changes in engagement predicted corresponding longitudinal changes in end-of-semester psychological need satisfaction and self-efficacy, but not mastery goals. Changes in engagement also predicted course achievement. These findings reveal the underappreciated benefits that high-quality classroom engagement contributes to the understanding, prediction, and potential facilitation of constructive changes in students' in-course motivation.
Does using Facebook help people to meet their relatedness needs? Study 1 shows that more frequent Facebook usage paradoxically correlates with more relatedness satisfaction (connection) and more ...relatedness dissatisfaction (disconnection). Study 2 supports a 2-process explanation of this finding, showing that disconnection motivates greater usage as a coping strategy, whereas connection results from greater usage. Study 3 examines the effects of depriving participants of Facebook use for 48 hr. Further supporting the 2-process view, connection decreased, but disconnection was unaffected during the deprivation period; however, those who became more disconnected during the deprivation period engaged in more Facebook use during a 2nd, unconstrained 48-hr period, whereas changes in connection did not predict later use. In Study 4, participants set a Facebook reduction goal; initial disconnection interfered with and predicted worse performance in this goal. Implications for theories of psychological needs, behavioral motives, and adaptive coping are considered.
The goal of this research was to examine reported service needs among individuals with autism spectrum disorder (ASD) of all ages. Data were generated from a state survey that queried the needs of ...children, adolescents and adults with ASD. Logistic regression was used to compare service use and need among these age groups. Adults with ASD were less likely to be receiving multiple types of services, and more likely to have a need for services. These findings demonstrate that adults with ASD have more and different needs for services. These results can inform policy and program planning to put in place the services adults with ASD need.
In England, the Special Educational Needs and Disabilities Code of Practice (2015) was heralded as a significant reformation of provision for children and young people with additional and complex ...learning needs. Effective implementation of the Code requires the key implementers, Special Educational Needs Co-ordinators (SENCos), to develop and negotiate provision in their settings, to interface with colleagues, families and expert professionals, and to apply for and implement Education and Health Care (EHC) plans for the children and young people with the most complex needs. However, whilst this added to SENCo workload and responsibilities, systemic, resource and dominant discourse challenges remained the same. EHC plans have been described as a microcosm of the wider arena of policy and practice. Studies exploring SENCo perceptions of the enablers and challenges, which has import for commissioners and practitioners, are limited. This article presents part of a mixed-methods study which examined SENCo perceptions of the salient external and internal influences on EHC plan implementation. Integration of the analysed data sets uncovered themes related to purpose, support, communities of learning, and relationships. Key recommendations, whose enactment would support and develop SENCos, so they in turn can best promote the learning, development, wellbeing and inclusion of children and young people with SEND, and their families, are made. This article closes by proposing that the need for a professional information hub and support mechanisms for SENCos has never been greater.
This paper sets out original findings from analyses of the English National Pupil Database of Key Stage 1 (KS1) attainment, to examine educational outcomes of children with Special Educational Needs ...and Disabilities (SEND). The schooling of these children has been entirely within the context of the current SEND system, defined by the 2014–2015 policy of the Children and Families Act and Code of Practice. With a strong focus on children's needs and outcomes, the policy intends to achieve high educational outcomes for children with SEND. Our new results show, however, that children with SEND are one of the most disadvantaged groups in education, and they are far less likely to meet expected learning standards than their peers at KS1. For instance, about 44%, 31% and 23% of children with SEND met the standards in phonics, reading and writing, respectively, compared to 88%, 83% and 78% of children with no SEND. Further, our spatial analysis shows for the first time that this disadvantage displays large spatial variability across Local Authorities: there is a postcode lottery in the education of children with SEND. The new findings provide strong evidence that the new SEND policy is failing many children with SEND, and that this performance varies markedly across space. This adds further weight and evidence to a growing recognition, even from government, that the SEND system needs to change, and that the ambitious aims of the transformation of education and care for children with SEND in 2014 and 2015 are not being realised.
The study of basic psychological needs has witnessed a strong revival, in part spurred by Basic Psychological Need Theory (BPNT), one of the six mini-theories within Self-Determination Theory. ...Empirical studies on BPNT have increased exponentially since the millennium turn, leading to refinements and extensions in theory. In this contribution we review these two decades of research in order to introduce two special issues on BPNT. We first discuss key criteria that define and identify a basic need within BPNT. We then review several need-relevant themes, highlighting advancements and trends that characterize contemporary research on BPNT. Specifically, we address potential extensions of the shortlist of basic psychological needs, the role of psychological need frustration in increasing vulnerability to maladjustment, the study of the interface between individuals’ psychological and physical needs (e.g., sleep, sex, hunger), novel insights into critical need-supportive and need-thwarting practices, and the universality (versus variability) of effects of need satisfactions and supports across demographics, psychological characteristics, and cultural contexts. We also situate each of the 19 contributions that appear in this special double-issue on BPNT within these themes, while suggesting avenues for further research on the role of basic psychological needs in motivation, adjustment, and wellness.
Many scholars have argued that once “basic needs” have been met, further rises in income are not associated with further increases in subjective well-being. We assess the validity of this claim in ...comparisons of both rich and poor countries, and also of rich and poor people within a country. Analyzing multiple datasets, multiple definitions of “basic needs” and multiple questions about well-being, we find no support for this claim. The relationship between well-being and income is roughly log-linear and does not diminish as incomes rise. If there is a satiation point, we are yet to reach it.
The COVID-19 pandemic has exposed gaps and areas of need in health systems worldwide. This work aims to map the evidence on COVID-19-related healthcare needs of adult patients, their family members, ...and the professionals involved in their care during the first year of the pandemic. We searched the databases MEDLINE, Embase, and Web of Science. Two reviewers independently screened titles and abstracts and assessed full texts for eligibility. Disagreements were resolved by consensus. Descriptive data were extracted and inductive qualitative content analysis was used to generate codes and derive overarching themes. Thirty-six studies met inclusion criteria, with the majority reporting needs from the perspective of professionals (35/36). Professionals’ needs were grouped into three main clusters (basic, occupational, and psycho-socio-emotional needs); patients’ needs into four (basic, healthcare, psycho-socio-emotional, and other support needs); and family members’ needs into two (psycho-socio-emotional and communication needs). Transversal needs across subgroups were also identified and grouped into three main clusters (public safety, information and communication, and coordination and support needs). This evidence map provides valuable insight on COVID-19-related healthcare needs. More research is needed to assess first-person perspectives of patients and their families, examine whether needs differ by country or region, and evaluate how needs have evolved over time.
COVID-19 has affected people across the world. The current study examined anxiety and worries during the first UK national lockdown in March 2020. Parents (n = 402) reported on their own anxiety and ...worries as well as that of their son/daughter with Special Education Needs and Disabilities (SEND) and typically developing (TD) child (n = 186) at three time points. Although both groups showed increased anxiety across the three time points, levels of anxiety in the SEND group, but not the TD siblings, were predicted by awareness about COVID-19. In addition, worries differed between the groups showing that COVID-19 impacts the wellbeing of those with SEND differently to that of their TD siblings.
Background
Turkey is the country hosting the largest number of refugees from Syria, with currently 3 571 175 million persons. The general health needs of the refugees are being addressed; however, ...people with intellectual disabilities (IDs), particularly children, are relatively missed. The aim of this study was to identify medical, psychological and social needs of children with ID and their families, among the Syrian refugee population in Turkey, and to define psychosocial and cultural needs for planning of future services.
Methods
One hundred forty‐two children (67.6% men; mean age 90.5 months) diagnosed with intellectual disorders were included in the study. Family Needs Survey, with additional open‐ended and close‐ended questions, was used to evaluate family needs. Items from Developmental Disabilities Profile‐2 were used to evaluate and screen cognitive, motor and language development as well as medical concerns and behavioural problems. Data on sociodemographic characteristics were also collected.
Results
The highest needs were identified in information and financial needs domains. Other indicated needs were on child care and community services domains. The least indicated items were on family and social support and explaining to others domains. An average of 63.5% of the respondents definitely agreed with the Family Needs Survey items. The overall level of identification of need items was higher than that in some previous studies, indicating the level of unmet needs of the studied population. Family income, parents' employment and parents' education were not significantly associated with unmet family needs. Special education services were unreachable for most of the families in the study.
Conclusions
Families reported the highest needs in information and financial needs domains. The overall level of identification of needs was higher than that in some previous studies, indicating the level of unmet needs of the studied population. The majority of the parents reported that they had sufficient family and social support, which might be a protective factor for parental mental health. Parents' Turkish fluency was very significantly associated with every domain of unmet needs. Language barriers and translation problems had significant negative effects on families, as confirmed by the answers to open‐ended questions. Another important factor identified was access to service professionals. Special education services, sorely needed for most of the families, could not always be reached. Although the progress of children who had received special education was not very encouraging, it was better than those who did not receive it. The first implication of the study is that increasing Turkish proficiency or providing high‐quality and consistent translation services is vital for this category of children with ID. The second implication is that information and financial needs must be met with priority. Information must be tailored for each child's needs and developmental level. Special education and physical therapy must be more accessible and at higher quality.
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