-
Title
-
When Learning Feels Meaningful: A Study of Personal Relevance as Autonomy-Supportive Practice
-
Creator
-
Lillian Rinkle
-
Degree Name
-
Master of Arts in Teaching (initial licensure)
-
Project Type
-
action_research_project
-
Date
-
6/12/2026
-
Abstract
-
In this action research project, I aimed to understand how integrating personal relevance into 10th grade English language arts instruction influenced student motivation, engagement, and perceptions of course relevance. Guided by self-determination theory (Ryan & Deci, 2008), the study explored relevance as an autonomy-supportive practice that may help students internalize the value of learning. Participants for this study included 18 10th grade students in a mid-sized suburban Oregon high school. Data were collected from student surveys, student work, participation trackers, reflection journals, lesson plans, and supervisor observation feedback across two literature units. Findings suggested that personally relevant connections were associated with increased participation, stronger investment in literary discussion and analysis, and deeper emotional and interpretive thinking. The study highlighted relevance as a meaningful tool for supporting student engagement.
-
Committee Member
-
Coley Lehman
-
Carolyn Wahl
-
Rights
-
Western Oregon University Library has determined, as of 07/27/2026, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
-
https://rightsstatements.org/page/InC/1.0/?language=en
-
Language
-
eng
-
Type
-
text
-
data
