LAUSR

ABSTRACT Education-based interventions traditionally focus on the teacher to better support pupils’ motivation. Grounded in self-determination theory, the study investigates the feasibility of a pupil-focused intervention to help pupils become more active in their search for basic psychological need satisfaction (BPNS). Focus groups and a 2-week pupil completed diary-log were administered with 22 UK secondary school pupils from Years 7 and 8 (aged 11–13 years; 45% male, 55% female) and 12 teachers (42% male, 58% female). Despite perceived value from teachers, a written diary-log appeared to be ineffective in engaging pupils. Pupil-focused initiatives may benefit from support sessions to provide guidance on pupils’ reflections, should be incorporated into normal school practices with a showcase event, and be designed in an interactive electronic format. The study offers theoretical considerations regarding pupils’ intrapsychic experience of motivation, and provides teacher and pupil insights into the practicalities of conducting pupil-focused interventions based upon BPNS.