Motivations to attend school: Exploring the perspectives of primary school children
type: CreativeWork
description: Children’s attendance at school is a key priority due to the current high proportion of absences from England’s state schools. Studies have explored the multifactorial nature of pupil attendance, however these have often focused on reasons for absence. This study presents a novel perspective by focusing on who and what motivates pupils to attend. The study involved sixteen children in year 4 and year 6 of an English primary school, who participated in a drawing task followed by focus group discussions. Thematic analysis of the data provided an insight into the participants’ individual and shared views. The emergent themes were examined using Self Determination Theory (Ryan and Deci, 2017), with a particular focus on the extent to which participants were motivated by forms of intrinsic and extrinsic motivation, as identified by the theory’s motivation continuum and Organismic Integration Theory (Pelletier and Rocchi, 2023). The outcomes of this research indicate that many factors motivated the participants to attend school, with both intrinsic and extrinsic influences acting simultaneously. The power of safe and secure relationships, underpinned by trust, understanding and a sense of belonging cannot be understated. Participants highlighted the paramount importance of their connections with peers, teachers and parents, alongside the value derived from memorable learning experiences and wider school opportunities. Additionally, there was recognition that attending now could support participants to achieve their future aspirations and enable successful adult living. The findings suggest that policy makers and educators may wish to consider how they can support pupils to develop and maintain strong and meaningful relationships, particularly with peers, that nurture a sense of belonging. Consideration may also be given to how the curriculum and wider educational opportunities can provide pupils with authentic and significant experiences that will support their learning a…
abstract: Children’s attendance at school is a key priority due to the current high proportion of absences from England’s state schools. Studies have explored the multifactorial nature of pupil attendance, however these have often focused on reasons for absence. This study presents a novel perspective by focusing on who and what motivates pupils to attend. The study involved sixteen children in year 4 and year 6 of an English primary school, who participated in a drawing task followed by focus group discussions. Thematic analysis of the data provided an insight into the participants’ individual and shared views. The emergent themes were examined using Self Determination Theory (Ryan and Deci, 2017), with a particular focus on the extent to which participants were motivated by forms of intrinsic and extrinsic motivation, as identified by the theory’s motivation continuum and Organismic Integration Theory (Pelletier and Rocchi, 2023). The outcomes of this research indicate that many factors motivated the participants to attend school, with both intrinsic and extrinsic influences acting simultaneously. The power of safe and secure relationships, underpinned by trust, understanding and a sense of belonging cannot be understated. Participants highlighted the paramount importance of their connections with peers, teachers and parents, alongside the value derived from memorable learning experiences and wider school opportunities. Additionally, there was recognition that attending now could support participants to achieve their future aspirations and enable successful adult living. The findings suggest that policy makers and educators may wish to consider how they can support pupils to develop and maintain strong and meaningful relationships, particularly with peers, that nurture a sense of belonging. Consideration may also be given to how the curriculum and wider educational opportunities can provide pupils with authentic and significant experiences that will support their learning a…
author: Fisher, Anneka
language: en
date modified: 2026-07-24T03:42:17Z
provider: Oxford Brookes University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Oxford Brookes University

PropertyValue
property ID: DOI
value: 10.24384/7CQJ-7B67