Corry, Ben (2018) The Longitudinal Impact of Flexible Learning Options for Disengaged Students. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
The vast majority of Australians attend formal education and there is mounting evidence that about 20% of adolescent students believe school is not relevant. There exists little quantitative data on longitudinal life outcomes such as employment and Wellbeing, for disengaged students who reconnect with learning via flexible learning options. This study aimed to investigate the impact of flexible learning options for disengaged students, comparing longitudinal Quality of Life outcomes for past Flexible school students. The analysis drew on alumni over a 14 year period from two high school campuses, one Flexible, the other Mainstream in a regional Australian city. The theoretical framework for this research drew from Self-Determination Theory (SDT), and Quality of Life (QoL) research. Past students were invited to complete a self-report survey measuring their prior psychological needs at school (a reflective Adolescent Students Basic Psychological Needs Scale – School Needs), current Wellbeing (Personal Wellbeing Index –Adult, PERMA) and Extrinsic Quality of Life (Comprehensive Quality of Life 5, ComQoL5). The results link needs basic psychological satisfaction at school to longitudinal Wellbeing and Quality of Life factors, independent of educational pedagogy. The influence of a flexible learning option for disengaged school students longitudinal Wellbeing and Quality of Life over time was identified. Current data suggests that flexible learning options, positively impact life outcomes over the long term for disengaged students, with compelling economic benefits. Further research is needed to examine the subjective experience and engagement of students at school in greater depth.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021) |
| Supervisors: | Lorelle Burton |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 19 Aug 2025 03:14 |
| Last Modified: | 19 Aug 2025 03:14 |
| Uncontrolled Keywords: | Longitudinal, Quantitative, Mainstream, Education, flexible learning options, Alternative Education, Self-Determination Theory, Wellbeing, Quality of Life. |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52230 |
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