Publication Date
12-2025
Date of Final Oral Examination (Defense)
10-8-2025
Type of Culminating Activity
Dissertation
Degree Title
Doctor of Education in Educational Technology
Department
Educational Technology
Supervisory Committee Chair
Dazhi Yang, Ph.D.
Supervisory Committee Member
Patrick Lowenthal, Ph.D.
Supervisory Committee Member
Jesus Trespalacious, Ph.D.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Abstract
This dissertation explored how participation in a flexible blended learning (FBL) program relates to high school students’ sense of well-being, as defined by self-determination theory (SDT). SDT suggests that fulfilling three basic psychological needs is considered essential for well-being and optimal functioning. Using a mixed-methods approach, this study investigates how an FBL program affects high school students’ perceptions of the fulfillment of psychological needs — autonomy, competence, and relatedness. The study involved high school students enrolled in FBL courses in a midwestern school district in the USA. Data were collected through surveys adapted from the Students’ Basic Psychological Needs Survey (SBPNS), followed by focus group interviews. The study contributes to the understanding of how a high school FBL program can support students’ well-being. The findings are valuable for educators, administrators, and policymakers seeking to implement effective programming that promotes well-being among students.
DOI
https://doi.org/10.18122/td.2445.boisestate
Recommended Citation
Burton, April, "An Investigation of High School Students' Perceived Well-Being in a Flexible Blended-Learning Program Through the Lens of Self-Determination Theory" (2025). Boise State University Theses and Dissertations. 2445.
https://doi.org/10.18122/td.2445.boisestate
Comments
April Burton, ORCID: 0000-0002-9801-9484