Ownership

Ownership starts at a young age

Taking ownership of your own development doesn't just start in adulthood. It occurs early on. Young children are naturally curious, ask questions, want to do things themselves and creatively look for solutions. This is no coincidence: this behavior forms the basis of what we call self-regulated learning.

Self-regulated learning is about the ability to plan, adjust, and evaluate your own learning process. In other words: getting a grip on your own development and taking responsibility for it. This is a crucial skill that can be developed at an early age (Zimmermann).

The basis: self-determination

An important underlying theory is Deci & Ryan's self-determination theory. This theory states that people have three basic psychological needs. If this is met, in a way that is appropriate to the (developmental) age, motivation and self-direction will, as it were, start naturally. It's about:

Autonomy

The need to make choices for yourself and to feel that behavior comes from one's own will. Not so much what you do, but why you do it.

Competence (knowledge and skills)

The feeling that you can get better at something, are up to challenges and are experiencing success. Without this feeling, self-direction quickly becomes frustrating.

Relationship (connectedness)

The need to feel seen and supported by others: classmates, teammates, teachers, trainers, or supervisors.

‍Why ownership makes such a difference

Ownership occurs when autonomy and competence come together. If you are allowed to make your own choices and have the confidence that you can handle those choices, learning or training will automatically feel more like “yours”.

This is reflected in small but meaningful examples, such as:

• A student who not only does homework, but also consciously thinks about the approach: read first or start doing it right away? Working alone or together?
• A young athlete who reflects for himself after a race: what went well, what could be better and who can help me take the next step?

It's these kinds of times where learning can shift from should unto wanting. And that not only makes learning more effective, but also more sustainable.

Ownership is not age-related

It is often thought that ownership is only possible when someone “is ready”. In reality, ownership is partly innate and you can support and strengthen it from an early age. By allowing children, young people and adults to practice making choices, reflecting and taking responsibility step by step, independence and resilience grow.

The role of lecturer, trainer or supervisor

Giving ownership does not mean letting go. It is precisely good guidance that is essential. Think about:

• Offering choices within clear frameworks (and slowly phasing those frameworks)
• Reflect regularly on the process: what worked, what do you take with you?
• Provide feedback on approach and learning process, not just on the end result

In this way, your role shifts from the person who decides everything to someone who creates space where the other person can grow.

What Youvolve can do

With Youvolve, we support students, and athletes in taking ownership of their development. We do this, among other things, by:

• Insight into development: making it visible where someone stands and where opportunities lie
• Personal and shared goals: working individually or as a group towards meaningful goals
• Evaluation and reflection: level feedback, allowing participants to learn to think about their own growth

This not only helps the learner, but also the lecturer or trainer to better match what is needed.