Young Adolescent Psychological Need Profiles: Associations with Classroom Achievement and Well-Being

Autor/inn/en	Earl, Stephen R.; Taylor, Ian M.; Meijen, Carla; Passfield, Louis
Titel	Young Adolescent Psychological Need Profiles: Associations with Classroom Achievement and Well-Being
Quelle	In: Psychology in the Schools, 56 (2019) 6, S.1004-1022 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Earl, Stephen R.) ORCID (Taylor, Ian M.) ORCID (Meijen, Carla) ORCID (Passfield, Louis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22243
Schlagwörter	Early Adolescents; Psychological Needs; Correlation; Academic Achievement; Well Being; Life Satisfaction; Self Determination; Theories; Secondary School Students; Secondary Schools; Profiles + Suchen Sie Ihr Suchwort? Korrelation; Schulleistung; Well-being; Wellness; Wohlbefinden; Lebensvollendung; Selbstbestimmung; Theory; Theorie; Sekundarschüler; Sekundarschule; Charakterisierung; Profilanalyse
Abstract	Drawing on self-determination theory, a person-centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11--15 years old) from three secondary schools reported their psychological need satisfaction, and well- and ill-being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in-group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F[subscript 4,540] = 7.03; p < 0.001; ?[subscript p][superscript 2] = 0.05), well-being (F[subscript 8,1,136] = 45.63; p < 0.001; Wilk's ? = 0.57; ?[subscript p][superscript 2] = 0.24) and lowest ill-being (F[subscript 8,1,134] = 23.39; p < 0.001; Wilk's ? = 0.74, ?[subscriptp][superscript 2] = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01