Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being

Autor/inn/en	Van Ryzin, Mark J.; Gravely, Amy A.; Roseth, Cary J.
Titel	Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being
Quelle	In: Journal of Youth and Adolescence, 38 (2009) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2891
DOI	10.1007/s10964-007-9257-4
Schlagwörter	Academic Achievement; Student Adjustment; Models; Longitudinal Studies; Peer Relationship; Learner Engagement; Outcomes of Education; Rural Areas; Secondary School Students; Psychological Patterns; Personal Autonomy; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Lernleistung; Schulerfolg; Rural area; Ländlicher Raum; Sekundarschüler; Individuelle Autonomie; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	"Self-determination theory" emphasizes the importance of school-based autonomy and belongingness to academic achievement and psychological adjustment, and the theory posits a model in which engagement in school mediates the influence of autonomy and belongingness on these outcomes. To date, this model has only been evaluated on academic outcomes. Utilizing short-term longitudinal data (5-month timeframe) from a set of secondary schools in the rural Midwest (N = 283, M age = 15.3, 51.9% male, 86.2% White), we extend the model to include a measure of positive adjustment (i.e., hope). We also find a direct link between peer-related belongingness (i.e., peer support) and positive adjustment that is not mediated by engagement in school. A reciprocal relationship between academic autonomy, teacher-related belongingness (i.e., teacher support) and engagement in learning is supported, but this reciprocal relationship does not extend to peer-related belongingness. The implications of these findings for secondary schools are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10