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Gepubliceerd in:

01-01-2009 | Empirical Research

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

Auteurs: Mark J. Van Ryzin, Amy A. Gravely, Cary J. Roseth

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 1/2009

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.

volgende artikel The Role of Youth’s Ratings of the Importance of Socially Supportive Behaviors in the Relationship Between Social Support and Self-Concept

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Titel: Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being
Auteurs: Mark J. Van Ryzin
Amy A. Gravely
Cary J. Roseth
Publicatiedatum: 01-01-2009
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 1/2009
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-007-9257-4

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