ERIC Number: EJ825328
Record Type: Journal
Publication Date: 2009-Jan
Abstractor: As Provided
Reference Count: 0
Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being
Van Ryzin, Mark J.; Gravely, Amy A.; Roseth, Cary J.
Journal of Youth and Adolescence, v38 n1 p1-12 Jan 2009
"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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A