Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being.
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.
Van Ryzin
Mark J
MJ
Department of Educational Psychology, University of Minnesota, Minneapolis, MN 55455, USA. vanr0040@umn.edu
Gravely
Amy A
AA
Roseth
Cary J
CJ
D000223:Adaptation, Psychological; D000293:Adolescent; D004522:Educational Status; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D015146:Midwestern United States; D008960:Models, Psychological; D026684:Personal Autonomy; D000297:Psychology, Adolescent; D012944:Social Support; D013334:Students / Q000523:psychology*