The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Student engagement is an important contributor to school success, yet high school students routinely describe themselves as disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement. This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse (67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs and its relationship to educational practice is discussed.     

Eliciting Risk Attitudes in the Field: Surveys or Experimental Methods? An Empirical Comparison in Rural Niger

We compare several risk preference elicitation methods – including incentivised, non-incentivised, and framed methods as well as a traditional Likert survey question – in a developing country and empirically test how well consequent measures of risk attitudes predict risk taking behaviour. We find that Likert scale and non-incentivised framed survey questions are not sufficient substitutes for costlier incentivised methods in rural Niger. Instead, the incentivised framed question works best while a simplified incentivised lottery question works almost as well. More risk and ambiguity averse farmers are less likely to adopt fertiliser microdosing indicating the importance of insurance and strategies to promote learning.     

The heritage of autonomy in Carpathian Rus’ and Ukraine's Transcarpathian region

As the Soviet Union disintegrated and eventually dissolved in 1991, many of its peoples, both so-called titular nationalities and national minorities, put forth demands for independence or, at the very least, self-rule for territories that were said to represent the national patrimony. Among the many peoples who put forward such demands were Carpatho-Rusyns, who, together with fellow citizens of other national backgrounds, demanded autonomy or self-rule for the region (oblast) of Transcarpathia in far western Ukraine. This essay examines from a historical perspective the question of autonomy or self-rule for Carpatho-Rusyns and for all or part of the territory they inhabit, historic Carpathian Rus’. The autonomy question in Carpathian Rus’ is hardly new, but one that goes as far back as 1848.