Autonomy,Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being |
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| Authors: | Mark J. Van Ryzin Amy A. Gravely Cary J. Roseth |
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| Affiliation: | (1) Department of Educational Psychology, University of Minnesota, 204 Burton Hall, 178 Pillsbury Drive SE, Minneapolis, MN 55455, USA;(2) Center for Chronic Disease Outcomes Research, Minneapolis, MN 55417, USA;(3) Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI 48824, USA |
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| 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. |
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| Keywords: | Self-determination theory Autonomy Belongingness Positive psychology Hope |
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