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

• NCJ Number: 225913
• Journal: Journal of Youth and Adolescence Volume: 38 Issue: 1 Dated: January 2009 Pages: 1-12
• Author(s): Mark J. Van Ryzin; Amy A. Gravely; Cary J. Roseth
• Date Published: January 2009
• Length: 12 pages
• Publication Format: Article
• Publication Type: Report (Study/Research)
• Language: English
• Country: United States of America

Annotation

This study assessed whether the effects of school-based autonomy and belongingness on positive psychological adjustment (i.e., hope) were mediated by engagement in school-based learning, with attention to peer-related belongingness, over a period of 5 months, as well as whether the reciprocal relationship between autonomy, teacher support, and engagement in school-based learning held when peer-related belongingness was included.

Abstract

The study found that students’ perceptions of academic autonomy and both teacher-related and peer-related support (belongingness) each had an independent, positive effect on engagement in learning, which in turn had a positive impact on psychological adjustment (i.e., hope). These findings confirm the hypothesis that engagement in learning acts as a mediator between autonomy, teacher-related support, and peer-related support and hope. In addition, evidence was found for a direct link between perceptions of peer support and hope that is not mediated by engagement in learning. These findings support the model introduced by Connell and Wellborn (1991) regarding a positive measure of psychological adjustment (i.e., hope) while also providing support for the hypothesis that positive peer relations can impact adjustment independently of the mediating effect of engagement in learning. The association between engagement in learning, peer support, and hope held over a 5-month period. Thus, an increased focus on student perceptions of academic autonomy and both teacher and peer support in school is warranted in efforts intended to raise student achievement. Study participants were 283 students at 3 small secondary schools in a middle-class rural area in the upper Midwestern United States. At the beginning and end of the 5-month period (late fall of 2004 to the early spring of 2005), data were collected on academic autonomy, support from teachers and peers in school, engagement in learning, and hope. Hypotheses were tested with structural equation modeling. 5 tables, 3 figures, and 75 references