scholarly journals School Alienation Among Adolescents in Switzerland and Luxembourg: The Role of Parent and Peer Supportive Attitudes Toward School and Teacher Autonomy Support

2021 ◽  
pp. 0044118X2110439
Author(s):  
Julia Morinaj ◽  
Frederick de Moll ◽  
Tina Hascher ◽  
Andreas Hadjar ◽  
Alyssa Grecu ◽  
...  
Keyword(s):  
Secondary School ◽  
Educational Outcomes ◽  
Autonomy Support ◽  
Secondary School Students ◽  
Academic Motivation ◽  
Teacher Autonomy ◽  
Equation Modeling ◽  
School Students ◽  
Socialization Agents

Prior research has shown that socialization agents such as parents, peers, and teachers can play a significant role in adolescents’ educational outcomes, both through direct support or indirectly via supportive attitudes that foster students’ bonding to school and academic motivation. However, less is known about the effects of parent and peer supportive attitudes and teacher autonomy support on unfavorable educational outcomes such as school alienation. This study investigated the role of socialization agents in the development of school alienation among 544 secondary school students in Switzerland and 535 secondary school students in Luxembourg in grades 7 to 9. Results of structural equation modeling showed that the role of socialization agents varies across the school alienation domains and educational contexts, with peers having the most substantial impact on all three domains of alienation in both countries.

scholarly journals Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

2020 ◽  
Author(s):  
Valentina Grazia ◽  
Consuelo Mameli ◽  
Luisa Molinari
Keyword(s):  
Secondary School ◽  
Autonomy Support ◽  
Secondary School Students ◽  
Personal Responsibility ◽  
Teacher Autonomy ◽  
Student Agency ◽  
School Students ◽  
Interpersonal Justice ◽  
Latent Profiles ◽  
Almost All

Abstract In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.

scholarly journals Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990125 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Jesús Medina-Casaubón
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
School Students ◽  
Perceived Autonomy Support

This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

scholarly journals Role of the Prefrontal Cortex in the Combined Relationship Between Academic Motivation and Academic Achievement with Emotional Intelligence in Secondary School Students

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Rajib Chakraborty ◽  
Rafiya Sultana
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Prefrontal Cortex ◽  
Secondary School ◽  
Secondary School Students ◽  
Academic Motivation ◽  
School Students ◽  
Grade Point

The present study is an attempt to examine the role of prefrontal cortex in the relationship between academic motivation and academic achievement in combination, with emotional intelligence in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the <italic>Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using <italic>Academic Motivation Scale, High School Version (AMS-HS 28)</italic> for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students’ grade point average in a summative assessment. For data analysis, Pearson’s Product-Moment Correlation coefficient and Multiple Regression are used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation and F-test for the level of significance α at 0.01. The findings of the study reveal that the linear combination of variables academic motivation and academic achievement positively and moderately predict the variable emotional intelligence in secondary school students.

A cultural insight into the development of teacher autonomy support scale

2017 ◽  
Vol 11 (4) ◽  
pp. 287-305 ◽  
Author(s):  
Rosna Awang-Hashim ◽  
Rajaletchumi Thaliah ◽  
Amrita Kaur
Keyword(s):  
Autonomy Support ◽  
Teacher Autonomy ◽  
Equation Modeling ◽  
Cultural Variation ◽  
Cultural Significance ◽  
School Students ◽  
Content Type ◽  
Four Dimensions ◽  
Structure Equation Modeling ◽  
Group Interviews

Purpose The cross-cultural significance of autonomy within self-determination theory is divisive on universal significance. This paper aims to report a sequential exploratory mixed methods study conducted to construct and validate a scale to investigate how, in Malaysian context, the construct of autonomy is conceptualized in comparison with the existing scale owing to cultural variation. Design/methodology/approach Focus group interviews identified dimensions of autonomy support that were specific to Malaysian culture and guided the development of the survey and construct validation was done using structure equation modeling. Findings The results show that the proposed scale has satisfactory psychometric properties, and the hypothesized model had a good fit to the data. The new scale produced four dimensions of teacher autonomy support, namely, responsible, approachable, shows respect and conveys confidence, with three items in each dimension. Malaysian secondary school students’ perception of autonomy support was found to be distinctive from the traditional measure. Originality/value Implications for teachers are discussed for culturally meaningful interpretation of the autonomy construct for classroom teaching practices.

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