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

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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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Acknowledgments

The authors would like to thank Kate Bohn, Tony Pellegrini, Michael Harwell, and Geoff Maruyama for their advice on issues related to previous versions of this manuscript. In addition, we would like to acknowledge the contributions of two anonymous reviewers and the Editor, whose comments and critiques were invaluable.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Minnesota, 204 Burton Hall, 178 Pillsbury Drive SE, Minneapolis, MN, 55455, USA

    Mark J. Van Ryzin

  2. Center for Chronic Disease Outcomes Research, Minneapolis, MN, 55417, USA

    Amy A. Gravely

  3. Department of Counseling, Educational Psychology and Special Education, Michigan State University, East Lansing, MI, 48824, USA

    Cary J. Roseth

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  1. Mark J. Van Ryzin
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  2. Amy A. Gravely
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  3. Cary J. Roseth
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Correspondence to Mark J. Van Ryzin.

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Van Ryzin, M.J., Gravely, A.A. & Roseth, C.J. Autonomy, Belongingness, and Engagement in School as Contributors to Adolescent Psychological Well-Being. J Youth Adolescence 38, 1–12 (2009). https://doi.org/10.1007/s10964-007-9257-4

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