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The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Journal of youth and adolescence, 2012-03, Vol.41 (3), p.245-255 [Peer Reviewed Journal]

Springer Science+Business Media, LLC 2011 ;Springer Science+Business Media, LLC 2012 ;Springer Science+Business Media, LLC 2011 2011 ;ISSN: 0047-2891 ;EISSN: 1573-6601 ;DOI: 10.1007/s10964-011-9739-2 ;PMID: 22198156 ;CODEN: JYADA6

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Title:
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Author: Hafen, Christopher A. ; Allen, Joseph P. ; Mikami, Amori Yee ; Gregory, Anne ; Hamre, Bridget ; Pianta, Robert C.
Subjects: Academic Achievement ; Achievement ; Achievement tests ; Adjustment ; Adolescent ; Adolescent Behavior - ethnology ; Adolescent Development ; Adolescents ; Asian Americans ; Autonomy ; Behavioral Science and Psychology ; Black White Differences ; Child and School Psychology ; Child development ; Classrooms ; Clinical Psychology ; Cross-Sectional Studies ; Educational Measurement ; Educational Practices ; Educational psychology ; Empirical Research ; Environment ; Female ; Health Psychology ; High School Students ; History of Psychology ; Humans ; Interpersonal Relations ; Law and Psychology ; Learner Engagement ; Male ; Middle school students ; Middle schools ; North Americans ; Perceptions ; Personal Autonomy ; Predictive Value of Tests ; Predictor Variables ; Psychology ; Questionnaires ; Role ; Schools ; Secondary school students ; Secondary schools ; Student Attitudes ; Student participation ; Student Teacher Relationship ; Students ; Students - psychology ; Success ; Surveys and Questionnaires ; Teacher Student Relationship ; Teenagers ; United States
Is Part Of: Journal of youth and adolescence, 2012-03, Vol.41 (3), p.245-255
Description: 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.
Publisher: Boston: Springer US
Language: English
Identifier: ISSN: 0047-2891
EISSN: 1573-6601
DOI: 10.1007/s10964-011-9739-2
PMID: 22198156
CODEN: JYADA6
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
AUTh Library subscriptions: ProQuest Central
MEDLINE
Alma/SFX Local Collection

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The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms

Springer Science+Business Media, LLC 2011 ;Springer Science+Business Media, LLC 2012 ;Springer Science+Business Media, LLC 2011 2011 ;ISSN: 0047-2891 ;EISSN: 1573-6601 ;DOI: 10.1007/s10964-011-9739-2 ;PMID: 22198156 ;CODEN: JYADA6

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