The Role of Mothers in Supporting Adaptation in School: A Psychological Needs Perspective

Autor/inn/en	Ratelle, Catherine F.; Duchesne, Stéphane; Litalien, David; Plamondon, André
Titel	The Role of Mothers in Supporting Adaptation in School: A Psychological Needs Perspective
Quelle	In: Journal of Educational Psychology, 113 (2021) 1, S.197-212 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ratelle, Catherine F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000455
Schlagwörter	Mothers; Student Needs; Parent Role; Adolescents; Student Adjustment; Self Determination; Parenting Styles; Parent Participation; Social Development; Emotional Development; Academic Achievement; Well Being; Psychological Needs; Personal Autonomy; Competence; Relevance (Education); Foreign Countries; Grade 8; Grade 9; Grade 10; Canada; Student Adaptation to College Questionnaire + Suchen Sie Ihr Suchwort? Mother; Mutter; Parental role; Elternrolle; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstbestimmung; Elternmitwirkung; Soziale Entwicklung; Gefühlsbildung; Schulleistung; Well-being; Wellness; Wohlbefinden; Individuelle Autonomie; Kompetenz; Relevance; Relevanz; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Kanada
Abstract	School is where adolescents spend the largest share of their waking time. The present study focused on the factors that contribute to students' adjustment to school from a self-determination perspective. We tested the predictive value of parental behaviors (autonomy support, structure, and involvement) on the different dimensions of school adjustment (social, academic, and personal-emotional) and the mediating role played by psychological need satisfaction in school (i.e., autonomy, competence, and relatedness). The sample included 663 adolescents (55% girls) surveyed over a 3-year period. Results supported the unique contribution of parental behaviors and psychological need satisfaction for different dimensions of school adjustment. Indirect effects suggested that the need for relatedness explains the relationship from structure to school adjustment, whereas competence explained the prediction of autonomy support on social adjustment. These findings can guide interventions for students by identifying the family and personal factors that contribute to their academic, social, and personal-emotional adjustment. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01