Protective Factors at School: Reciprocal Effects Among Adolescents' Perceptions of the School Environment, Engagement in Learning, and Hope

Journal of Youth and Adolescence

Volumn 40, Issue 12, 2011, Pages 1568-1580

  van Ryzin, Mark J ^a  

^a OREGON SOCIAL LEARNING CENTER   (United States)

Author keywords

Achievement; Engagement; Hope; Reciprocal effects; Self determination theory

Indexed keywords

ADAPTIVE BEHAVIOR; ADOLESCENT; ARTICLE; CHILD BEHAVIOR; CLINICAL TRIAL; EDUCATIONAL STATUS; EPIDEMIOLOGY; FEMALE; HUMAN; LEARNING; MALE; MULTICENTER STUDY; PERSONAL AUTONOMY; PSYCHOLOGICAL ASPECT; SCHOOL; SOCIAL ENVIRONMENT; STUDENT;

ADAPTATION, PSYCHOLOGICAL; ADOLESCENT; ADOLESCENT BEHAVIOR; EDUCATIONAL STATUS; FEMALE; HUMANS; LEARNING; MALE; PERSONAL AUTONOMY; SAMPLING STUDIES; SCHOOLS; SOCIAL ENVIRONMENT; STUDENTS;

EID: 80855144768     PISSN: 00472891     EISSN: 15736601     Source Type: Journal    
DOI: 10.1007/s10964-011-9637-7     Document Type: Article

References (65)

1. Anderman, E. M., Maehr, M. L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education, 32, 131-147.
2. Anderman, E., & Midgley, C. (1997). Changes in personal achievement goals and the perceived classroom goal structures across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298.
3. Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107, 238-246.
4. Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588-606.
5. Berryhill, J. C., & Prinz, R. J. (2003). Environmental interventions to enhance student adjustment: Implications for prevention. Prevention Science, 4, 65-87.
6. Blumenfeld, P., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learn-ing. Educational Psychologist, 26, 369-398.
7. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley.
8. Connell, J. P., & Broom, J. (2004). The toughest nut to crack: First Things First's (FTF) approach to improving teaching and learning. Report prepared for the US Department of Education. Philadelphia, PA: Institute for Research and Reform in Education.
9. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child psychology (Vol. 22, pp. 43-77). Hillsdale, NJ: L. Erlbaum Associates.
10. Deci, E. L. (2009). Large-scale school reform as viewed from the self-determination theory perspective. Theory and Research in Education, 7, 244-252.
11. Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
12. Dochy, F., Segers, M., van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533-568.
13. Eccles, J. S., Early, D., Frasier, K., Belansky, E., & McCarthy, K. (1997). The relation of connection, regulation, and support for autonomy to adolescents' functioning. Journal of Adolescent Research, 12, 263-286.
14. Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., & Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. The Elementary School Journal, 93, 553-574.
15. Enright, S. M., & Axelrod, S. (1995). Peer-tutoring: Applied behavior analysis working in the classroom. School Psychology Quarterly, 10, 29-40.
16. Felner, R. D., Brand, S., Adan, A. M., Mulhall, P. F., Flowers, N., Sartain, B., et al. (1993). Restructuring the ecology of the school as an approach to prevention during school transitions: Longitudinal follow-ups and extensions of the School Transitional Environment Project (STEP). Prevention in Human Services, 10, 103-136.
17. Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
18. Greenwood, C. R., Carta, J. J., & Hall, R. V. (1988). The use of peer tutoring strategies in classroom management and educational instruction. School Psychology Review, 17, 258-275.
19. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235-266.
20. Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644-661.
21. Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365-379.
22. Johnson, D. W., Johnson, R. T., Buckman, L. A., & Richards, P. S. (1985). The effect of prolonged implementation of cooperative learning on social support within the classroom. The Journal of Psychology, 119, 405-411.
23. Judd, C. M., Kenny, D. A., & McClelland, G. H. (2001). Estimating and testing mediation and moderation in within-subject designs. Psychological Methods, 6, 115-134.
24. Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262-273.
25. Leffert, N., Benson, P. L., Scales, P. C., Sharma, A. R., Drake, D. R., & Blyth, D. A. (1998). Developmental assets: Measurement and prediction of risk behaviors among adolescents. Applied Developmental Science, 2, 209-230.
26. Lerner, R. M., Lerner, J. V., Almerigi, J. B., Theokas, C., Phelps, E., Gestsdottir, S., et al. (2005). Positive youth development, participation in community youth development programs, and community contributions of fifth grade adolescents: Findings from the first wave of the 4-H Study of Positive Youth Development. Journal of Early Adolescence, 25, 17-71.
27. Lerner, R. M., Lerner, J. V., De Stefanis, I., & Apfel, A. (2001). Understanding developmental systems in adolescence: Implications for methodological strategies, data analytic approaches, and training. Journal of Adolescent Research, 16, 9-27.
28. MacKinnon, D. P., & Dwyer, J. H. (1993). Estimating mediated effects in prevention studies. Evaluation Review, 17, 144-158.
29. MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediated and other intervening variable effects. Psychological Methods, 7, 83-104.
30. Magaletta, P. R., & Oliver, J. M. (1999). The hope construct, will, and ways: Their relations with self-efficacy, optimism, and general well-being. Journal of Clinical Psychology, 55, 539-551.
31. Meece, J. L., & Holt, K. (1993). A pattern analysis of students' achievement goals. Journal of Educational Psychology, 85, 582-590.
32. Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.
33. Nolen, S. B. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
34. Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.
35. Pittman, K. J. (1991). Promoting youth development: Strengthening the role of youth-serving and community organizations. Washington, DC: Center for Youth Development and Policy Research.
36. Roeser, R. W., & Eccles, J. S. (1998). Adolescents' perceptions of middle school: Relation to longitudinal changes in academic and psychological adjustment. Journal of Research on Adolescence, 8, 123-158.
37. Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998a). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321-352.
38. Roeser, R. W., Eccles, J. S., & Strobel, K. R. (1998b). Linking the study of schooling and mental health: Selected issues and empirical illustrations at the level of the individual. Educational Psychologist, 33, 153-176.
39. Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
40. Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134, 223-246.
41. Roth, J. L., & Brooks-Gunn, J. (2003). What exactly is a youth development program? Answers from research and practice. Applied Developmental Science, 7, 94-111.
42. Ruble, D. N., & Martin, C. L. (1998). Gender development. In W. Damon & N. Eisenberg (Eds.), The handbook of child psychology. Volume 3: Social, emotional, and personality development (pp. 933-1016). New York: Wiley.
43. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
44. Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents' motivation and engagement during middle school. American Educational Research Journal, 38, 437-460.
45. Ryan, R. M., Stiller, J. D., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226-249.
46. Sandler, I. N., Schoenfelder, E. N., Wolchik, S. A., & MacKinnon, D. P. (2011). Long-term effects of programs that promote effective parenting: Impressive effects by uncertain processes. Annual Review of Psychology (in press).
47. Saunders, J., Davis, L., Williams, T., & Williams, J. (2004). Gender differences in self-perceptions and academic outcomes: A study of African American high school students. Journal of Youth and Adolescence, 33, 81-90.
48. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4, 27-46.
49. Scales, P. C., Benson, P. L., Roehlkepartain, E. C., Sesma, A., Jr., & van Dulmen, M. (2006). The role of developmental assets in predicting academic achievement: A longitudinal study. Journal of Adolescence, 29, 691-708.
50. Scales, P. C., Foster, K., Mannes, M., Horst, M., & Rutherford, A. (2005). School-business partnerships, developmental assets, and positive outcomes among urban high school students: A mixed-methods study. Urban Education, 40, 144-189.
51. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14.
52. Simpson, A. W., & Erikson, M. T. (1983). Teachers' verbal and nonverbal communication patterns as a function of teacher race, student gender, and student race. American Educational Research Journal, 20, 183-198.
53. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
54. Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
55. Snyder, C. R. (2000). Handbook of hope: Theory, measures, and applications. San Diego, CA: Academic Press.
56. Snyder, C. R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249-275.
57. Snyder, C. R. (2005). Teaching: The lessons of hope. Journal of Social and Clinical Psychology, 24, 72-84.
58. Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., et al. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60, 575-585.
59. Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., et al. (1997). The development and validation of the Children's Hope Scale. Journal of Pediatric Psychology, 22, 399-421.
60. Theokas, C., Almerigi, J. B., Lerner, R. M., Dowling, E. M., Benson, P. L., Scales, P. C., et al. (2005). Conceptualizing and modeling individual and ecological asset components of thriving in early adolescence. Journal of Early Adolescence, 25, 113-143.
61. van Ryzin, M. J., Gravely, A. A., & Roseth, C. J. (2009). Autonomy, belongingness, and engagement in school as contributors to adolescent psychological well-being. Journal of Youth and Adolescence, 38, 1-12.
62. Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. Journal of Educational Psychology, 86, 173-182.
63. Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90, 202-209.
64. Wentzel, K. R., & Caldwell, K. (1997). Friendships, peer acceptance, and group membership: Relations to academic achievement in middle school. Child Development, 68, 1198-1209.
65. Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.