Social-Emotional Need Satisfaction and Students' Academic Engagement and Social-Emotional Skills
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| Title: | Social-Emotional Need Satisfaction and Students' Academic Engagement and Social-Emotional Skills |
|---|---|
| Language: | English |
| Authors: | Rebecca J. Collie (ORCID |
| Source: | Educational Psychology. 2024 44(2):117-135. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Needs, Satisfaction, Learner Engagement, Secondary School Students, Personal Autonomy, Self Esteem, Interpersonal Competence, Emotional Development, Interpersonal Relationship, Student Behavior, Parents, Homework, Expressive Language, Perspective Taking, Study Habits, Skills, Emotional Response, Student Characteristics, Foreign Countries, Student Attitudes |
| Geographic Terms: | Australia |
| DOI: | 10.1080/01443410.2024.2324751 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | This investigation examined the role of students' social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students (and their parents/carers), several need satisfaction variables were examined: perceived social-emotional autonomy, perceived social competence, perceived emotional competence, perceived relatedness with students, and perceived relatedness with teachers. The hypothesised outcomes were student-reported behavioural disaffection, and parent reports of students' homework practices, expressive skill, and perspective-taking skill. Results demonstrated that perceived social competence was associated with lower behavioural disaffection. Perceived emotional competence was associated with more positive homework practices, greater expressive skill, and greater perspective-taking skill. Perceived relatedness with teachers was associated with lower behavioural disaffection and more positive homework practices. Findings have implications for supporting students' positive adjustment in school and beyond. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424092 |
| Database: | ERIC |
| Abstract: | This investigation examined the role of students' social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students (and their parents/carers), several need satisfaction variables were examined: perceived social-emotional autonomy, perceived social competence, perceived emotional competence, perceived relatedness with students, and perceived relatedness with teachers. The hypothesised outcomes were student-reported behavioural disaffection, and parent reports of students' homework practices, expressive skill, and perspective-taking skill. Results demonstrated that perceived social competence was associated with lower behavioural disaffection. Perceived emotional competence was associated with more positive homework practices, greater expressive skill, and greater perspective-taking skill. Perceived relatedness with teachers was associated with lower behavioural disaffection and more positive homework practices. Findings have implications for supporting students' positive adjustment in school and beyond. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2024.2324751 |
