Testing the Relationship between a Need Thwarting Classroom Environment and Student Disengagement

Autor/inn/en	Adigun, Olajumoke Beulah; Fiegener, Ashlyn M.; Adams, Curt M.
Titel	Testing the Relationship between a Need Thwarting Classroom Environment and Student Disengagement
Quelle	In: European Journal of Psychology of Education, 38 (2023) 2, S.659-673 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adigun, Olajumoke Beulah) ORCID (Fiegener, Ashlyn M.) ORCID (Adams, Curt M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-022-00622-z
Schlagwörter	Classroom Environment; Learner Engagement; Student Needs; Teacher Student Relationship; Negative Attitudes; Student Attitudes; Psychological Needs + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Negative Fixierung; Schülerverhalten
Abstract	National data on student disengagement show a pervasive trend that currently makes this phenomenon one of the biggest challenges faced by teachers worldwide. Much research on student disengagement examines the problem through an indirect framework in which deficiencies in positive social conditions or psychological states are tested as predictors of disengagement. This study uses a different lens by examining how "negative" student-teacher interactions differentially predict disengagement in adolescent students. Using self-determination theory, this study advances two hypotheses: H1, student perception of psychological need thwarting will have a stronger relationship with student disengagement than student perception of the lack of need support, and H2, the relationship between student perceived psychological need thwarting and student disengagement will be mediated by psychological need frustration. With data from 4694 students, ex post facto study findings confirmed the anticipated increased variance in disengagement when testing negative student-teacher interactions. Further, the hypothesized mediating effect of psychological need frustration was supported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01