Acceso usuarios
Catherine Ratelle, Stéphane Duchesne, David Litalien, André Plamondon
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. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
