Adolescents’ profiles based on student agency and teacher autonomy support: Does interpersonal justice matter?

• Valentina Grazia ^[1] ; Consuelo Mameli ^[2] ; Luisa Molinari ^[1]
  1. [1] University of Parma

     University of Parma

     Parma, Italia

     
  2. [2] University of Bologna

     University of Bologna

     Bolonia, Italia

     
• Localización: European journal of psychology of education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 36, Nº 4, 2021, págs. 1117-1134
• Idioma: inglés
• DOI: 10.1007/s10212-020-00504-2
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 1 Cita
• Resumen

  • In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.

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