Social-Emotional Need Satisfaction and Students' Academic Engagement and Social-Emotional Skills

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

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19

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

10.1080/01443410.2024.2324751

0144-3410
1469-5820

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.

As Provided

2024

EJ1424092