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Social-Emotional Need Satisfaction and Students' Academic Engagement and Social-Emotional Skills
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- Author(s): Rebecca J. Collie (ORCID
Rebecca J. Collie (ORCID 0000-0001-9944-2703 )- Language:
English- Source:
Educational Psychology. 2024 44(2):117-135.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- 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
- Source: 19
- Education Level: Secondary Education
- Subject Terms: 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
- Subject Terms:
- Accession Number: 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.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1424092
- Availability:
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