An Exploration of School-Related Social Correlates of Student Psychological Ill-Being

Autor/inn/en	Adigun, Olajumoke Beulah; Adams, Curt M.
Titel	An Exploration of School-Related Social Correlates of Student Psychological Ill-Being
Quelle	In: Contemporary School Psychology, 27 (2023) 1, S.29-41 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adigun, Olajumoke Beulah) ORCID (Adams, Curt M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00384-3
Schlagwörter	Elementary Secondary Education; Students; Public Schools; Well Being; Psychological Needs; Teacher Student Relationship; Peer Relationship; Student Needs; Social Cognition; School Culture; Low Income Students + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Soziale Kognition; Schulkultur; Schulleben
Abstract	Over the years, research examining student psychological ill-being has sought to explain this phenomenon based on the influences of conditions that students bring into the school environment. This study uses a different lens by directly examining how school relational conditions might be associated with psychological ill-being in students. Using the framework of Self-Determination Theory and data from 2522 US public school students, findings from this study revealed that both faculty and peer relational conditions were significantly associated with psychological need frustration, which was used as the marker for student psychological ill-being. Further, students with free-reduced lunch status reported experiencing need frustration more than their counterparts with non-free-reduced lunch status. Need frustration at the school level was also found to be associated with differences in student perceptions of school relational conditions. Collectively, findings from this study provide potentially useful directions for school practitioners and other educational stakeholders by extracting valuable markers for managing the challenge of student psychological ill-being within the school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01