Differences in Life Satisfaction and School Satisfaction among Adolescents from Three Nations: The Role of Perceived Autonomy Support

Autor/inn/en	Ferguson, Yuna L.; Kasser, Tim; Jahng, Seungmin
Titel	Differences in Life Satisfaction and School Satisfaction among Adolescents from Three Nations: The Role of Perceived Autonomy Support
Quelle	In: Journal of Research on Adolescence, 21 (2011) 3, S.649-661 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8392
DOI	10.1111/j.1532-7795.2010.00698.x
Schlagwörter	Adolescents; Well Being; School Attitudes; Satisfaction; Life Satisfaction; Personal Autonomy; Cross Cultural Studies; Individualism; Self Determination; Models; Holistic Approach; Child Development; Foreign Countries; Denmark; South Korea; United States + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Well-being; Wellness; Wohlbefinden; Zufriedenheit; Lebensvollendung; Individuelle Autonomie; Cultural comparison; Kulturvergleich; Individualismus; Selbstbestimmung; Analogiemodell; Holistischer Ansatz; Kindesentwicklung; Ausland; Dänemark; Korea; Republik; USA
Abstract	Past research shows that higher well-being is reported by adolescents who live in individualistic rather than collectivistic nations. Such cross-national differences may be due to the amount of autonomy support adolescents receive from authority figures. To examine this hypothesis, in the current study, 322 adolescents from Denmark, South Korea, and the United States completed self-report surveys that assessed adolescents' school and life satisfaction and their experience of autonomy support from parents and teachers. Results showed that Danish adolescents reported highest school satisfaction, life satisfaction, and perceived autonomy support, followed by American and Korean adolescents, respectively. Furthermore, cross-national differences in school and life satisfaction were partially mediated by adolescents' perceptions of autonomy support from authority figures. These findings support self-determination theory (Deci & Ryan, 1985) and the ecological model of child development (Bronfenbrenner, 1986). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10