Adigun Olajumoke Beulah, Fiegener Ashlyn M, Adams Curt M
Educational Leadership, Oklahoma State University, Tulsa, OK USA.
Educational Leadership and Policy Studies, University of Oklahoma, Tulsa, OK USA.
Eur J Psychol Educ. 2023;38(2):659-673. doi: 10.1007/s10212-022-00622-z. Epub 2022 Jun 2.
National data on student disengagement show a pervasive trend that currently makes this phenomenon one of the biggest challenges faced by teachers worldwide. Much research on student disengagement examines the problem through an indirect framework in which deficiencies in positive social conditions or psychological states are tested as predictors of disengagement. This study uses a different lens by examining how student-teacher interactions differentially predict disengagement in adolescent students. Using self-determination theory, this study advances two hypotheses: H1, student perception of psychological need thwarting will have a stronger relationship with student disengagement than student perception of the lack of need support, and H2, the relationship between student perceived psychological need thwarting and student disengagement will be mediated by psychological need frustration. With data from 4694 students, ex post facto study findings confirmed the anticipated increased variance in disengagement when testing negative student-teacher interactions. Further, the hypothesized mediating effect of psychological need frustration was supported.
全国范围内关于学生学业脱离的数据显示出一种普遍趋势，这使得该现象成为目前全球教师面临的最大挑战之一。许多关于学生学业脱离的研究通过一个间接框架来审视这一问题，在该框架中，积极社会条件或心理状态的缺陷被作为学业脱离的预测因素进行检验。本研究采用了不同的视角，考察师生互动如何不同程度地预测青少年学生的学业脱离。本研究运用自我决定理论，提出了两个假设：假设1，学生对心理需求受阻的感知与学生学业脱离之间的关系，将比学生对缺乏需求支持的感知与学生学业脱离之间的关系更强；假设2，学生感知到的心理需求受阻与学生学业脱离之间的关系，将由心理需求受挫来介导。根据4694名学生的数据，事后研究结果证实，在测试负面师生互动时，学业脱离的预期方差会增加。此外，心理需求受挫的假设中介效应也得到了支持。
