A Context for Self-Determination and Agency: Adolescent Developmental Theories

Hansen, David M.; Jessop, Nadia

doi:10.1007/978-94-024-1042-6_3

Cited by 27 publications

(22 citation statements)

References 82 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…SDT might be a particularly useful theory with regard to adolescents as this period is a key time of developing self-regulation and agency (Hansen & Jessop, 2017). In addition, SDT is frequently applied to adolescent health habits.…”

Section: Self-determination Theory and Autonomy Supportmentioning

confidence: 99%

Parenting Practices, Autonomous Motivation, and Adolescent Diet Habits

Zhang

Farris²,

Sun³

et al. 2020

J of Research on Adolesc

View full text Add to dashboard Cite

Guided by self‐determination theory, the aim of this study was to examine whether adolescents’ autonomous motivation for making healthy diet choices mediates the association between parenting practices regarding diet and adolescent food choices. We analyzed data from the NCI FLASHE study, a survey of demographically diverse parents and their adolescent children (N = 1,646 dyads). Path models supported self‐determination theory’s assertion that indirect, encouraging parenting practices fostered internal motivation; in contrast, regulation was both positively and negatively linked to motivation depending on the model. Models also yielded direct paths between parenting practices and healthy and unhealthy diet choices. Overall, regardless of what predicted motivation, adolescents’ autonomous motivation was linked with their consumption of healthier foods and drinks. As such, cultivating a sense of internal motivation during these formative years may put young people on a path toward healthy patterns of self‐regulation later in life.

show abstract

Section: Self-determination Theory and Autonomy Supportmentioning

confidence: 99%

Parenting Practices, Autonomous Motivation, and Adolescent Diet Habits

Zhang

Farris²,

Sun³

et al. 2020

J of Research on Adolesc

View full text Add to dashboard Cite

show abstract

“…Developing a greater understanding of the degree of synergy that may exist between the psychological needs may provide a further understanding of how the three needs function in unison (Ryan & Deci, ). This may be particularly important during young adolescence when the experience of psychological need satisfaction has been posited to be integral to the development of pupils’ emotional and psychosocial capacities (Hansen & Jessop, ). Complete synergy will be demonstrated if subgroups of pupils simply report high, medium, and low satisfaction of all the three needs.…”

Section: The Present Researchmentioning

confidence: 99%

Young adolescent psychological need profiles: Associations with classroom achievement and well‐being

Earl

Taylor

Meijen

et al. 2019

Psychology in the Schools

View full text Add to dashboard Cite

Drawing on self‐determination theory, a person‐centered methodology was adopted to identify distinct pupil profiles based on their psychological need satisfaction. A sample of 586 pupils (387 male, 199 female; mean age = 12.6, range 11–15 years old) from three secondary schools reported their psychological need satisfaction, and well‐ and ill‐being, with teachers rating pupil achievement. Hierarchical cluster analysis revealed five distinct profiles. Four profiles indicated synergy existed between the three needs, showing similar in‐group levels of satisfaction across the needs but in varying amounts. Univariate and multivariate analyses, controlling for school and taught subject, revealed the satisfied group displayed the highest classroom performance (F4,540 = 7.03; p < 0.001; ηp2 = 0.05), well‐being (F8,1,136 = 45.63; p < 0.001; Wilk's Λ = 0.57; ηp2 = 0.24) and lowest ill‐being (F8,1,134 = 23.39; p < 0.001; Wilk's Λ = 0.74, ηp2 = 0.14), whereas the dissatisfied group displayed the most adverse outcomes. The findings illustrate that the three psychological needs may operate interdependently and should be considered in combination rather than in isolation. The research offers practical insights into why pupils may function differently in classrooms and could inform targeted initiatives towards pupils with psychological need satisfaction deficits.

show abstract

“…The school context, for instance, could be an environment in which reflection, exploration, and self-initiative are stimulated (e.g., Assor, Kaplan, & Roth, 2002;Covington, 1992). Even more broadly, societies also may encourage a greater freedom to self-direct within the contexts of adolescents' lives (Hansen & Jessop, 2017). In addition, interventions directly targeting adolescents' identity development may be a direct in-road to foster adolescents' awareness of their personal goals and values and promote adolescents' self-determined functioning (e.g., Berman, Kennerley, & Kennerley, 2008;Weymeis, 2016).…”

Section: Applied Implicationsmentioning

confidence: 99%