skip navigation

PUBLICATIONS

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

The document referenced below is part of the NCJRS Virtual Library collection. To conduct further searches of the collection, visit the Virtual Library. See the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 237454 Find in a Library
Title: Protective Factors at School: Reciprocal Effects Among Adolescents’ Perceptions of the School Environment, Engagement in Learning, and Hope
Journal: Journal of Youth and Adolescence  Volume:40  Issue:12  Dated:December 2011  Pages:1568-1580
Author(s): Mark J. Van Ryzin
Date Published: December 2011
Page Count: 13
Document: PDF
Type: Report (Study/Research)
Format: Article
Language: English
Country: United States of America
Annotation: This study examined the importance of school enviroments and the reciprocal effects among adolescents.
Abstract: Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students’ behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7 percent female; 77.6 percent white; 30.9 percent eligible for FRPL) from 5 small secondary schools in the upper Midwest, students’ perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students’ perceptions of autonomy, teacher/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time. (Published Abstract)
Main Term(s): Adolescent attitudes
Index Term(s): Environmental influences; Environmental quality; School security; Youth development
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=259485

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.