dc.contributor.advisor | Adams, Curt | |
dc.contributor.author | Adigun, Olajumoke Beulah | |
dc.date.accessioned | 2020-08-21T17:46:33Z | |
dc.date.available | 2020-08-21T17:46:33Z | |
dc.date.issued | 2020-07-20 | |
dc.identifier.uri | https://hdl.handle.net/11244/325394 | |
dc.description.abstract | According to Gallup data, U.S. public school students increasingly endorse disengagement from school and hopelessness about the future. Over the years, research around student psychological ill-being has focused on it as a condition that students bring to school. Nevertheless, what is often omitted is the fact that the school environment also accounts for a significant amount of the frustration experienced by students in its environment. International research in sports and physical education has demonstrated that the proximal relational environment plays a pivotal role in determining outcomes of ill-being. However, there is currently no scholarship assessing the trajectory of influence of the general school environment on student ill-being in U.S. public schools. Therefore, as an extension of scholarship in such an understudied area of importance, this dissertation builds a line of inquiry around student psychological ill-being and related school social conditions.
Using the framework of self-determination theory, this study conceptualizes student psychological ill-being and organizes its investigation in three stages. First, a foundation for the larger inquiry is established through the exploration of psychological ill-being operationalized as psychological need frustration. Secondly, this study conceptualizes a general school need thwarting environment by advancing a new measure and conducting a series of validation tests. Lastly, the study establishes need thwarting as a substantive predictor of student disengagement through the mediating role of need frustration. | en_US |
dc.language | en_US | en_US |
dc.subject | self-determination theory | en_US |
dc.subject | need frustration | en_US |
dc.subject | need thwarting | en_US |
dc.subject | student disengagement | en_US |
dc.subject | psychological needs | en_US |
dc.subject | ill-being | en_US |
dc.title | BUILDING A LINE OF INQUIRY INTO STUDENT PSYCHOLOGICAL NEED FRUSTRATION AND RELATED SCHOOL-SOCIAL CONDITIONS | en_US |
dc.contributor.committeeMember | Randall, Ken | |
dc.contributor.committeeMember | Forsyth, Patrick | |
dc.contributor.committeeMember | Edwards, Beverly | |
dc.contributor.committeeMember | Hamlin, Daniel | |
dc.date.manuscript | 2020 | |
dc.thesis.degree | Ph.D. | en_US |
ou.group | Jeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies | en_US |
shareok.orcid | https://orcid.org/0000-0002-8682-5016 | en_US |
shareok.nativefileaccess | restricted | en_US |