The Role of School Culture and Basic Psychological Needs on Iranian Adolescents’ Academic Alienation: A Multi-Level Examination

This aim of this current research was a multi-level analysis of the relationship between school culture, basic psychological needs, and adolescents’ academic alienation. One thousand twenty-nine (N = 1,029) high school students from Qom City were randomly selected through a multi-phase cluster sampl...

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Bibliographic Details
Published in:Youth & society 2018-01, Vol.50 (1), p.116-136
Main Authors: Mahmoudi, Hojjat, Brown, Monica R., Amani Saribagloo, Javad, Dadashzadeh, Shiva
Format: Article
Language:English
Subjects:
Adolescents
Alienation
Competence
Correlation
Culture
Educational Opportunities
Expectation
Foreign Countries
Goodness of Fit
Hierarchical Linear Modeling
High School Students
Hypothesis Testing
Individual differences
Peer Relationship
Personal Autonomy
Psychological needs
Psychological Patterns
Questionnaires
Sampling
School Culture
School environment
Schools
Secondary school students
Self Determination
Social Isolation
Social psychology
Software
Statistical Analysis
Student Needs
Student teacher relationship
Teacher Student Relationship
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Summary:This aim of this current research was a multi-level analysis of the relationship between school culture, basic psychological needs, and adolescents’ academic alienation. One thousand twenty-nine (N = 1,029) high school students from Qom City were randomly selected through a multi-phase cluster sampling method and answered questions regarding academic alienation, school culture, and basic psychological needs. Using HLM software for data analysis, the findings revealed that individual-level basic psychological needs had a negative and significant effect on academic alienation. Regarding school level, the effects of student–teacher relationship and educational opportunity on the academic alienation were negative and significant. In general, research findings emphasized the importance of studying multi-level factor roles and their relationship to academic alienation.
ISSN:0044-118X
1552-8499
DOI:10.1177/0044118X15593668