Adolescents’ profiles based on student agency and teacher autonomy support: does interpersonal justice matter?

In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare differ...

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Bibliographic Details
Published in:European journal of psychology of education 2021-12, Vol.36 (4), p.1117-1134
Main Authors: Grazia, Valentina, Mameli, Consuelo, Molinari, Luisa
Format: Article
Language:English
Subjects:
Adolescents
Child development
Classrooms
Correlation
Data Analysis
Education
Educational Psychology
Foreign Countries
Investigations
Learner Engagement
Learning
Learning Processes
Pedagogic Psychology
Personal Autonomy
Responsibility
Secondary School Students
Secondary School Teachers
Students
Teacher Student Relationship
Teachers
Teaching Methods
Teenagers
Variables
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Summary:In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, M age  = 14.24, SD age  = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.
ISSN:0256-2928
1878-5174
DOI:10.1007/s10212-020-00504-2