Upper secondary school students’ perceptions of teacher socialization practices and reports of school adjustment

Lack of adjustment or school failure is of concern to educators, child welfare workers, educational, and school psychologists as well as parents, but there are few studies on this aspect of education, especially among late adolescents. Furthermore, there is a lack of research on teachers as socializ...

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Bibliographic Details
Published in:School psychology international 2012-06, Vol.33 (3), p.308-324
Main Authors: Studsrød, Ingunn, Bru, Edvin
Format: Article
Language:English
Subjects:
Academic Failure
Adjustment
Adolescents
Child Welfare
Foreign Countries
General Education
Motivation
Norway
Organizations (Groups)
Perceptions
Predictor Variables
School adjustment
School Psychologists
Secondary School Students
Secondary school teachers
Secondary Schools
Socialization
Student Adjustment
Student Attitudes
Teaching Methods
Vocational Education
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Summary:Lack of adjustment or school failure is of concern to educators, child welfare workers, educational, and school psychologists as well as parents, but there are few studies on this aspect of education, especially among late adolescents. Furthermore, there is a lack of research on teachers as socialization agents as an independent variable in adolescents’ school adjustment. The present study was conducted to explore how upper secondary school students’ perceptions of teacher socialization practices were related to motivation for continued education, school alienation, intention to quit school, truancy, and class absence. The sample consisted of Norwegian adolescents aged 15- to 18-years-old (n = 564) in vocational and general educational courses from one upper secondary school. Perceptions of teacher socialization practices accounted for unique variances in school adjustment. Of the teacher socialization variables, academic support best explained variances in school adjustment. The findings suggest that the associations between teachers as socializing agents and motivation for continued education were relatively strong, but the other associations were relatively modest. The limitations and implications of this study are discussed.
ISSN:0143-0343
1461-7374
DOI:10.1177/0143034311412841