Understanding the role of school experiences in the wellbeing of girls, SEN and low SES students: A self-determination theory approach

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2025-07-10 DOI:10.1016/j.stueduc.2025.101489

Caoimhe Dempsey , Emma Farrell , Selina McCoy

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引用次数: 0

Abstract

With the current rise in youth wellbeing difficulties, it is important to understand how school experiences contribute to this issue. Based on self-determination theory, this study examines associations between students’ autonomy, perceived competence and relatedness at school and their wellbeing. The magnitude of these associations is compared across three student groups hypothesized to report lower wellbeing: girls, students with SEN, and low SES students. Data from 2243 Irish secondary students in second (age 14) and fifth (age 17) year shows that students’ wellbeing is associated with school belonging (β =.38) and autonomy (β =.11), but not perceived competence. These links are stronger among low SES students, account for a significant proportion of the gap in wellbeing among students with SEN, but much less of observed gender differences. Results are discussed in the context of the universality claim of self-determination theory and implications for educational policy and practice.

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理解学校经历在女孩、特殊教育学生和低社会经济地位学生的幸福感中的作用：一种自我决定理论方法

随着目前青少年福利问题的增加，了解学校经历如何导致这一问题是很重要的。基于自我决定理论，本研究探讨了学生在学校的自主性、感知能力和相关性与他们的幸福感之间的关系。这些关联的程度在三个假设报告较低幸福感的学生群体中进行了比较：女孩、特殊教育学生和低社会经济地位学生。来自2243名爱尔兰中学二年级（14岁）和五年级（17岁）学生的数据显示，学生的幸福感与学校归属感（β = 0.38）和自主性（β = 0.11）有关，但与感知能力无关。这些联系在社会经济地位低的学生中更强，在特殊教育学生的幸福感差距中占很大比例，但观察到的性别差异要小得多。在自决理论的普遍性主张及其对教育政策和实践的影响的背景下讨论了结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.