{"id":11457,"date":"2014-08-21T19:13:26","date_gmt":"2014-08-22T02:13:26","guid":{"rendered":"https:\/\/oslc.nineplanetsllc.com\/blog\/publication\/protective-factors-at-school-reciprocal-effects-among-adolescents-perceptions-of-the-school-environment-engagement-in-learning-and-hope\/"},"modified":"2014-08-21T19:13:26","modified_gmt":"2014-08-22T02:13:26","slug":"protective-factors-at-school-reciprocal-effects-among-adolescents-perceptions-of-the-school-environment-engagement-in-learning-and-hope","status":"publish","type":"publication","link":"https:\/\/www.oslc.org\/es\/blog\/publication\/protective-factors-at-school-reciprocal-effects-among-adolescents-perceptions-of-the-school-environment-engagement-in-learning-and-hope\/","title":{"rendered":"Protective factors at school: Reciprocal effects among adolescents&#8217; perceptions of the school environment, engagement in learning, and hope."},"content":{"rendered":"<p>Although some research suggests that schools can be a source of protective factors for students, the processes by which school environments impact students&#8217; behavior, performance and adjustment over time are not clear. Guided by both self-determination theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment, engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest, students&#8217; perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of engagement and hope and later perceptions of the environment. These results suggest that the school environment represents a potential leverage point for educational reform, and interventions that target students&#8217; perceptions of autonomy, teacher\/peer support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes may create a positive feedback loop in which change in academic performance and adjustment accelerate over time.<\/p>\n","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false,"_seopress_robots_primary_cat":"","_seopress_titles_title":"","_seopress_titles_desc":"","_seopress_robots_index":"","site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}}},"publication_keyword":[420,421,422,423,424],"research_type":[],"class_list":["post-11457","publication","type-publication","status-publish","hentry","publication_keyword-achievement","publication_keyword-engagement","publication_keyword-hope","publication_keyword-reciprocal-effects","publication_keyword-self-determination-theory"],"acf":{"citation":"Van Ryzin, M. J. (2011). Protective factors at school: Reciprocal effects among adolescents' perceptions of the school environment, engagement in learning, and hope. <i>Journal of Youth and Adolescence, 40,<\/i> 1568-1580.","publication_year":"2011","scientists":[11005]},"_links":{"self":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication\/11457","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication"}],"about":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/types\/publication"}],"acf:post":[{"embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/scientist\/11005"}],"wp:attachment":[{"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/media?parent=11457"}],"wp:term":[{"taxonomy":"publication_keyword","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/publication_keyword?post=11457"},{"taxonomy":"research_type","embeddable":true,"href":"https:\/\/www.oslc.org\/es\/wp-json\/wp\/v2\/research_type?post=11457"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}