dc.contributor.advisor |
Bullen, P |
|
dc.contributor.advisor |
Meissel, K |
|
dc.contributor.author |
Bergquist-O'Sullivan, Molly |
|
dc.date.accessioned |
2021-01-11T03:44:47Z |
|
dc.date.available |
2021-01-11T03:44:47Z |
|
dc.date.issued |
2020 |
|
dc.identifier.uri |
https://hdl.handle.net/2292/54104 |
|
dc.description.abstract |
Adolescents’ sense of relatedness to key social partners is an important predictor of their emotional school engagement. Although the literature surrounding this research area is sizeable, limitations are evident. Further empirical research is needed to examine how different social partners contribute to emotional school engagement across different demographic groupings to understand how diverse students may differently benefit from strong social connections. In this thesis, data from a cross-sectional survey were utilised (N = 7,374) to examine the association between Aotearoa New Zealand secondary school students’ perceptions of relatedness to three social partners (family, peers, and nonfamilial adults) and their reports of emotional school engagement. Structural equation modelling revealed relatedness to each relationship type uniquely predicted emotional school engagement. However, when controlling for the variance associated with all three relationships types, structural equation modelling showed relatedness to family retained a moderate effect, peers a small effect, and nonfamilial adults had no effect on emotional school engagement. Significant differences across demographic groupings were evident. These differences described relatedness to family as marginally stronger for younger students, than for older students. Relatedness to peers was more notable for females than males, and those in low and medium deprivation groups than the high deprivation group. Nonfamilial adult relatedness became significant for students in the high deprivation group, along with adolescents aged 16 and over, although these effect sizes were very small. Overall, these results are generally consistent with previous research and expand on the existing evidence base through outlining important differences across certain demographic groupings. These findings have practical implications for education practitioners, policy makers, and families of adolescents and can be used for targeted resourcing and interventions which aim to strengthen adolescents’ social capital in efforts to support their emotional school engagement. |
|
dc.publisher |
ResearchSpace@Auckland |
|
dc.relation.ispartof |
Masters Thesis - University of Auckland |
|
dc.relation.isreferencedby |
UoA99265332013902091 |
|
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights |
Restricted Item. Full Text is available to authenticated members of The University of Auckland only. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ |
|
dc.title |
Understanding the Association Between Relatedness and Emotional School Engagement for Aotearoa New Zealand Secondary School Students |
|
dc.type |
Thesis |
|
thesis.degree.discipline |
Education |
|
thesis.degree.grantor |
The University of Auckland |
|
thesis.degree.level |
Masters |
|
dc.date.updated |
2021-01-11T03:44:01Z |
|
dc.rights.holder |
Copyright: The author |
en |
pubs.elements-id |
834454 |
|
dc.identifier.wikidata |
Q112951359 |
|