First Advisor

Ellen A. Skinner

Term of Graduation

Summer 2024

Date of Publication

7-9-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.) in Applied Psychology

Department

Psychology

Language

English

Physical Description

1 online resource (ix, 199 pages)

Abstract

Drawing upon self-determination theory (SDT) based models of motivational resilience, the following dissertation contains three studies that expand upon the current literature by investigating how processes of motivational resilience, or children's general capacity to handle the everyday academic stressors they encounter at school, are connected to the complex social ecologies created by the intersecting contexts of school and home. Study 1 examined whether family motivational support predicted increases in student reengagement through its effect on subsequent levels of students' self-system processes of relatedness, competence, and autonomy in a sample of 590 early adolescents from an urban middle school in the pacific northwest using data collected at two-time points across a single school year. Results provided support for the hypothesized mediational model finding significant indirect effects from family support to increases in reengagement through these self-systems, suggesting that parents may be packing students' metaphorical "suitcase" full of personal resources they can utilize at school. Study 2 investigated whether student reengagement may serve as a mediator of the feedback effects from academic coping to changes in parental motivational support from fall to spring established in a previous study with a sample of 1,020 student in grades 3 - 6 from a rural-suburban school district in upstate New York. Results provided support for this hypothesis, indicating that for coping profiles and almost all individual ways of coping, reengagement was a mediator of coping effects on changes in parenting. Using the same sample, Study 3 utilized both variable- and pattern-centered approaches to investigate possible collective mesosystem effects from parents, teachers, and peers on changes in academic coping across the school year. Specifically, potential cumulative, amplifying, and buffering effects were investigated, however, results from both variable- and pattern-centered analyses found support for only cumulative effects, with support from teachers appearing to be the most important. Latent profile analysis results had a similar pattern of findings with more differentiated subgroups. For all three studies, limitations, future directions, and educational implications were discussed, as were the larger contributions they can make to the literature concerning social partners and motivational resilience within a framework of developmental systems.

Rights

© 2024 Kristen Elizabeth Raine

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Persistent Identifier

https://archives.pdx.edu/ds/psu/42526

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