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Social contexts, self, and adolescent expectations of success in the view of the bioecological model
Descriptive
TitleInfo
Title
Social contexts, self, and adolescent expectations of success in the view of the bioecological model
Name
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Del Rosso
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Paulette F.
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1959-
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Paulette F. Del Rosso
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author
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Matthew
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Matthew Mayer
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Advisory Committee
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chair
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Clark Chinn
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Advisory Committee
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internal member
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O'Donnell
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Angela
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Angela O'Donnell
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Advisory Committee
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internal member
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Chiu
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Chia-Yi
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Chia-Yi Chiu
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Advisory Committee
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internal member
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Cleary
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Timothy
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Timothy Cleary
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Advisory Committee
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outside member
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Rutgers University
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School of Graduate Studies
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school
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theses
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2019
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2019-05
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2019
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English
Abstract
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Current practices in education focus on academic achievement in order to prepare students for the important task of career pursuit. Students’ ability to imagine their futures is important to realizing future goals. Social science researchers recognize the complexity of the multiple environments in which students function and the effects of those environments on future expectations. The Bronfenbrenner’s (Bronfenbrenner & Ceci, 1994) bioecological systems theory portrays the influences of social contexts on development and learning. This dissertation used Bronfenbrenner’s bioecological systems theory to test a model of adolescent expectations of success with multiple contextual influences (self constructs, parents, peers, school, and culture). Self-determination theory was used as an additional interpretive lens. Race/culture, socioeconomic status, gender, and age were used as controls.
This was a quantitative analysis that incorporated data from The Alfred P. Sloan Study of Youth and Social Development, 1992–1997 (United States) (Schneider, 2013), which asked adolescents vital questions about education, relationships, careers, and adult success. The dynamic relationship between these influences was explored through structural equation modeling (SEM). Reliability and validity of latent constructs was examined and models were tested for invariance.
Research hypotheses addressed the predictive impact of contextual variables on adolescent expectations of future success. Mediation between self-esteem and social context variables was explored within models. Hypotheses also addressed the impact of demographics and age of cohort (young vs. old) on self and social context variables.
Results demonstrated that self-esteem had a positive relationship with expectations of success and with the social context variables of parent autonomy support, student teacher relationship, and peer shared values. It was demonstrated that self-esteem also acted as a mediator for parent autonomy support, student teacher relationship, and peer shared values in their positive impact on adolescent expectations of success.
The models that were specified and tested gave insight into the relative contributions of the various influences on expectations of success and the relative sources of future goal formation in the adolescent academic and social world. These results provide insight for school programming, school counseling, teacher education, and parent and teacher supports towards the building of productive relationships with adolescents.
This was a quantitative analysis that incorporated data from The Alfred P. Sloan Study of Youth and Social Development, 1992–1997 (United States) (Schneider, 2013), which asked adolescents vital questions about education, relationships, careers, and adult success. The dynamic relationship between these influences was explored through structural equation modeling (SEM). Reliability and validity of latent constructs was examined and models were tested for invariance.
Research hypotheses addressed the predictive impact of contextual variables on adolescent expectations of future success. Mediation between self-esteem and social context variables was explored within models. Hypotheses also addressed the impact of demographics and age of cohort (young vs. old) on self and social context variables.
Results demonstrated that self-esteem had a positive relationship with expectations of success and with the social context variables of parent autonomy support, student teacher relationship, and peer shared values. It was demonstrated that self-esteem also acted as a mediator for parent autonomy support, student teacher relationship, and peer shared values in their positive impact on adolescent expectations of success.
The models that were specified and tested gave insight into the relative contributions of the various influences on expectations of success and the relative sources of future goal formation in the adolescent academic and social world. These results provide insight for school programming, school counseling, teacher education, and parent and teacher supports towards the building of productive relationships with adolescents.
Subject
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Topic
Expectations of success
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Topic
Education
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Topic
Success
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Rutgers University Electronic Theses and Dissertations
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ETD_9830
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1 online resource (xiii, 224 pages) : illustrations
Note
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Ph.D.
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Includes bibliographical references
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School of Graduate Studies Electronic Theses and Dissertations
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rucore10001600001
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NjNbRU
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doi:10.7282/t3-bqnp-de07
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
RightsHolder
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Name
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Del Rosso
GivenName
Paulette
MiddleName
F.
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Permission or license
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2019-04-12 09:54:38
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Paulette Del Rosso
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Rutgers University. School of Graduate Studies
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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Embargo
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2019-05-31
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2020-05-30
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2020.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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