Comparison of Role of Relatedness in Self-Regulated Learning Strategies Between White and Latino American Adolescents

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-11 - Engaging Students and Families to Impact Social Emotional Learning Outcomes

Abstract

Self-Determination Theory (Deci and Ryan, 1985) posits that it is critical that the three basic human needs of autonomy, competence, and relatedness are met for psychological well-being and functioning. In the school setting, one important aspect of relatedness can be manifested or conceived as school, teacher and family connectedness, teacher con. The study attempts to investigate the complex relationships among connectedness to school, teacher, family, self-esteem, academic motivation, and self-regulated learning strategies in high school students and to compare such relationship between White and Latino American adolescents. The preliminary findings show that school connectedness, teacher connectedness, family connectedness, and self-esteem are associated with self-regulated learning strategies. Further, such relationships differ cross-culturally, specifically between White American adolescents and Latino American adolescents.

Authors

• Ying Hong Jiang, Azusa Pacific University

• Patricia J. Bonner, Azusa Pacific University