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Understanding Variables Affecting High Schools' Educational Outcomes Based on Self-Determination Theory

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Bibliographic Details
Title: Understanding Variables Affecting High Schools' Educational Outcomes Based on Self-Determination Theory
Language: English
Authors: Dongsim Kim (ORCID 0000-0002-8044-4968)
Source: Journal of Advanced Academics. 2025 36(3):453-469.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Outcomes of Education, Self Determination, High School Students, Instructional Design, Teaching Methods, Metacognition, Student Attitudes, Student School Relationship, Foreign Countries, Teacher Student Relationship, Parent Child Relationship, Vocational Maturity, Educational Improvement
Geographic Terms: South Korea
DOI: 10.1177/1932202X251321544
ISSN: 1932-202X
2162-9536
Abstract: Self-determination is an important motive that influences youth development outcomes. Self-determination theory emphasizes the relationship between social context, self-determination, and school educational outcomes. The purpose of this study is to examine the relationship between parental and teacher support, self-determination, career maturity, self-regulated learning, and satisfaction with school. For this study, 1,155 high school students in Korea completed surveys. The results of this study are the following. First, parental support and teacher support affect self-determination. Second, parental support, teacher support, and self-determination influence career maturity, self-regulated learning, and satisfaction with school. On the basis of these findings, this study has implications for the improvement of instructional design methods and management strategies.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476968
Database: ERIC
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Description
Abstract:Self-determination is an important motive that influences youth development outcomes. Self-determination theory emphasizes the relationship between social context, self-determination, and school educational outcomes. The purpose of this study is to examine the relationship between parental and teacher support, self-determination, career maturity, self-regulated learning, and satisfaction with school. For this study, 1,155 high school students in Korea completed surveys. The results of this study are the following. First, parental support and teacher support affect self-determination. Second, parental support, teacher support, and self-determination influence career maturity, self-regulated learning, and satisfaction with school. On the basis of these findings, this study has implications for the improvement of instructional design methods and management strategies.
ISSN:1932-202X
2162-9536
DOI:10.1177/1932202X251321544