Skip to main content
SpringerLink
Log in

The effect of autonomy-supportive climate in a second chance programme for at-risk youth on dropout risk: the mediating role of adolescents’ sense of authenticity

European Journal of Psychology of Education volume 37, pages 85–100 (2022)Cite this article

Abstract

This study aimed to extend the limited knowledge on the motivational and identity aspects of youth at risk in second chance programmes. The study examined the relationships between autonomy-supportive climate, adolescents’ sense of authenticity, and their dropout risk, as well as the mediating role that authenticity plays in the relationships, within the context of a second chance programme for at-risk youth. Participants were 181 students at risk from Israel. Results from a multilevel path model analysis support the hypotheses. The findings indicate a positive correlation between autonomy-supportive climate and authenticity of students at risk. The analyses also revealed a negative individual-level relationship between authenticity of students at risk and their dropout risk, and a negative cross-level relationship between autonomy-supportive climate and students’ dropout risk. The effect of autonomy-supportive climate on students’ dropout risk was partly mediated by students’ authenticity. The present study extends the knowledge on the influence of autonomy-supportive climate on schooling by pointing out cross-level relations between this climate and youths’ authenticity, and by shedding light on the connection of these constructs with dropout risk. As this model of relationships is often reflected in the pedagogical rationale behind the design of second chance programmes for youths at risk, the study has important practical implications for policymakers, administrators, and teachers leading these programmes.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1
Fig. 2

References

  • Abrams, L. S. (2002). Rethinking girls “at-risk” gender, race, and class intersections and adolescent development. Journal of Human Behavior in the Social Environment, 6(2), 47–64. https://doi.org/10.1300/J137v06n02_04.

    Article  Google Scholar 

  • Anderson, E. S., & Keith, T. Z. (1997). A longitudinal test of a model of academic success for at-risk high school students. The Journal of Educational Research, 90(5), 259–268. https://doi.org/10.1080/00220671.1997.10544582.

    Article  Google Scholar 

  • Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students' autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science Education, 84(6), 740–756. https://doi.org/10.1002/1098-237X(200011)84:6%3C740::AIDSCE4%3E3.0.CO;2-3.

  • Bliese, P. D. (1998). Group size, ICC values, and group-level correlations: A simulation. Organizational Research Methods, 1(4), 355–373. https://doi.org/10.1177/109442819814001.

    Article  Google Scholar 

  • Bloom, D. (2010). Programs and policies to assist high school dropouts in the transition to adulthood. The Future of Children, 89–108. https://doi.org/10.1353/foc.0.0039.

  • Bradley-Cole, K. (2017). The transformational influence of authentic leadership on followers in early career relationships. In D. Cotter-Lockard (Ed.), Authentic leadership and followership: International perspectives. Springer. https://doi.org/10.1007/978-3-319-65307-5_7.

  • Bray, J. W., Depro, B., McMahon, D., Siegle, M., & Mobley, L. (2016). Disconnected geography: A spatial analysis of disconnected youth in the United States. Journal of Labor Research, 37(3), 317–342. https://doi.org/10.1007/s12122-016-9228-1.

    Article  Google Scholar 

  • Caldwell, C. H., Sellers, R. M., Bernat, D. H., & Zimmerman, M. A. (2004). Racial identity, parental support, and alcohol use in a sample of academically at-risk African American high school students. American Journal of Community Psychology, 34(1-2), 71–82. https://doi.org/10.1023/B:AJCP.0000040147.69287.f7.

    Article  Google Scholar 

  • Carroll, A., Durkin, K., Hattie, J., & Houghton, S. (1997). Goal setting among adolescents: A comparison of delinquent, at-risk, and not-at-risk youth. Journal of Educational Psychology, 89(3), 441–450. https://doi.org/10.1037/0022-0663.89.3.441.

    Article  Google Scholar 

  • Cebu Lal, R. (2017). Children and adolescents at risk in Israel. Myers-JDC-Brookdale Institute (in Hebrew).

  • Chen, S., Boucher, H. C., & Tapias, M. P. (2006). The relational self revealed: Integrative conceptualization and implications for interpersonal life. Psychological Bulletin, 132(2), 151–179. https://doi.org/10.1037/0033-2909.132.2.151.

    Article  Google Scholar 

  • Cohen-Strawczynski, P., & Budowski, K. (2002). HILA programme–Education completion for disconnected youth: Evaluation research (Report No. RR-407-02). Myers-JDC-Brookdale Institute (in Hebrew).

  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01.

    Article  Google Scholar 

  • Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners (pp. 9–29). Springer. https://doi.org/10.1007/978-981-287-630-0_2.

  • Dincer, A., Yesilyurt, S., & Takkac, M. (2012). The effects of autonomy-supportive climates on EFL learner’s engagement, achievement and competence in english speaking classrooms. Procedia-Social and Behavioral Sciences, 46, 3890–3894. https://doi.org/10.1016/j.sbspro.2012.06.167.

  • Diseth, A., Danielsen, A. G., & Samdal, O. (2012). A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students. Educational Psychology, 32(3), 335–354. https://doi.org/10.1080/01443410.2012.657159.

    Article  Google Scholar 

  • Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In Handbook of research on student engagement (pp. 97–131). Springer. https://doi.org/10.1007/978-1-4614-2018-7_5.

  • Fitzpatrick, C., Archambault, I., Janosz, M., & Pagani, L. S. (2015). Early childhood working memory forecasts high school dropout risk. Intelligence, 53, 160–165. https://doi.org/10.1016/j.intell.2015.10.002.

    Article  Google Scholar 

  • Freeman, J., & Simonsen, B. (2015). Examining the impact of policy and practice interventions on high school dropout and school completion rates: A systematic review of the literature. Review of Educational Research, 85(2), 205–248. https://doi.org/10.3102/0034654314554431.

    Article  Google Scholar 

  • Gardner, W. L., Avolio, B. J., Luthans, F., May, D. R., & Walumbwa, F. (2005). “Can you see the real me?” A self-based model of authentic leader and follower development. The Leadership Quarterly, 16(3), 343–372. https://doi.org/10.1016/j.leaqua.2005.03.003.

    Article  Google Scholar 

  • Gase, L. N., Kuo, T., Coller, K., Guerrero, L. R., & Wong, M. D. (2014). Assessing the connection between health and education: identifying potential leverage points for public health to improve school attendance. American Journal of Public Health, 104(9), e47–e54. https://doi.org/10.2105/AJPH.2014.301977.

    Article  Google Scholar 

  • Goldie, H., Hull, D., & Crosby Sims, G. (2016). New insights into improving outcomes for at-risk youth: the Newcastle experience. Social Finance.

  • Gutiérrez, M., Sancho, P., Galiana, L., & Tomás, J. M. (2018). Autonomy support, psychological needs satisfaction, school engagement and academic success: A mediation model. Universitas Psychologica, 17(5), 1–12. https://doi.org/10.11144/Javeriana.upsy17-5.aspn.

    Article  Google Scholar 

  • Hair, E. C., Moore, K. A., Ling, T. J., McPhee-Baker, C., & Brown, B. V. (2009). Youth who are “disconnected” and those who then reconnect: Assessing the influence of family, programs, peers and communities. Child Trends, 37, 1–8. https://doi.org/10.1037/e571882009-001.

    Article  Google Scholar 

  • Harter, S. (2002). Authenticity. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 382–394). Oxford University Press.

  • Harter, S., Waters, P. L., & Whitesell, N. R. (1997). Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted. Educational Psychologist, 32(3), 153–173. https://doi.org/10.1207/s15326985ep3203_2.

    Article  Google Scholar 

  • Higgins, C. (1988). Youth motivation: At-risk youth talk to program planners. Public/Private Ventures.

  • Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). SAGE.

  • Hughes, C., Manns, N. N., & Ford, D. Y. (2009). Racial identity attitudes and academic achievement among at-risk black female adolescents. Journal of At-Risk Issues, 15(1), 25–32.

    Google Scholar 

  • Inbar, D. E. (1995). Second chance in education: Principles and rituals. The Journal of General Education, 26–44.

  • Karanika-Murray, M., Michaelides, G., & Wood, S. J. (2017). Job demands, job control, psychological climate, and job satisfaction. Journal of Organizational Effectiveness: People and Performance, 4(3), 238–255. https://doi.org/10.1108/JOEPP-02-2017-0012.

  • Kernis, M. H., & Goldman, M. B. (2006). A multicomponent conceptualization of authenticity: Theory and research. Advances in Experimental Social Psychology, 38, 283–357. https://doi.org/10.1016/S0065-2601(06)38006-9.

    Article  Google Scholar 

  • Kline, R. B. (1998). Principles and practice of structural equation modeling. Guilford Press.

  • Korhonen, J., Linnanmäki, K., & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centred approach. Learning and Individual Differences, 31, 1–10. https://doi.org/10.1016/j.lindif.2013.12.011.

    Article  Google Scholar 

  • Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17(5), 494–509. https://doi.org/10.1016/j.learninstruc.2007.09.002.

    Article  Google Scholar 

  • Lange, C. M., & Lehr, C. A. (1999). At-risk students attending second chance programs: Measuring performance in desired outcome domains. Journal of Education for Students Placed at Risk, 4(2), 173–192. https://doi.org/10.1207/s15327671espr0402_3.

    Article  Google Scholar 

  • Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(4), 529–545. https://doi.org/10.1007/BF03173470.

    Article  Google Scholar 

  • Leroy, H., Anseel, F., Gardner, W. L., & Sels, L. (2015). Authentic leadership, authentic followership, basic need satisfaction, and work role performance: A cross-level study. Journal of Management, 41(6), 1677–1697. https://doi.org/10.1177/0149206312457822.

    Article  Google Scholar 

  • Luyckx, K., & Robitschek, C. (2014). Personal growth initiative and identity formation in adolescence through young adulthood: Mediating processes on the pathway to well-being. Journal of Adolescence, 37(7), 973–981. https://doi.org/10.1016/j.adolescence.2014.07.009.

    Article  Google Scholar 

  • Luyckx, K., Goossens, L., Soenens, B., & Beyers, W. (2006). Unpacking commitment and exploration: Preliminary validation of an integrative model of late adolescent identity formation. Journal of Adolescence, 29(3), 361–378. https://doi.org/10.1016/j.adolescence.2005.03.008.

    Article  Google Scholar 

  • Magen-Nagar, N., & Shachar, H. (2017). Quality of teaching and dropout risk: A multi-level analysis. Journal of Education for Students Placed at Risk (JESPAR), 22(1), 9–24. https://doi.org/10.1080/10824669.2016.1242069.

    Article  Google Scholar 

  • Marchbanks III, M. P., Blake, J. J., Booth, E. A., Carmichael, D., Seibert, A. L., & Fabelo, T. (2015). The economic effects of exclusionary discipline on grade retention and high school dropout (pp. 59–74). Closing the School Discipline Gap: Equitable Remedies for Excessive Exclusion.

  • Meier, D. (2008). Adolescents at school: Perspectives on youth, identity, and education. Harvard Education Press.

  • Milyavskaya, M., Gingras, I., Mageau, G. A., Koestner, R., Gagnon, H., Fang, J., & Boiché, J. (2009). Balance across contexts: Importance of balanced need satisfaction across various life domains. Personality and Social Psychology Bulletin, 35(8), 1031–1045. https://doi.org/10.1177/0146167209337036.

  • Muthén, L. K., & Muthén, B. O. (1998-2011). Mplus User’s Guide (6th ed.). Muthén and Muthén.

  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. School Field, 7(2), 133–144. https://doi.org/10.1177/1477878509104318.

    Article  Google Scholar 

  • OECD. (1995). Our children at risk. OECD.

  • Olafsen, A. H., Halvari, H., Forest, J., & Deci, E. L. (2015). Show them the money? The role of pay, managerial need support, and justice in a self-determination theory model of intrinsic work motivation. Scandinavian Journal of Psychology, 56(4), 447–457. https://doi.org/10.1111/sjop.12211.

    Article  Google Scholar 

  • Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367. https://doi.org/10.3102/00346543070003323.

    Article  Google Scholar 

  • Poulou, M. S., & Norwich, B. (2019). Adolescent students’ psychological needs: Development of an existence, relatedness, and growth needs scale. International Journal of School & Educational Psychology, 7(sup1), 75–83. https://doi.org/10.1080/21683603.2018.1479320.

  • Preacher, K. J., Zyphur, M. J., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15, 209–233. https://doi.org/10.1037/a0020141.

    Article  Google Scholar 

  • Raudenbush, S., & Bryk, A. S. (1986). A hierarchical model for studying school effects. Sociology of Education, 1–17. https://doi.org/10.2307/2112482.

  • Read, B., Francis, B., & Skelton, C. (2011). Gender, popularity and notions of in/authenticity amongst 12-year-old to 13-year-old school girls. British Journal of Sociology of Education, 32(2), 169–183. https://doi.org/10.1080/01425692.2011.547304.

    Article  Google Scholar 

  • Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149–172). Springer. https://doi.org/10.1007/978-1-4614-2018-7_7.

  • Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209–218. https://doi.org/10.1037/0022-0663.98.1.209.

  • Rivera, G. N., Christy, A. G., Kim, J., Vess, M., Hicks, J. A., & Schlegel, R. J. (2019). Understanding the relationship between perceived authenticity and well-being. Review of General Psychology, 23(1), 113–126. https://doi.org/10.1037/gpr0000161.

    Article  Google Scholar 

  • Ross, S., & Gray, J. (2005). Transitions and re-engagement through second chance education. The Australian Educational Researcher, 32(3), 103–140. https://doi.org/10.1007/BF03216829.

    Article  Google Scholar 

  • Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support. and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004.

    Article  Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publishing.

  • Savelsberg, H., Pignata, S., & Weckert, P. (2017). Second Chance Education: Barriers, Supports and Engagement Strategies. Australian Journal of Adult Learning, 57(1), 36–57.

    Google Scholar 

  • Shapira-Lishchinsky, O., & Tsemach, S. (2014). Psychological empowerment as a mediator between teachers’ perceptions of authentic leadership and their withdrawal and citizenship behaviors. Educational Administration Quarterly, 50(4), 675–712. https://doi.org/10.1177/0013161X13513898.

    Article  Google Scholar 

  • Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159–188. https://doi.org/10.1007/s10648-010-9142-7.

    Article  Google Scholar 

  • Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35(4), 242–253. https://doi.org/10.1016/j.cedpsych.2010.05.005.

    Article  Google Scholar 

  • Thomaes, S., Sedikides, C., van den Bos, N., Hutteman, R., & Reijntjes, A. (2017). Happy to be “me?” authenticity, psychological need satisfaction, and subjective well-being in adolescence. Child Development, 88(4), 1045-1056. doi:https://doi.org/10.1111/cdev.12867

  • Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263–280. https://doi.org/10.1037/a0032359.

    Article  Google Scholar 

  • Vierling, K. K., Standage, M., & Treasure, D. C. (2007). Predicting attitudes and physical activity in an "at-risk" minority youth sample: A test of self-determination theory. Psychology of Sport and Exercise, 8(5), 795–817. https://doi.org/10.1016/j.psychsport.2006.12.006.

    Article  Google Scholar 

  • Wald, N., & Harland, T. (2017). A framework for authenticity in designing a research-based curriculum. Teaching in Higher Education, 22(7), 751–765. https://doi.org/10.1080/13562517.2017.1289509.

    Article  Google Scholar 

  • Walumbwa, F. O., Avolio, B. J., Gardner, W. L., Wernsing, T. S., & Peterson, S. J. (2008). Authentic leadership: Development and validation of a theory based measure. Journal of Management, 34(1), 89–126. https://doi.org/10.1177/0149206307308913.

  • Wang, J. C. K., Ng, B. L., Liu, W. C., & Ryan, R. M. (2016). Can being autonomy-supportive in teaching improve students’ self-regulation and performance? In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners (pp. 227–243). Springer. https://doi.org/10.1007/978-981-287-630-0_12.

  • Whitehead, G. (2009). Adolescent leadership development: Building a case for an authenticity framework. Educational Management Administration & Leadership, 37(6), 847–872. https://doi.org/10.1177/1741143209345441.

    Article  Google Scholar 

  • Wilson, D. K., Sweeney, A. M., Kitzman-Ulrich, H., Gause, H., & George, S. M. S. (2017). Promoting social nurturance and positive social environments to reduce obesity in high-risk youth. Clinical Child and Family Psychology Review, 20(1), 64–77. https://doi.org/10.1007/s10567-017-0230-9.

    Article  Google Scholar 

  • Wright, N. D. (1996). From risk to resiliency: The role of law-related education. Center for Civic Education.

Download references

Author information

Authors and Affiliations

  1. Department of Education and Psychology, The Open University of Israel, 1 University Road, 4353701, Raanana, Israel

    Batel Gueta & Izhak Berkovich

Authors
  1. Batel Gueta
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Izhak Berkovich
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Izhak Berkovich.

Additional information

Batel Gueta. Department of Education and Psychology, The Open University of Israel, Israel. E-mail: batel2011@gmail.com

Current Themes of Research:

At-risk youth. Identity. Authenticity. Motivation.

Izhak Berkovich. Department of Education and Psychology, The Open University of Israel, Israel. E-mail: izhakber@gmail.com

Current Themes of Research:

Educational leadership. Ethics and social justice in school management. Motivation, identity and emotions in schools.

Most Relevant Publications in the Field of Psychology of Education:

Berkovich, I., & Eyal, O. (2020). School leaders’ emotional support of teachers through emotional transformation: Qualitative insights into the maintenance of teachers’ occupational identity. Leadership and Policy in Schools, 19(4), 625-663.

Berkovich, I., & Eyal, O. (2017). Emotional reframing as a mediator of the relationships between transformational school leadership and teachers' motivation and commitment. Journal of Educational Administration, 55(5), 450-468.

Berkovich, I. (2014). Between person and person: Dialogical pedagogy in authentic leadership development. Academy of Management Learning and Education, 13(2), 245-264.

Publisher’s note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix. Equations of multilevel analysis

Appendix. Equations of multilevel analysis

Level 1 model

$$ \mathrm{Student}'\mathrm{s}\ {\mathrm{dropout}\ \mathrm{risk}}_{ij}={\beta}_{0j}+{\beta}_{1j}\ast \left(\mathrm{Student}'\mathrm{s}\ {\mathrm{mother}\ \mathrm{education}}_{ij}\right)+{\beta}_{2j}\ast \left(\mathrm{Student}'\mathrm{s}\ {\mathrm{authenticity}}_{ij}\right)+{r}_{ij} $$

Level 2 model

$$ {\beta}_{0j}={\gamma}_{00}+{\gamma}_{01}\ast \left(\mathrm{Autonomy}-\mathrm{supportive}\ {\mathrm{climate}}_j\right)+{u}_{0j} $$
$$ {\beta}_{1j}={\gamma}_{10} $$
$$ {\beta}_{2j}={\gamma}_{20} $$

Mixed model

$$ {\displaystyle \begin{array}{c}\begin{array}{c}\mathrm{Student}'\mathrm{s}\ \mathrm{dropout}\ \mathrm{risk} ij={\gamma}_{00}+{\gamma}_{01}\ast \mathrm{Autonomy}-{\mathrm{supportive}\ \mathrm{climate}}_j\\ {}+\kern0.35em {\gamma}_{10}\ast \mathrm{Student}'\mathrm{s}\ \mathrm{mother}'\mathrm{s}\ {\mathrm{education}}_{ij}\end{array}\\ {}+\kern0.35em {\gamma}_{20}\ast \mathrm{Student}'\mathrm{s}\ {\mathrm{authenticity}}_{ij}\ \\ {}+\kern0.35em {u}_{0j}+{r}_{ij}\end{array}} $$

Rights and permissions

Reprints and Permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gueta, B., Berkovich, I. The effect of autonomy-supportive climate in a second chance programme for at-risk youth on dropout risk: the mediating role of adolescents’ sense of authenticity. Eur J Psychol Educ 37, 85–100 (2022). https://doi.org/10.1007/s10212-021-00542-4

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-021-00542-4

Keywords

search

Navigation