1. Objectifs

Intentions :
«The goal of this prospective study was to test a mediation model of students’ adjustment in school in which students’ psychological need satisfaction mediates the contribution of parental need- supporting behaviors—focusing more specifically on mothers— for dimensions of youths’ adjustment in school.» (p. 200)

2. Méthode

Échantillon/Matériau :
Le sous-échantillon est composé de 663 adolescents québécois (55% de filles). Les données sont issues d’une étude longitudinale de trois ans. Le nom de l’étude n’est pas mentionné dans l’article.

Instruments :
Questionnaire

Type de traitement des données :
Analyse statistique

3. Résumé

«Results supported the superiority of the model distinguishing specific factors for maternal behaviors and psychological need satisfaction instead of a more parsimonious one that grouped these under global factors. Results of the specific factors model leads to several conclusions: [autonomy] support predicted competence and relatedness satisfaction, involvement predicted autonomy satisfaction, and structure predicted relatedness satisfaction; [autonomy] and competence satisfaction were important for social adjustment, whereas relatedness satisfaction was important for academic and personal-emotional adjustment; [there] were small to moderate direct contributions of maternal behaviors to specific adjustment dimensions, which indicates that the contribution of maternal need-supporting behaviors partially operated through psychological need satisfaction; and [the] contribution of maternal structure to adolescents’ academic adjustment appears to partially operate through relatedness satisfaction, and maternal autonomy support predicted youths’ social adjustment directly as well as through their competence satisfaction. Results also revealed sequential relations worthy of consideration, such as maternal involvement predicting adolescents’ autonomy satisfaction, which, in turn, predicted their social adjustment. Importantly, findings were obtained while controlling for the contribution of youths’ sociofamilial adversity and achievement.» (p. 207)