Corry, Benjamin J. and Burton, Lorelle J. and Fein, Erich C. 
ORCID: https://orcid.org/0000-0003-4119-0130
(2022)
Examining how flexi schools support the psychological wellbeing of marginalized youth: a longitudinal study.
International Journal of Adolescence and Youth, 27 (1).
pp. 193-206.
ISSN 0267-3843
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Text (Published Version)
Examining how FlexiSchools Support Psychological Wellbeing_PUBLISHED.pdf Available under License Creative Commons Attribution 4.0. Download (731kB) | Preview |
Abstract
There exists little quantitative data on longitudinal life outcomes, such as employment and wellbeing, for marginalized students who reconnect with learning via flexible learning. This article reports on longitudinal associations between satisfying psychological wellbeing at school and quality of life after school. Forty-one past students of a flexible learning campus in a regional Australia City, aged between 18 and 31 years responded in an online survey, available over a 6-month period, on the school Facebook page. The survey measured satisfaction of psychological needs when at school (autonomy, relatedness and competence), and current quality of life factors (income, employment, positive relationships, emotions and accomplishment etc.). Bivariate correlation results suggested that greater satisfaction of basic psychological wellbeing at school is directly associated with improved psychology and wellbeing factors in later life. This has implications for research supporting investment in psychological wellbeing at school based on longitudinal wellbeing benefits.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Current – Faculty of Health, Engineering and Sciences - School of Psychology and Wellbeing (1 Jan 2022 -) |
| Faculty/School / Institute/Centre: | Current – Faculty of Health, Engineering and Sciences - School of Psychology and Wellbeing (1 Jan 2022 -) |
| Date Deposited: | 15 Jun 2022 23:52 |
| Last Modified: | 15 Jun 2022 23:52 |
| Uncontrolled Keywords: | Marginalized; adolescent; quantitative; education; alternative education; self-determination |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5205 Social and personality psychology > 520501 Community psychology 39 EDUCATION > 3903 Education systems > 390306 Secondary education 39 EDUCATION > 3903 Education systems > 390399 Education systems not elsewhere classified 52 PSYCHOLOGY > 5205 Social and personality psychology > 520505 Social psychology |
| Socio-Economic Objectives (2020): | 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160201 Equity and access to education 16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160203 Inclusive education |
| Identification Number or DOI: | https://doi.org/10.1080/02673843.2022.2057231 |
| URI: | http://eprints.usq.edu.au/id/eprint/49096 |
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