caa a22 4500 606239529 CHVBK 20210128101303.0 cr unu---uuuuu 210128e20150601xx s 000 0 eng 10.1007/s11218-014-9283-5 doi (NATIONALLICENCE)springer-10.1007/s11218-014-9283-5 Getting students engaged might not be enough: the importance of psychological needs satisfaction on social-emotional and behavioral functioning among early adolescents [Elektronische Daten] [Elina Saeki, Matthew Quirk] This study examined the relations between students' social-emotional/behavioral functioning, engagement, and basic psychological needs satisfaction among a sample of $$N=83$$ N = 83 sixth grade students. A mediation model was tested to examine the role of needs satisfaction on the relations between engagement and social-emotional/behavioral functioning. Results indicated that engaged students have lower social-emotional and behavioral risk; however, this relation can be explained almost entirely by students' underlying satisfaction of basic psychological needs. These results suggest that targeting student engagement is not sufficient when attempting to improve social-emotional/behavioral outcomes; rather, students must also feel autonomous, competent, and experience a genuine connection with their school. Therefore, it appears that school-based programs designed to improve students' engagement in school might only have a limited impact on supporting social-emotional/behavioral functioning if basic psychological needs satisfaction is not also addressed. Springer Science+Business Media Dordrecht, 2015 Self-determination theory nationallicence Social-emotional/behavioral functioning nationallicence Student engagement nationallicence Basic psychological needs satisfaction nationallicence Saeki Elina School of Arts and Sciences, University of Houston-Victoria, 3007 N. Ben Wilson, 77901, Victoria, TX, USA aut Quirk Matthew Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, 93106, Santa Barbara, CA, USA aut Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 355-371 1381-2890 18:2<355 2015 18 11218 https://doi.org/10.1007/s11218-014-9283-5 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-014-9283-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Saeki Elina School of Arts and Sciences, University of Houston-Victoria, 3007 N. Ben Wilson, 77901, Victoria, TX, USA aut NATIONALLICENCE 700 1- Quirk Matthew Department of Counseling, Clinical, and School Psychology, University of California, Santa Barbara, 93106, Santa Barbara, CA, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/2(2015-06-01), 355-371 1381-2890 18:2<355 2015 18 11218