How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal relatedness impact one’s perception of future interpersonal relationships? This doctoral dissertation aimed to answer these two fundamental questions by integrating the views of two complementary theories, need to belong theory (NBT; Baumeister & Leary, 1995) and self-determination theory (SDT; Deci & Ryan, 1985, 2000). Using a series of two laboratory experiments and one longitudinal study, this thesis examined the effects of social exclusion and inclusion on satisfaction of basic psychological needs, self-determined motivation, and self-regulation of behaviours. In Study 1 (N=72), social exclusion and inclusion were manipulated in order to examine their effects on the satisfaction of the three basic psychological needs proposed by SDT, that is the needs for autonomy, competence, and relatedness. Findings from this first experiment revealed that social exclusion decreases satisfaction of the three needs, whereas social inclusion increases satisfaction of these needs when compared to the control condition. Furthermore, significant differences were found between the exclusion condition and the inclusion condition for the reported levels of satisfaction of the needs for competence and relatedness. The effects of social exclusion and inclusion on basic needs satisfaction were further investigated in Study 2 (N=70); also, the second study examined how self-determined motivation and behavioural self-regulation are affected. More specifically, it tested whether participants’ persistence at a laboratory task, as well as their intentions for a future peer interaction (intentions to compete against a peer participant and intentions to collaborate with a peer participant) are influenced by social exclusion and inclusion, through the meditating effects of basic needs satisfaction and self-determined motivation. The results suggested that social exclusion, via the effects of basic needs and motivation decreases peer collaboration, whereas social inclusion was shown to have an opposite effect on peer collaboration. The effect of condition via the mediating effects of basic needs satisfaction and motivation failed to predict persistence at the task and peer competition. Lastly, Study 3 (N=624) assessed naturally occurring social exclusion and inclusion in a population of junior high school students. This third study investigated the independent contributions of SDT and NBT in the prediction of academic motivation and high school dropout. Peer relatedness, perceived needs support from parents, and perceived needs support from teachers were examined as potential predictors of academic motivation and high school dropout. Findings suggested that peer relatedness plays an important role in the prediction of academic motivation, but, that perceived needs support from parents and perceived needs support from teachers are stronger predictors of that outcome. Results from this study also revealed that peer relatedness contributes to the prediction of high school dropout, beyond what can be explained by academic motivation, perceived needs support from parents, and perceived needs support from teachers. However, perceived needs support from parents was shown to be the most essential predictor of high school dropout. In sum, findings from this doctoral dissertation suggested that social exclusion has detrimental effects on one’s motivation and behavioural self-regulation. In contrast, social inclusion fosters social support which promotes satisfaction of the basic psychological needs, self-determined motivation, and successful self-regulation. This doctoral thesis contributed to the application of SDT and NBT by comparing elements of the two complementary frameworks. It also offered an original contribution to research on social exclusion and inclusion by examining their impacts on self-determined motivation, and basic needs satisfaction, as well as testing them in both the laboratory setting and the natural setting.

Ce projet vise à déterminer si l’association présumée entre l’abandon des études chez les membres de la fratrie et le décrochage scolaire est plus ou moins forte en fonction de trois caractéristiques clés de la dyade, c’est-à-dire selon la correspondance des sexes (dyade de même sexe ou de sexe opposé), l’écart d’âge et le fait d’habiter ensemble ou non, à partir d’un échantillon d’adolescents canadiens (N= 545). Un tiers de l’échantillon est composé d’élèves ayant décroché de l’école secondaire, un second tiers d’élèves appariés ayant un profil semblable à celui des décrocheurs, mais ayant persévéré et d’un troisième tiers d’élèves normatifs. Les résultats montrent que les adolescents ayant un membre de la fratrie qui a décroché ont plus de chance de décrocher eux-mêmes que ceux dont la fratrie ne compte pas de décrocheurs. Cette association est plus forte lorsqu’il s’agit de dyades de mêmes sexes que de sexe opposé. De plus, les participants ayant un membre de leur fratrie décrocheur très proche en âge, c’est-à-dire avec un écart de deux ans et moins, ou assez proche en âge, c’est-à-dire avec un écart d’âge de trois à quatre ans, sont particulièrement à risque de décrocher, alors que les risques ne sont pas significativement plus élevés lorsque l’écart d’âge est plus grand, toujours comparativement à ceux sans décrocheurs au sein de la fratrie. Par contre, les résultats ne suggèrent aucun effet modérateur associé au partage ou non d’une résidence commune. Les implications des résultats pour la pratique et la recherche sont discutées. / The goal of this study is to determine whether the sibling dropout-adolescent dropout association depends on three key dyads’ characteristics, including: gender configuration (same-sex or opposite-sex dyad), age difference, and whether the adolescent and his or her dropout sibling live with in the same home or not. The data were collected from a sample of Canadian adolescents (N = 545). One-third of the sample consisted of students who had recently dropped out of high school, one-third were matched students who had a similar profile but persevered, and one-third were normative students not particularly at risk of dropping out. The results of the study show that adolescents with a sibling who has dropped out are more likely to drop out themselves than those with no siblings who have dropped out. This association is stronger when the dyads are of the same sex compared to opposite-sex dyads. In addition, participants who have a dropout sibling very close in age (with a gap of two years or less) or fairly close in age (with a gap of 3 to 4 years, are particularly at risk of dropping out, while the risks are not significantly higher when the age gap is larger, again compared to those without dropout siblings. However, the results do not suggest any moderating effects associated with whether or not a common residence is shared. The results’ implications for practice and research are discussed.

Ce mémoire examine le rôle modérateur de la consommation problématique de substances psychoactives (SPA), particulièrement de cannabis et d’alcool, sur le lien entre l’exposition à des stresseurs ponctuels ou chroniques et le décrochage scolaire. En tenant compte des modèles théoriques et des études empiriques existants, il était d’abord attendu que l’exposition récente à des stresseurs ponctuels ou chroniques ainsi que la consommation de cannabis soient indépendamment associées au décrochage scolaire. En plus de ces liens additifs, il était attendu qu’un effet synergique se produise, multipliant ainsi les risques de décrochage scolaire chez les élèves exposés à ces deux phénomènes simultanément. Ces hypothèses ont été testées auprès d’un échantillon d’adolescents (N = 545) âgés de 14 à 18 ans (M = 16,5; ÉT = 0,9) provenant de 12 écoles situées à Montréal et dans les régions avoisinantes. Cela, à l’aide de régressions logistiques contrôlant pour des variables potentiellement confondantes (p. ex. : niveau d’éducation parental). Les résultats obtenus démontrent un effet additif de la consommation de cannabis (rapport de cote [RC] = 1,46; intervalle de confiance à 95% [IC] = 1,18-1,79) avec l’exposition à au moins un stresseur ponctuel récent (RC = 1,82; IC = 1,91-2,78) ou avec l’exposition à au moins deux difficultés chroniques (RC= 2,49; IC = 1,44-4,29) sur le décrochage scolaire. Toutefois, la consommation d’alcool et le décrochage scolaire ne sont pas indépendamment liés, et aucune interaction n’a été observée entre les variables d’exposition au stress et de consommation problématique. Ces résultats sont discutés en considérant leurs implications théoriques et pratiques. / The aim of this project was to examine the role of substance abuse, specifically alcohol and cannabis, as a moderator of the link between a recent exposure to stress or chronic difficulties and school dropout. Based on theoretical models and empirical studies, we expected that recent exposure to short-term or chronic stressors and problematic cannabis use would be significantly and independently linked to school dropout in an additive way. We also expected a moderating effect of cannabis use on the link between stress and school dropout, multiplying the dropout risks among students exposed to both problems simultaneously. These hypotheses were tested among a sample of adolescents (N = 545) ages 14 -18 years of age (M = 16.5; SD = 9) recruited from 12 schools in and around Montreal, Canada. Also, control variables capturing potentially confounding factors (e.g., parental education) were integrated in multiple logistic regression models. Results showed that problematic cannabis use (RC = 1.46; IC 95% = 1.18-1.79) as well as the exposure to at least one recent stressful event (RC = 1.82; IC 95% = 1.91-2.78) or to at least two chronic difficulties (RC= 2.49; IC 95% = 1.44-4.29) were linked to high school dropout. However, problematic alcohol use was not significantly associated with high school dropout nor did the result show any moderating or interaction effect between the independent variables of interest. The theoretical and practical implications of these results are discussed.

Le décrochage scolaire est un enjeu de taille en raison de ses coûts individuels et sociaux. Des études récentes suggèrent que celui-ci résulte non seulement de l’exposition à des facteurs de risque à long terme, mais aussi de l’exposition proximale à des évènements de vie stressants. Selon le modèle de sensibilisation au stress, le rôle précipitant apparent des stresseurs pourrait être exacerbé chez ceux ayant un historique d’adversité familiale. Cette étude visait à examiner cette hypothèse, en vérifiant d’abord (1) si l’exposition aux évènements stressants et la présence d’adversité familiale perdurant depuis l’enfance étaient directement associées au décrochage scolaire et ensuite (2) si ce type d’adversité exacerbait l’association entre l’exposition à des évènements stressants récents et le décrochage. Ces liens ont été testés auprès d’un échantillon (N = 545) d’adolescents âgés en moyenne de 16 ans (M = 16,5; ÉT = 0,9) surreprésentant les élèves ayant abandonné l’école secondaire avant la diplomation. Au-delà de facteurs confondants potentiels, les résultats suggèrent que les adolescents ayant récemment vécu des évènements de vie stressants sévères sont particulièrement à risque de décrocher, de même que ceux ayant vécu un type d’adversité familiale (ayant mené à un suivi avec la DPJ). Toutefois, les liens directs attendus n’ont pas été observés pour d’autres formes d’adversité familiale (p. ex., problèmes de santé mentale des parents), ni les liens de modération correspondant aux prédictions du modèle de sensibilisation au stress. Ces résultats partiellement concordant avec les hypothèses sont discutés en considérant leurs implications théoriques et pratiques. / High school dropout is a major issue due to its individual and social costs. Recent studies suggest that dropping out results not only from exposure to long-term risk factors, but also from proximal exposure to stressful life events. According to the stress sensitization model, this apparent precipitating role of stressor exposure should be exacerbated among those exposed to family adversity during childhood. The goal of this study was to test this hypothesis, by examining (1) whether exposure to stressful events and the presence of family adversity during childhood were directly associated with high school dropout, and (2) whether this kind of adversity exacerbated the association between exposure to recent stressful events and high school dropout. These associations were tested within a sample (n = 545) of youths aged 16 years old on average (M = 16.5; SD = 0.9) recruited in 12 public high schools located in and around Montreal and overrepresenting early school leavers. After accounting for potential confounders, adolescents who had recently experienced severe stressful life events were found to be more at risk of dropping out, as were those with a history of follow-up with child protection services. However, dropping out was not more frequent among adolescents exposed to other forms of family adversity, namely the presence of family crises and parental chronic mental health problems. Also, the expected sensitization effects were not observed in moderation analyzes. These results partially aligned with hypotheses are discussed in terms of theoretical and practical implications.

Divers modèles théoriques suggèrent que le soutien social peut modérer le lien entre l'exposition à des stresseurs et l'adaptation et la santé mentale (Pearlin et Bierman, 2013). En se centrant sur le lien entre l'exposition récente à des stresseurs et le décrochage scolaire, l’objectif premier de cette étude était d’examiner le rôle modérateur potentiel du soutien offert par les parents, les pairs, le personnel scolaire ou les professionnels de la santé mentale. L'objectif secondaire était de décrire les associations directes entre ces sources de soutien et le décrochage. L'échantillon (n = 545) était composé d'adolescents âgés de 14 à 18 ans (M = 16,5 ; ET = 0,9) de 12 écoles secondaires socio économiquement défavorisées de Montréal et de régions avoisinantes. Des associations bivariées positives entre le soutien des adultes à l'école et des professionnels de la santé mentale et le décrochage scolaire sont devenues non-significatives dans les modèles de régressions logistiques multiples incluant les deux variables indépendantes principales (exposition à des stresseurs et sources de soutien). En effet, dans ces modèles, aucune des sources de soutien n’était significativement associée au décrochage scolaire, en interaction ou directement. Ces résultats suggèrent que les adolescents exposés à davantage d’adversité ont reçu plus de soutien des adultes dans leur l'école et la communauté, mais que ce soutien n'était pas suffisant pour atténuer les impacts néfastes de l’adversité sur la persévérance scolaire ou réduire les risques de décrochage. Ainsi, en contexte d’adversité, le soutien social ordinaire pourrait ne pas être suffisant pour soutenir la persévérance. / Various theoretical models suggest that social support can moderate the impact of stressor exposure on adjustment and mental health outcomes (Pearlin & Bierman, 2013). This study examined whether support offered by parents, peers, school personnel, or mental health professionals moderated the association between recent stressor exposure and high school dropout. The secondary goal was to describe direct associations between these sources of support and high school dropout. The sample (n = 545) consisted of adolescents between 14 and 18 years old (M = 16.5; SD = 0.9) from 12 socioeconomically disadvantaged schools in Montreal and neighbouring regions. Positive bivariate associations between support from adults at school and from mental health professionals and dropout became non-significant in multiple logistic regression analyses including the two main independent variables (stressor exposure and sources of support). In fact, in these models, no form of social support was significantly associated with dropout, either in interaction or directly. These results suggest that adolescents with more needs received more support from adults in their school and community, but that this support was not sufficient to moderate the link between stressor exposure and dropout. Thus, it is possible that when the amount of adversity and stressors in students’ lives is too high, typical support might not be sufficient to buffer their deleterious impact on school engagement and dropout. Keywords: stress, social support, high school dropout, at-risk students, adolescence, moderation effect.

One purpose of this study was to compare outcomes of students who were part of a 9th grade academy during their freshman year with outcomes of students who were not part of a 9th grade academy during their freshman year. Student outcomes are defined for this study to include attendance, promotion rate to 10th grade on time, in-school suspension assignments, Algebra I End-of-Course exam scores, and English I End-of-Course exam scores. The second purpose of this study was to compare outcomes of 10th grade students who were part of a 9th grade academy during their freshman year with outcomes of 10th grade students who were not part of a 9th grade academy during their freshman year. 10th grade student outcomes are defined for this study to include attendance, promotion rate to 11th grade on time, and in-school suspension assignments. Data were collected from a high school located in Western North Carolina over a period of 4 years (2007 - 2011). Independent samples t-tests and one-way Chi Square analyses were used to make comparisons for each outcome of the study. Based on the findings of this study, the promotion rate of 9th grade students to 10th grade on time increased after the implementation of the 9th grade academy. In-school suspension assignments for 10th grade students who were part of a 9th grade academy during their freshman year were also less when compared to those of 10th grade students who were not part of a 9th grade academy. Ninth and 10th grade students who were part of a 9th grade academy tended to have more absences than 9th and 10th grade students who were not part of a 9th grade academy. Little difference was found in the other outcomes of the study.

The purpose of the study was to identify which factors are most closely related to academic success during the freshman year for low socioeconomic students in one urban high school. This was an ex post facto study conducted in one urban high school in East Tennessee. The subjects were students enrolled in the 9th grade during the 2005-2006 and 2006-2007 academic school years. Low socioeconomic students were divided into 2 groups based on academic performance during their freshman year of high school. Students with GPAs of 2.5 or higher were classified as higher performing, low socioeconomic status (HLSES). Students with GPAs of 2.4 or lower were considered lower performing, low socioeconomic status (LLSES). The higher achieving group contained 85 students; the lower achieving group had 292 students. Relationships between 9 predictor variables (ethnicity, gender, involvement in extra curricular activities, scores on 7th grade TCAP reading-language arts and mathematics tests, number of out of school suspension days, literacy scores, mobility rates, and attendance) were examined across the 2 groups. Chi-square tests were conducted to compare the 2 groups with regard to involvement in extracurricular activities, gender, and ethnicity. All remaining quantitative predictor variables were compared using independent t tests. Two sets of multiple regressions were conducted, 1 for the higher performing group and 1 for the lower performing group, to determine which of the predictor variables had the strongest relationship to students' GPAs. From the higher performing group, 10 students were interviewed to uncover the factors they credited as having the biggest impact on their academic success during their freshman year. Significance was found for 8 of the 9 predictor variables. Student mobility was the only non-significant factor between the groups. None of the variables had a significant relationship to the higher performing groups' GPA. Four variables, gender, number of suspension days, number of days absent, and involvement in extracurricular activities were significantly related to students' GPA in the lower performing group. Self-discipline, determination, and guidance from an adult to help them stay focused were the main factors cited for academic success by students during their freshman year.

No description available.