Date of Award

Summer 8-2-2024

Document Type

Open Access Thesis

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

First Advisor

Dr. Trisha Hopkins

Abstract

Objective of Study. The objective of this study was to examine the impact of positive adult/teacher relationships in juvenile detention educational settings in Minnesota on juvenile offenders’ perceptions of school, as well as their future plans for attending college after high school. Method. Data were obtained from the 2019 administration of the Minnesota Student Survey, involving 280 juvenile offenders (83 girls) from correctional educational facilities. Hypotheses were tested using correlational analyses to examine the relationship between perceived adult/teacher relationships and school perceptions, as well as the association between these relationships and post-high school plans. Results. Results revealed a positive relationship between participants’ perceptions of whether teachers or other adults at school cared about them and participant’s perceptions of school. However, students who planned to go to college after high school did not report significantly more positive adult and teacher relationships compared to students who planned to not graduate. Students who planned to attend college after high school did report receiving significantly more adult support compared to their peers without college aspirations. Furthermore, the study found that students with non-college plans, such as obtaining a GED, joining the military, seeking employment, or pursuing a career certificate or apprenticeship, also reported receiving significantly more adult support compared to those who did not plan to graduate high school. Discussion. Positive adult/teacher relationships serve as an important role for juvenile offenders within educational settings. Such relationships can improve a juvenile offender’s perceptions of school, which in turn may lead them to increased school engagement.

Identifier

SC 11.PsyD.2024.Petruska.D.M.

Download

Share

COinS