Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

SPSP Annual Meeting 2010

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Personality and Social Psychology Bulletin
This Article
Right arrow Full Text (OnlineFirst PDF)
Right arrow All Versions of this Article:
0146167207301014v1
33/6/883    most recent
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Sheldon, K. M.
Right arrow Articles by Krieger, L. S.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Sheldon, K. M.
Right arrow Articles by Krieger, L. S.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Article

Understanding the Negative Effects of Legal Education on Law Students: A Longitudinal Test of Self-Determination Theory

Kennon M. Sheldon1* Lawrence S. Krieger2

1 University of Missouri-Columbia
2 Florida State University

* To whom correspondence should be addressed. E-mail: sheldonk{at}missouri.edu.


  Abstract
Longitudinal studies suggest that law school has a corrosive effect on the well-being, values, and motivation of students, ostensibly because of its problematic institutional culture. In a 3-year study of two different law schools, the authors applied self-determination theory's (SDT) dynamic process model of thriving to explain such findings. Students at both schools declined in psychological need satisfaction and well-being over the 3 years. However, student reports of greater perceived autonomy support by faculty predicted less radical declines in need satisfaction, which in turn predicted better well-being in the 3rd year and also a higher grade point average, better bar exam results, and more self-determined motivation for the first job after graduation. Institution-level analyses showed that although students at both schools suffered, one school was perceived as more controlling than the other, predicting greater difficulties for its students. Implications for SDT and for legal education are discussed.

First published on May 4, 2007, doi:10.1177/0146167207301014

Personality and Social Psychology Bulletin 2007;33:883.

A more recent version of this article appeared on June 1, 2007

Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Pers Soc Psychol BullHome page
M. Milyavskaya, I. Gingras, G. A. Mageau, R. Koestner, H. Gagnon, Jianqun Fang, and J. Boiche
Balance Across Contexts: Importance of Balanced Need Satisfaction Across Various Life Domains
Pers Soc Psychol Bull, August 1, 2009; 35(8): 1031 - 1045.
[Abstract] [PDF]