| The purpose of this study was to examine the relationship among autonomous self-regulation, motivational environments and personal variables of refugee youth participants ages 13-16. The sample consisted of two groups of refugee youth (veterans, n=5; novices, n=14) selected from refugee youth previously engaged in a pilot study and those who voluntarily enrolled in this study. These two groups of participants were randomly assigned to two teams (n1=8; n2=9).;Two levels of hierarchical linear models (HLM) with repeated observations nested within participants were utilized to test research hypotheses. Time in the United States was a significant predictor of a higher level of autonomous self-regulation (t = 2.14, p < .05). Previous experience in the AAU EXCELS Academy was also a significant predictor of autonomous self-regulation (t = 2.78, p < .05). Team planning conducted in an autonomy-supportive environment resulted in higher levels of self-regulation compared to a controlled environment (t = 3.30, p < .01). There was no interaction effect between participants' variables and a type of motivational environment.;Based on self-determination theory, staged experiences were animated by trained AAU EXCELS Academy staff to construct both autonomy-supportive and controlled environments. During a planning period, each of two types of motivational environments was implemented with the two teams. Immediately following the planning period, study participants were asked to complete the SS-RQP. Data for the SS-RQP were collected two times a session for four consecutive weekend sessions. |
