Autonomy, Educational Plans, and Self-Esteem in Institution-Reared and Home-Reared Teenagers in Estonia

The study examines autonomy, self-esteem, and educational plans for the future of 109 institution-reared and 106 home-reared teenagers (15-19 years). Teenagers were asked to complete the Teen Timetable Scale (Feldman & Rosenthal), two Emotional Autonomy Scales (Steinberg & Silverberg), the Rosenberg Self-Esteem Scale, and answer questions about their educational plans for the future. Institution-reared teenagers were found to score lower than their home-reared peers on emotional and behavioral autonomy and self-esteem. Furthermore, plans for future education tended to be less extensive among the institution-reared. Institution-reared boys scored higher on emotional autonomy than institution-reared girls. Boys living at home had the highest scores on self-esteem that also set them apart from home-reared girls. Behavioral autonomy and deidealization predicted adolescents’ self-esteem but was not linked to their educational plans. The findings indicate that institutionalization influences children’s autonomy development in a negative manner

Autonomy · Developmental psychology · Educational institution · Institution · Institutionalisation · Pedagogy · Scale (ratio · Self-esteem · Social science · Sociology · Child Welfare and Adoption · Early Childhood Education and Development · Psychology · Social Psychology · Youth Development and Social Support

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