Most research on the effects of computing on students' educational performance and progress has examined direct relationships between computer-based activities and schoolwork and/or attitudes about school and education. This study, based on a sample of participants in a comprehensive, school-centered computer distribution program in New York City, explored the hypothesis that low-income, ethnically diverse adolescents use home computing resources to meet their basic psychological needs and that it is through the fulfillment of these needs that they experience the greatest positive effects (including school-related outcomes) of computers. It was expected that positive impacts would be observed with greater frequency among students who used computers most at home. Student surveys, journals, and focus group interviews were used to investigate daily computing activity; subjective experiences of sharing, receiving, learning, and pride around computing; self-reported impact of home computing; and school-related attitudes and expectations. Results support the hypotheses, suggesting that when students engage in home computing practices that maximize psychological need fulfillment, they are more likely to report positive attitudes about school, themselves, and the impact of home computing thereon. (SM)