The developmental trajectories of teacher autonomy support and adolescent mental well-being and academic stress

IF 3.2 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Social Psychology of Education Pub Date : 2024-05-09 DOI:10.1007/s11218-024-09923-1

Sara Madeleine Kristensen, Lucas Matias Jeno

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Abstract

This study investigated the developmental impact of teacher autonomy support on changes in students’ mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline M_age = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education. Academic stress, on the other hand, increased during this period. Findings from the parallel process latent growth curve model indicated that the initial status and change in teacher autonomy support were positively and negatively related to the initial levels and trajectories of mental well-being and academic stress, respectively. Girls experienced a higher level of academic stress and lower mental well-being and teacher autonomy support at the beginning of upper secondary school. Students with a higher socioeconomic status reported higher initial mental well-being and teacher autonomy support than others but also a more rapid decline in teacher autonomy support throughout upper secondary school. This study provides new insights into academic, psychological, and affective processes and their interrelationships during upper secondary school.

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教师自主支持与青少年心理健康和学业压力的发展轨迹

本研究调查了教师自主支持对高中学生心理健康和学业压力变化的发展影响。样本包括1453名挪威学生（基线年龄=17.00；60.6%为女生；80.9%在挪威出生）。无条件潜增长曲线模型的结果显示，在为期三年的教育过程中，感知到的教师自主支持和心理健康水平都有所下降。而在此期间，学业压力则有所增加。平行过程潜成长曲线模型的结果表明，教师自主支持的初始状态和变化分别与心理健康和学业压力的初始水平和轨迹呈正相关和负相关。女生在高中起始阶段的学业压力水平较高，而心理健康水平和教师自主支持水平较低。与其他学生相比，社会经济地位较高的学生最初的心理健康水平和教师的自主支持水平较高，但在整个高中阶段，教师的自主支持水平下降得更快。这项研究为高中阶段的学业、心理和情感过程及其相互关系提供了新的视角。

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来源期刊

Social Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

5.40

自引率

3.40%

发文量

期刊介绍： The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit. Several textbooks have been published and a variety of courses are being offered on the `social psychology of education'', but no journal has hitherto appeared to cover the field. Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations Theoretical interests: achievement motivation attitude theory attribution theory conflict management and the learning of pro-social behaviour cultural and social capital discourse analysis group dynamics role theory social exchange theory social transition social learning theory status attainment symbolic interaction the study of organisations Research methods: comparative research experiments formal observations historical studies literature reviews panel studies qualitative methods sample surveys For social psychologists with a special interest in educational matters, educational researchers with a social psychological approach.