Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference?

Abstract

The aim of this longitudinal study was to examine how depressive and anxiety symptoms affect academic motivation in children, and whether school and family factors could impact academic motivation in spite of the presence of such symptoms. Included in our study were predominantly economically disadvantaged youths aged 13-15 years in a Northeastern US urban public school system. A survey was constructed from

Perceived Weight Discrimination and School Connectedness Among Youth: Does Teacher Support Play a Protective Role?

“…Students who attend schools with positive characteristics such as supportive teachers and a sense of belongingness are more engaged and academically motivated. 51,62 Contrary to our hypothesis, teacher support did not moderate the association between perceived weight discrimination and school connectedness. For many students, the experience of weight discrimination from peers may increase internalized stress.…”

“…The findings from this study indicate that teacher support plays a positive role in student's perceived level of school connectedness. Students who attend schools with positive characteristics such as supportive teachers and a sense of belongingness are more engaged and academically motivated …”

The roles of teacher–student relationship quality and self-concept of ability in adolescents’ achievement emotions: temperament as a moderator

“…H2c: No specific hypotheses were set for the role of teacher-student closeness in anxiety because the related previous results have been contradictory (cf. Arbeau et al 2010;Elmelid et al 2015;Frenzel et al 2007;Goetz et al 2006Goetz et al , 2013; see also Lei et al 2018).…”

Volume 13 Issue 10 Complete Issue

“…According to Malinauskiene, Vosylis and Zakauskiene (2011) anxiety negative related to academic achievement. In this context, understanding the factors of academic perform in school has potentially important implications for the prevention of educational, health and occupational outcomes (Elmelid et al, 2015). Resents years, school-based counselling programs become important in educational system.…”

“…Academic failure has been linked to negative substantial outcomes in childhood (Elmelid, Stickley, Lindblad, Schwab-Stone, Henrich & Ruchkin, 2015). Academic performance and motivation in school may be affected by symptoms of anxiety (American Psychiatric Association & DSM-IV Task Force, 2013).…”