Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study

Zhang, Danhui; Jin, Bihui; Cui, Yiran

doi:10.1007/s12310-021-09456-4

Cited by 18 publications

(17 citation statements)

References 59 publications

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“…Teacher–student closeness was associated with students' aggression over a year later, but not anxiety/depression or rule breaking behaviors. These results contrast with other studies that linked teacher–student closeness with lower levels of depression and externalizing behaviors in students (Joyce & Early, 2014; Lei et al, 2016; Zhang et al, 2022). However, unlike this study, those studies utilized student perceptions of teacher–student relationships or involved younger students.…”

Section: Discussioncontrasting

confidence: 99%

“…However, consistent with DST, relationships depend on the interaction of two or more systems. Consequently, previous studies found that primarily student‐reported teacher–student relationships were associated with internalizing symptoms (Jellesma et al, 2015; Joyce & Early, 2014; Kidger et al, 2012; Zhang et al, 2022) while both teacher and student‐reported teacher–student relationships were associated with externalizing behaviors (Lee & Bierman, 2018; Roorda & Koomen, 2021; Troop‐Gordon & Kopp, 2011). This may be partially due to the reciprocal relationship between externalizing behaviors and teacher–student conflict (Doumen et al, 2008; Mejia & Hoglund, 2016; Roorda & Koomen, 2021) along with the influence of externalizing behaviors on teacher‐reported teacher–student conflict (Hamre et al, 2008).…”

Section: Teacher–student Relationshipsmentioning

confidence: 99%

“…One systematic review found that child-reported supportive teacher-student relationships were associated with better emotional health among adolescents (Kidger et al, 2012). More recent studies also showed that children and adolescents reporting more supportive teacher-student relationships had lower levels of depression (Joyce & Early, 2014;Zhang et al, 2022). Conversely, child-reported teacher-student conflict was associated with greater studentreported anxiety in 9-to 12-year-old students (Jellesma et al, 2015).…”

Section: Teacher-student Relationshipsmentioning

confidence: 99%

“…Thus, the current study examines the unique and interactive effects of stress and teacher–student relationships on concurrent and future psychosocial functioning during early adolescence. While fewer studies have explored the relationship between teacher–student relationships and psychosocial functioning among early adolescents (Lei et al, 2016; Roorda & Koomen, 2021; Zhang et al, 2022), studies among children and adolescents identified that positive teacher–student relationships were associated with better psychosocial functioning and negative teacher–student relationships were associated with poorer psychosocial functioning (Jellesma et al, 2015; Joyce & Early, 2014; Lee & Bierman, 2018; Troop‐Gordon & Kopp, 2011). As children transition to early adolescence, teachers can provide a key developmental context that provides continuity and stability to help youth adapt and develop competence to promote psychosocial functioning consistent with studies of younger and older children.…”

Section: The Present Studymentioning

confidence: 99%

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Teacher–student relationships, stress, and psychosocial functioning during early adolescence

Keane

Evans

Orihuela

et al. 2023

Psychology in the Schools

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Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher–student relationships during early adolescence. This study used a two‐wave longitudinal design to investigate the unique and interactive effects of stress and teacher–student relationships on anxiety/depression, aggression, and rule‐breaking behaviors. The sample included 288 sixth‐ and seventh‐grade students (Mage = 12.01; 54% females; 47% Black, 36% White, 9% Hispanic) and their parents and teachers. Student‐perceived stress and teacher‐reported teacher–student conflict were related to more aggressive and rule breaking behaviors at Wave 1; perceived stress also predicted more anxiety/depression symptoms at Wave 1. Further, teacher‐reported teacher–student closeness predicted less aggressive behaviors over time. The findings suggest that interventions that promote stress management and positive teacher–student relationships may reduce adjustment problems concurrently and over time among early adolescents.

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Section: Discussioncontrasting

confidence: 99%

Section: Teacher–student Relationshipsmentioning

confidence: 99%

Section: Teacher-student Relationshipsmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

See 2 more Smart Citations

Teacher–student relationships, stress, and psychosocial functioning during early adolescence

Keane

Evans

Orihuela

et al. 2023

Psychology in the Schools

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“…The results highlight the potential impact of the school environment on student behavioral health (e.g., school bullying) and mental health (e.g., depression). School climate/identification may also promote factors protecting against depression and school bullying, such as classmate support and teacher–student relationships [ 38 , 39 , 40 , 41 ]. Furthermore, school identification shows a stronger effect size on depressive symptoms than social climate, and the reverse occurs for peer victimization.…”

Section: Discussionmentioning

confidence: 99%

Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China

et al. 2022

IJERPH

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School climate and school identification are two distinct yet closely interrelated components of school environment; both are associated with adolescents’ multiple health behavioral changes. The 15-item Abbreviated version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) and its 5-factor model simultaneously and separately assess these two constructs. This study validated the Chinese version of SCASIM-St15 among 1108 students from junior middle schools, senior middle schools, and vocational high schools in Taizhou city, Zhejiang, China, via an anonymous, self-administered cross-sectional survey. Confirmatory factor analysis supports the 5-factor model of the original SCASIM-St15 with a satisfactory model fit. Its four factors (i.e., student–student relations, staff–student relations, academic emphasis, and shared values and approach) assess school climate; its fifth factor assesses school identification. The subscales of the SCASIM-St15 demonstrate good psychometric properties, including measurement invariance (across sex and school type), good internal consistency, an absence of floor effect, and good external validity with four external variables (depression, peer victimization, classmate support, and teacher–student relationship). However, some substantial ceiling effects were observed. The five subscales differ significantly across the school types but not between males and females. The validated SCASIM-St15 can be applied to simultaneously understand school climate/school identification among Chinese adolescents, which may greatly facilitate future related observational and intervention research.

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The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

Yao

Zhang

et al. 2023

Psychology in the Schools

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Teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning are important contributors to effective teaching and learning, and exploring their relationships and influencing mechanisms can clarify the path to promote teachers' professional development and students' overall growth. In our study, 44 secondary school teachers and 2461 secondary school students completed questionnaires, and a multilevel structural equation model was used to explore the influence of teachers' intrinsic motivation for teaching on students' intrinsic motivation for learning and the mediating role of teachers' motivating style and teacher‐student relationships. The results showed that (1) teachers' intrinsic motivation for teaching was significantly positively correlated with students' intrinsic motivation for learning, and the former had a significant direct effect on the latter; (2) teachers' autonomy‐supporting motivating style, positive teacher‐student relationships, and negative teacher‐student relationships played mediating roles between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning; and (3) teachers' motivating style and teacher‐student relationships played a chained mediating role between teachers' intrinsic motivation for teaching and students' intrinsic motivation for learning.

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Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study

Cited by 18 publications

References 59 publications

Teacher–student relationships, stress, and psychosocial functioning during early adolescence

Teacher–student relationships, stress, and psychosocial functioning during early adolescence

Psychometric Properties of the Abbreviated Version of the Dual School Climate and School Identification Measure–Student (SCASIM-St15) among Adolescents in China

The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships

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