School Connectedness and the Transition Into and Out of Health‐Risk Behavior Among Adolescents: A Comparison of Social Belonging and Teacher Support

McNeely, Clea; Falci, Christina

doi:10.1111/j.1746-1561.2004.tb08285.x

Cited by 402 publications

(374 citation statements)

References 17 publications

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“…Among social relationships within the school, relationships with teachers seem to play an especially important part in fostering adolescents ' SWB (Cotterel, 2007) and satisfaction with school (Samdal et al, 1998) and reducing the likelihood of initiation of health-risk behaviours (McNeely and Falci, 2004). Importantly, teacher connectednesss has also been found to operate as a compensatory mechanism for lower parental support (Brooks et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…McNeely and Falci (2004) highlight teachers' role as reinforcing behaviours that are sanctioned at school and related this to consistent positive health effects. This is in contrast to connections with peers which can have desirable or undesirable effects on health behaviours depending on the norms in the peer group (McNeely and Falci, 2004). While peer connections are important, teacher connectedness seems to be a good place to start to build the capacities, skills and competencies highlighted by the health asset model.…”

Section: Introductionmentioning

confidence: 99%

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Subjective well-being in adolescence and teacher connectedness: A health asset analysis

García-Moya

Brooks

Morgan

et al. 2014

Health Education Journal

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Objectives: Teacher connectedness is an important factor for young people's wellbeing. The aim of this paper was to examine teacher connectedness in detail and its potential association with emotional well-being. More specifically, we set out to analyse whether teacher connectedness acted as a universal asset for boys and girls of different ages and countries as well as across adolescents with differing perceptions of their performance at school. Methods: Sample consisted of 9,444 young people aged 11, 13 and 15 that had taken part in the WHO collaborative survey Health Behaviour in School-aged Children in Spain and England. After examining differences in teacher connectedness associated with demographic factors, we used general linear models to analyse the relationship between teacher connectedness and emotional well-being (including interactions teacher connectedness by country) across different age and performance-derived groups. Results: Results indicated some significant differences in teacher connectedness associated with age, country, and perceived performance but a consistent positive association between teacher connectedness and emotional well-being regardless of demographic factors, country and perceptions of school performance. Older adolescents and low achievers reported lower level of connectedness to their teachers but the association between teacher connectedness and emotional well-being operated irrespective of adolescents' age and perceived performance at school. Conclusions: Results support the perspective that teacher connectedness can act as a significant health asset that operates irrespective of key demographic factors, while they point to some inequalities in teacher connectedness associated to age and performance at school. These findings have significant implications for health promotion interventions.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Subjective well-being in adolescence and teacher connectedness: A health asset analysis

García-Moya

Brooks

Morgan

et al. 2014

Health Education Journal

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show abstract

“…Also decreases the risk of students being involved in bullying situations. Past and emerging studies (Di Stasio, Savage, & Burgos, 2016, Flaspholer et al, 2009, McNeely & Falci, 2004, Natvig, Albrektsen, & Qvarnstrom, 2001 suggest that when students feel protected by teachers and can talk to them about their problems, they feel empowered. Therefore, those factors seem to decrease the probability of being victimized.…”

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confidence: 99%

Teaching Practices, School Support and Bullying

Rodríguez¹,

Noriega

Cuervo

2017

WJE

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Research in recent years indicates that schools, and in particular teaching practices, play an essential role in preventing bullying. This study's aim is to investigate the direct and indirect relationships between permissive and direct intervention teacher practices, school support and bullying. In a non-probabilistic way, 386 (58.1%) boys and 278 (41.9%) girls from 30 primary schools were selected in a city in the northwest of Mexico. The average age of students was 10.4 years (SD = 1.3 years). From the results of the calculation of a model of structural equations, it is inferred that permissive teaching practices are directly related positively to bullying, whereas direct intervention does it in a negatively. It is seen that both types of practices are indirectly related to bullying through its effects on school support. These findings confirm the role of the teacher in the prevention of bullying.

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“…Diğer bir deyişle, algılanan düşük sosyal destek, riskli davranışlarda artışa sebep olurken; algılanan yüksek sosyal destek riskli davranışların azalmasına yol açmıştır. Bu durum beklenen bir sonuçtur ve ilgili kaynaklardaki önceki çalışmaların bulgularına paraleldir (Barnes ve Farrell, 1992;Repinski, Kucharczak, Laing ve Boyce, 1999;Piko, 2000;Rosenfeld, Richman ve Bowen, 2000;Simantov, Schoen, Klein, 2000;Demaray ve Malecki, 2002;Lagana, 2004;McNeely ve Falci, 2004;Springer, Parcel, Baumler ve Ross, 2005;Siyez ve Aysan, 2007;İnandı vd., 2009;Walsh, Harel-Fisch ve Fogel-Grinvald, 2010).…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Prediction of Risk Behaviours among Turkish Adolescents

Kurt

Ergene

2017

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School Connectedness and the Transition Into and Out of Health‐Risk Behavior Among Adolescents: A Comparison of Social Belonging and Teacher Support

Cited by 402 publications

References 17 publications

Subjective well-being in adolescence and teacher connectedness: A health asset analysis

Subjective well-being in adolescence and teacher connectedness: A health asset analysis

Teaching Practices, School Support and Bullying

Prediction of Risk Behaviours among Turkish Adolescents

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