Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review

Krane, Vibeke; Karlsson, Bengt; Ness, Ottar; Kim, Hesook Suzie

doi:10.15714/scandpsychol.3.e11

Cited by 54 publications

(50 citation statements)

References 42 publications

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“…According to SDT, positive influence, such as teacher support, is an important psychosocial factor for intrinsic motivation, growth and well-being (Deci & Ryan, 2015;Reeve & Jang, 2006). In the systematic review by Krane et al (2016), support, closeness and respect were indicators of a good teacher-student relationship, which have been associated with students' positive mental health. Trust, choice, practical advice, understanding, accept and care from teacher to student, are some of the aspects in the items that measure teacher support in the present study.…”

Section: Discussionmentioning

confidence: 99%

“…Previous research provides good coverage for a positive relation between teacher support and mental well-being. Krane et al (2016) found that teacher support could be associated with positive mental wellbeing among students in North America, based on both qualitative and quantitative research methods. Studies from Norway also give empirical support for a relationship between teacher support and positive mental health outcomes.…”

Section: Discussionmentioning

confidence: 99%

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Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging

Brandseth¹,

Håvarstein²,

Urke³

et al. 2019

Nor J Epidemiol

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Knowledge about factors in school that can promote adolescents' mental health is of great value for national health policies and health promotion work. This cross-sectional study investigated levels of mental wellbeing measured with the Warwick-Edinburgh Mental Well-being Scale and the relationship with teacher support and class belonging among 574 Norwegian high school students, aged 16-17 (55.1% boys). The data stem from the COMPLETE-project. Results showed that students reported an average mental wellbeing of 3.50 (SD 0.88, range 1-5), with significant differences across gender, study specialization area and socioeconomic status groups. Class belonging partially mediated the observed relationship between teacher support and mental well-being after adjusting for covariates. The findings indicate that a supportive teacher may be a significant factor for both students' class belonging and mental well-being, and suggests that school policies and programs should include a focus on promoting teachers' supportive behavior.This is an open access article distributed under the Creative Commons Attribution Licence, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging

Brandseth¹,

Håvarstein²,

Urke³

et al. 2019

Nor J Epidemiol

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show abstract

“…The project explores practice focused on the relational, embodied and sensuous in teaching. 5 Research on quality in teaching shows the importance of the teacher for the pupils' learning (Danielsen, 2018, Drugli 2012Krane, Karlsson, Ness & Kim 2016;Timperley, Wilson, Barrar & Fung, 2007). However, this research has primary focus on teaching methods and learning theories in the practice of pedagogy, and not on the competence connected to the practitioner.…”

Section: Studies Of Relational Competence and Self-focusmentioning

confidence: 99%

Professional orality as a special field of knowledge in teacher education – a position paper

Østern¹,

Schøien

2019

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An important part of teachers’ work constitutes being seen, heard and understood in communicative practice in encounters with pupils, colleagues and parents. This performative relational communication practice is a cross-disciplinary competence, which, independent of subject, is of great importance for the performance of pedagogical practice. The teaching profession is a phonic profession, and personal expression through language, voice, body, gaze and face is of decisive importance in a teacher’s daily work. In this position paper the elements of this competence are described. The authors identify and make visible how it can be trained, developed and learnt. They make an argument for professional orality (PO) as a transdisciplinary field of knowledge and compound competence in need of exploration and research. Based on a review of relevant research the authors outline three perspectives on teaching and research in the field of knowledge connected to PO: ethics, teaching and learning of PO with a performative and aesthetic approach, and adults’ transformative learning. The characteristics of training of PO are illustrated through development of a basic arts educational model. In the conclusion the challenges regarding developing a vocabulary for the teaching and learning of PO are presented, and the distinct areas in need of exploration and research are acknowledged.

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“…Uma situação de pobreza não pode ser considerada um risco, em si mesma, mas pelos déficits que acarreta. Só se pode falar que a pobreza é uma condição de risco se desencadear situações comprometedoras ao bom desenvolvimento (Krane, Karlsson, Ness & Kim, 2016).…”

Section: P10unclassified

“…Concepção de Profissionais da Educação e disseminar conhecimento funciona como um local para a promoção de qualidade de vida, saúde e bem-estar social e individual (Krane, Karlsson, Ness & Kim, 2016). Assim, compreender os conceitos de "resiliência acadêmica" tem sua relevância para profissionais da educação, já que a partir do conhecimento desse conceito é possível refletir, encontrar forças e recursos nas histórias de vida dos alunos e, assim, promover o crescimento e o desenvolvimento de todos nesse espaço.…”

unclassified

Mecanismos Promotores e Dificultadores da Resiliência Acadêmica: Concepção de Profissionais da Educação

et al. 2019

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O objetivo deste estudo, de natureza exploratória e descritiva, foi analisar a percepção de dez profissionais da educação sobre mecanismos promotores e fatores que dificultam a resiliência acadêmica no ensino fundamental. As informações foram obtidas utilizando-se um questionário. A análise dos dados foi pautada na abordagem qualitativa proposta por Bardin. Os resultados foram: a) mecanismos de proteção: diálogo, trabalho junto a órgãos de proteção, participação dos pais, inserção de um psicólogo no ambiente escolar; b) fatores de risco: problemas familiares, violência, questões financeiras, falta de amor à profissão e ao aluno. A escola estudada pode ser caracterizada como resiliente, reflexiva e dinâmica.

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Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review

Cited by 54 publications

References 42 publications

Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging

Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging

Professional orality as a special field of knowledge in teacher education – a position paper

Mecanismos Promotores e Dificultadores da Resiliência Acadêmica: Concepção de Profissionais da Educação

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