Teacher Support and Mental Well-Being in Chinese Adolescents: The Mediating Role of Negative Emotions and Resilience

Guo, Jianhua; Liu, Ling; Bi-hua, Zhao; Wang, Daoyang

doi:10.3389/fpsyg.2019.03081

Cited by 48 publications

(46 citation statements)

References 82 publications

(93 reference statements)

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“…Of course, great help came both from the school that organized itself to continue the lessons online and from the social platforms. The importance of having continued online schooling went beyond what can be didactically effective, but it was linked to the social function that school plays for adolescents [5]. Furthermore, being able, through this device, to reconstruct a sort of daily "agenda" was certainly helping the overall balance of the children.…”

Section: Resultsmentioning

confidence: 99%

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The psycho-social effects of COVID-19 on Italian adolescents’ attitudes and behaviors

et al. 2020

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Background: COVID-19 is an emerging issue that has significant consequences on psycho-social well-being. Methods: In this regard, a survey was conducted on a large group of adolescents in Italy. The survey investigated four items: concerns and fears, information on the pandemic, provisions of public authorities (e.g., lockdown), and impact on everyday life. Results: Adolescents actively participated in the survey. COVID-19 affected emotions and lifestyle. COVID-19 influenced relationships with peers and parents. There were regional differences. Conclusions: The current research highlighted the remarkable, healthy, and certainly unexpected, emotional balance of the new generations in the face of a sudden, unpredictable phenomenon capable of jeopardizing life itself. While understanding the gravity of the phenomenon and willingly adapting to all the necessary precautions, the adolescents still seemed to express an excellent ability to manage situations of insecurity and to deal with unfavorable and adverse conditions by adapting to the new routine and finding alternative and innovative means of meeting their social and psychological needs.

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Section: Resultsmentioning

confidence: 99%

“…4 Cystic Fibrosis Unit, Istituto G. Gaslini, Genoa, Italy. 5 Department of Paediatrics, Fondazione IRCCS Policlinico San Matteo, University of Pavia, Pavia, Italy. 6 Allergy Clinic, Casa di Cura Villa Montallegro, Via P. Boselli 5, 16146 Genoa, Italy.…”

Section: Authors' Contributionsmentioning

confidence: 99%

The psycho-social effects of COVID-19 on Italian adolescents’ attitudes and behaviors

et al. 2020

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“…The Students’ Perception of E-learning Family Support Questionnaire (SPEFSQ) is a three-dimensional and 14-item instrument that measures student perception of family support in their studies and life ( Khallad and Jabr, 2016 ; Guo et al, 2020 ). It has three dimensions, including environmental support (six items, such as “my parents can provide a quiet environment for my online classes”), emotional support (four items, such as “my parents will fully respect my study arrangements and plans”), and capability support (four items, such as “when I encounter learning problems, my parents can find answers or solutions together with me in time”).…”

Section: Methodsmentioning

confidence: 99%

The Relationship Between Family Support and e-Learning Engagement in College Students: The Mediating Role of e-Learning Normative Consciousness and Behaviors and Self-Efficacy

Hong

Zhang

et al. 2021

Front. Psychol.

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Due to the current COVID-19 pandemic, colleges and universities have implemented network teaching. E-learning engagement is the most important concern of educators and parents because this will directly affect student academic performance. Hence, this study focuses on students’ perceived family support and their e-learning engagement and analyzes the effects of e-learning normative consciousness and behaviors and self-efficacy on the relationship between family support and e-learning engagement in college students. Prior to this study, the relationship between these variables was unknown. Four structural equation models revealed the multiple mediating roles of e-learning normative consciousness and behaviors and self-efficacy in the relationship between family support and e-learning engagement. A total of 1,317 college students (mean age=19.51; 52.2% freshman) voluntarily participated in our study. The results showed that e-learning normative consciousness and behaviors and self-efficacy played significant and mediating roles between students’ perceived family support and e-learning engagement. Specifically, these two individual variables fully mediated the relationship between students’ perceived family support and e-learning engagement. The multiple mediation model showed that family members can increase family support of their children by creating a household environment conducive to learning, displaying positive emotions, demonstrating the capability to assist their children, advocating the significance of learning normative consciousness and behaviors, and encouraging dedicated and efficient learning. The findings complement and extend the understanding of factors influencing student e-learning engagement.

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“…Moreover, the quality of the communication foundation that caregivers and children construct together includes the kinds of engaging and responsive interactions that contribute to language growth both in and out of school (Adamson et al, 2014;Hirsh-Pasek et al, 2015;Perry et al, 2018;Romeo et al, 2018). These family and personal attributes may be more important for left-behind children, as they have little support from parents (Guo et al, 2020).…”

Section: Children's Vocabulary Development In the Early Yearsmentioning

confidence: 99%

Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency

Yang

Shi

et al. 2021

Front. Psychol.

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High-quality teacher-child interactions in early learning environments have been regarded as a key contributor to children’s early language and cognitive development in international scholarships. Little is known, however, about the longitudinal effects of children’s receptive vocabularies in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of preschool teacher-child interaction quality on children’s subsequent receptive vocabulary development in 42 kindergartens in Guangdong Province China. The results in a nested design showed that except for the factor of Emotional Support, the other two factors (Classroom Management and Instructional Support) were positive predictors to children’s vocabulary competency from K2 (T1) to K3 (T2) at preschools. Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children’s language and literacy learning and development. Implications for enhancing communication channels between early childhood (EC) educators and decision-makers, and the strategies of the improvement of language and literacy teachers’ professional development are also discussed.

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Teacher Support and Mental Well-Being in Chinese Adolescents: The Mediating Role of Negative Emotions and Resilience

Cited by 48 publications

References 82 publications

The psycho-social effects of COVID-19 on Italian adolescents’ attitudes and behaviors

The psycho-social effects of COVID-19 on Italian adolescents’ attitudes and behaviors

The Relationship Between Family Support and e-Learning Engagement in College Students: The Mediating Role of e-Learning Normative Consciousness and Behaviors and Self-Efficacy

Language Development in Early Childhood: Quality of Teacher-Child Interaction and Children’s Receptive Vocabulary Competency

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