The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature

García-Moya, Irene; Bunn, Frances; Jiménez-Iglesias, Antonia; Paniagua, Carmen; Brooks, Fiona

doi:10.1080/00131911.2018.1424117

Cited by 57 publications

(54 citation statements)

References 88 publications

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“…Some studies have reported that the school is a context where adoptees suffer discrimination, racism, and bullying due to the stigma around adoption or to their different appearance in transracial adoptions (Baden, 2016; Raaska et al, 2012; Soares, Barbosa-Ducharne, Palacios, & Fonseca, 2017). This problem has been detected even in teachers (e.g., McGinnis, Livingston, Ryan, & Howard, 2009), which is shocking, given that social support from teachers has been identified as a fundamental factor for the achievement of positive outcomes and well-being (García-Moya, Bunn, Jiménez-Iglesias, Paniagua, & Brooks, 2018; Pössel et al, 2018).…”

Section: Social Support and Well-beingmentioning

confidence: 99%

Under the Same Label: Adopted Adolescents’ Heterogeneity in Well-Being and Perception of Social Contexts

et al. 2019

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This study compares a sample of 223 adopted adolescents with a nonadopted reference group representative of the Spanish adolescent population from the “Spanish Health Behaviour in School-Aged Children (HBSC) study.” Variables related to the family context, peers, school context, and emotional well-being are compared. Adoptees are not only analyzed as a group, but also according to the type of adoption (domestic or intercountry) and the birth area of origin (Asia, Latin America, and Eastern Europe). The results showed more similarities than differences between the whole group of adoptees and the reference group, as well as heterogeneity within the adoptees depending on their origin.

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Section: Social Support and Well-beingmentioning

confidence: 99%

Under the Same Label: Adopted Adolescents’ Heterogeneity in Well-Being and Perception of Social Contexts

et al. 2019

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“…They generally attribute scoping studies a comprehensive coverage. Our decision to conduct a scoping review was based on three reasons: First, as preliminary literature searches on the PET’s personality revealed that research in this field is diverse and the understanding of personality vague, a scoping review that typically does not try to find an answer to a specific question but summarizes what questions have been asked, seemed to be appropriate (McEvoy et al, 2015; García-Moya et al, 2018). Second, we were interested in the identification of certain characteristics or concepts related to personality and in mapping, reporting or discussing these with finally suggesting practical implications – according to Munn et al (2018) indications for a scoping review and therefore again supporting our decision.…”

Section: Methodsmentioning

confidence: 99%

Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

et al. 2019

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The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g., teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do, e.g., not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting, e.g., that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show, e.g., that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g., knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e., transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights.

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“…Similarly, research with college and university students highlights how different forms of connectedness can affect, both positively and negatively, health and wellbeing outcomes (Conway et al, 2018; Hunt & Burns, 2017), with calls for better definitions of connectedness (Jorgenson et al, 2018). In a recent scoping review of literature, Garcia-Moya et al (2019) suggest that school connectedness is made up of two constructs: (a) The young person’s feelings towards the school as an institution and (b) The perception of specific relationships at school, particularly relationships with teachers. The same team is currently leading a study aimed at understanding the antecedents of teacher connectedness, to be able to maximise the public health potential of this relationship (The Teacher Connectedness Project, n.d.…”

Section: Connectedness and Healthmentioning

confidence: 99%

“…Internationally, connectedness research (e.g. Garcia-Moya et al, 2019;Rutter, 1982) has been consistent in highlighting the importance of social and relational factors to child and adolescent development, with impacts upon long-term achievements including academic attainment, social success and health outcomes (e.g. Resnick et al, 1997;Rutter, 1982;Sieving et al, 2014).…”

Section: Connectedness and Healthmentioning

confidence: 99%

Delivering developmentally appropriate health care: Roles for psychologists as members of the multi-disciplinary health care team

Dovey-Pearce

Rapley

McDonagh

2020

Clin Child Psychol Psychiatry

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There is increasing global attention on the health and wellbeing needs of young people. Preventive and proactive approaches will likely lead to the clearest dividends for young people, their own children and wider society. A brief overview of the international context for young people’s health care is given. As well as influencing policy, there are important roles for the health care team, including psychologists, to influence the organisations they work within, advocating for the needs of young people and their families. This is the focus of this article. The concept of developmentally appropriate health care (DAH) for young people is explored. It could help when planning services and approaches that respond to the needs of young people. Building relationships is likely to be key, to connect with young people to help them make health and wellbeing decisions, and provide individualised support. The ‘connectedness’ research could also be helpful in looking beyond the health care evidence. A key challenge for psychologists and their multi-disciplinary health care colleagues, in practice and research, is to move away from a reliance on binary, easier-to-measure health and wellbeing outcomes and, instead, find ways to promote and measure developmental outcomes that are meaningful to young people and their families.

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The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature

Cited by 57 publications

References 88 publications

Under the Same Label: Adopted Adolescents’ Heterogeneity in Well-Being and Perception of Social Contexts

Under the Same Label: Adopted Adolescents’ Heterogeneity in Well-Being and Perception of Social Contexts

Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

Delivering developmentally appropriate health care: Roles for psychologists as members of the multi-disciplinary health care team

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