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Salter D, Neelakandan A, Wuthrich VM. Anxiety and Teacher-Student Relationships in Secondary School: A Systematic Literature Review. Child Psychiatry Hum Dev 2024:10.1007/s10578-024-01665-7. [PMID: 38446364 DOI: 10.1007/s10578-024-01665-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/07/2024] [Indexed: 03/07/2024]
Abstract
Anxiety disorders are the most prevalent mental disorders experienced by adolescents. As students spend a significant amount of time within a school environment, it is not surprising that factors in the school environment have been linked to student mental health. Positive teacher-student relationships (TSRs) in children have been found to improve student mental health outcomes, with supportive TSRs associated with reduced student anxiety, and in turn, student anxiety has also been associated with reduced poorer TSR quality. The findings in adolescents are less clear. This review aimed to systematically evaluate the impact of TSRs on anxiety in secondary school students, and vice-versa using PRISMA guidelines. Searches were conducted in five databases and studies screened against inclusion and exclusion criteria, and rated for study quality by two independent researchers. Twenty-six studies across 12 countries were included. Most studies reported higher quality TSRs (e.g., those that are perceived as more supportive, caring, and warm) was associated with decreased anxiety. Conversely, TSRs that were characterised by dependence, motivational support, conflict, or harassment, were associated with increased anxiety. Most studies used a cross-sectional design and as such conclusions regarding causality as well as the direction of the effects cannot be made. However, early evidence from a limited number of longitudinal studies indicated that positive TSRs reduced anxiety over time. Future research is warranted to investigate whether anxiety affects TSRs, as well as exploring specific strategies and approaches teachers can use to establish positive relationships with their students.
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Affiliation(s)
- Darby Salter
- School of Psychological Sciences, Macquarie University, Sydney, Australia
| | - Aswathi Neelakandan
- School of Psychological Sciences, Macquarie University, Sydney, Australia
- Macquarie University Lifespan Health & Wellbeing Research Centre, Macquarie University, Sydney, Australia
| | - Viviana M Wuthrich
- School of Psychological Sciences, Macquarie University, Sydney, Australia.
- Macquarie University Lifespan Health & Wellbeing Research Centre, Macquarie University, Sydney, Australia.
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Huang L, Al-Rashidi AH, Bayat S. Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment. BMC Psychol 2024; 12:124. [PMID: 38439089 PMCID: PMC10913244 DOI: 10.1186/s40359-024-01602-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2024] [Accepted: 02/18/2024] [Indexed: 03/06/2024] Open
Abstract
Teacher support encompasses the provision of educational, instrumental, sentimental, or evaluative assistance by a teacher to a student, regardless of the setting. Learning a new language brings with it different ups and downs that may hinder the actual progress of the learners. The journey of learning may be made easier by supportive instructors. During the course of this inquiry, two groups (85 participants in total) including the experimental and control groups were chosen to gauge the influence of Teacher support in virtual instruction on English as a foreign language (EFL) learners' progress, academic immunity, and academic enjoyment. In contrast to the experimental group (EG, n = 42), which had the chance to connect with a teacher in order to ask questions and get feedback plus the off-line education, the control group (CG, n = 44) was subjected to off-line instruction of language input (Top Notch 3). The status of the participants' language growth, immunity, and enjoyment was investigated both before and after the treatment. The findings of independent samples t-tests as well as the multivariate analysis of variance (MANOVA) indicated that learners in EG did much better than their counterparts in CG. In addition, the ramifications and recommendations for potential future directions are analyzed.
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Affiliation(s)
- Lan Huang
- School of Humanities and Foreign Languages, Hunan Agricultural University, 410125, Hunan, China
| | - Anwar Hammad Al-Rashidi
- Department of Psychology, College of Education, Prince Sattam Bin Abdulaziz University, Al-Kharj, Saudi Arabia
| | - Sania Bayat
- Department of English Literature, Faculty of Foreign Languages, Rasht Branch, Islamic Azad University, Rasht, Iran.
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Wang K. Grammar enhancement in EFL instruction: a reflection on the effects of self-evaluation, teacher support, and L2 grit. BMC Psychol 2024; 12:15. [PMID: 38178241 PMCID: PMC10768100 DOI: 10.1186/s40359-023-01504-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 12/22/2023] [Indexed: 01/06/2024] Open
Abstract
Advancement in learning grammar and using it practically is one of the challenges of English as foreign learners (EFL) learners. Its progression may be expedited or slowed down by a variety of causes. Among the crucial factors, the possible effects of self-evaluation, teacher support, and L2 grit were still untouched which is the target of the current research. In so doing, 86 EFL students at the intermediate level were divided into two groups (i.e., experimental group and control group). The students in the control group (CG) are exposed to normal education, whereas learners in experimental group (EG) get extra instruction to practice self-evaluation and L2 Grit. Moreover, the emphasis on the teacher's position as a facilitator and supporter was more prominent in the EG. Based on data screening which was completed via one-way ANCOVA, learners in EG were more successful in grammar assessment due to the treatment. Further research avenues and educational implications were elaborated upon.
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Affiliation(s)
- Kelu Wang
- School of Foreign Languages, Leshan Normal University, 614000, Leshan, China.
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Li L, Heydarnejad T. May I come in? A probe into the contributions of self-esteem, teacher support, and critical thinking to anxiety and shyness in language classes. BMC Psychol 2024; 12:7. [PMID: 38167544 PMCID: PMC10759425 DOI: 10.1186/s40359-023-01501-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2023] [Accepted: 12/21/2023] [Indexed: 01/05/2024] Open
Abstract
Many students feel uncomfortable when obliged to communicate in English. Students' fear of speaking English is influenced by psychological reasons such as the fear of failing, being misunderstood, and making grammatical errors. Students' active participation in English class discussions might be hindered by shyness, nervousness, lack of confidence, and motivation. Helping these reserved students gain self-assurance and perfect their spoken English is a top priority for all English language instructors. In the classroom, teachers may use some simple methods to encourage their reserved students to open up and speak English with more ease and confidence. The existing literature on students' shyness shows that the gap in this realm is great and a critical look is needed. To this end, the current research intended to gauge the effects of self-esteem, teacher support, and critical thinking on anxiety and shyness in language classes. 385 language learners attending English language institutions took part in this research. They were at intermediate and upper intermediate levels. The findings of both confirmatory factor analysis (CFA) and structural equation modeling (SEM) point to the fact that improving students' self-esteem, teacher support, and critical thinking may have a moderating effect on students 'anxiety and shyness in language learning. The implications of this inquiry may be advantageous for language learners, language instructors, as well as policymakers.
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Affiliation(s)
- Lei Li
- School of History and Culture, Northeast Normal University, Changchun, 130024, People's Republic of China
| | - Tahereh Heydarnejad
- Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran.
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Hejazi SY, Sadoughi M, Peng JE. The Structural Relationship Between Teacher Support and Willingness to Communicate: The Mediation of L2 Anxiety and the Moderation of Growth Language Mindset. J Psycholinguist Res 2023; 52:2955-2978. [PMID: 37935808 DOI: 10.1007/s10936-023-10026-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/11/2023] [Indexed: 11/09/2023]
Abstract
The important role of willingness to communicate (WTC) in facilitating second language (L2) learning and use has been widely endorsed. However, few studies have examined how teacher support in an L2 class may predict students' L2 WTC. Such a relationship may also be mediated by learners' L2 anxiety, a typical predictor of L2 WTC, and moderated by learners' beliefs about the malleability of their language learning ability, a construct known as growth language mindset. Framed from the Control-Value Theory (Pekrun, in Educ Psychol Rev 18(4):315-341, 2006) and the Language-Mindset Meaning System (Lou and Noels, in: Lamb, Csizér, Henry, Ryan (eds) The Palgrave handbook of motivation for language learning, Palgrave Macmillan, 2019a, System 86:102126, 2019b), this study aimed to investigate the relationships between teacher support, L2 anxiety, growth language mindset, and L2 WTC. The data were collected from 551 English-as-a-Foreign-Language (EFL) learners in Iran and analyzed using structural equation modeling (SEM). The results showed that teacher support was directly and positively associated with L2 WTC, and this relationship was significantly mediated by L2 anxiety. The relationship between teacher support and L2 WTC, however, was only significant among learners with medium and high levels of growth language mindset. In addition, growth language mindset also moderated the negative relationship between L2 anxiety and L2 WTC, with this relationship being weaker among learners with higher levels of growth language mindset. Finally, theoretical and pedagogical implications and directions for future research are presented.
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Affiliation(s)
- S Yahya Hejazi
- English Department, Faculty of Persian Literature and Foreign Languages, Semnan University, Semnan, Iran
| | - Majid Sadoughi
- Psychology Department, Faculty of Humanities, University of Kashan, Kashan, Iran
| | - Jian-E Peng
- Department of Foreign Languages and Literature, College of Liberal Arts, Shantou University, 243 Daxue Road, Shantou, Guangdong, China.
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Zhang Y. EFL learners' boredom coping strategies: the role of teacher-student rapport and support. BMC Psychol 2023; 11:397. [PMID: 37978568 PMCID: PMC10656883 DOI: 10.1186/s40359-023-01446-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2023] [Accepted: 11/13/2023] [Indexed: 11/19/2023] Open
Abstract
BACKGROUND A significant issue in the language education context is examining the coping strategies that learners apply to combat boredom in the class environment. As a significant contextual element affecting different dimensions of learners' acquisition, teacher support in general education has been extensively studied but widely neglected in the English as a Foreign Language (EFL) setting. Also, having a relationship with a teacher can help a learner cope better with school challenges as the teacher can act as a reference for the learner. METHODS To this end, 268 EFL learners participated to fill out the three scales namely, Teacher Support, Teacher-Student Rapport (T-SR), and learners' Boredom Coping Strategies (BCS). RESULTS Using multiple regressions, the results revealed that there are constructive links between these concepts as they affect learners' BCS, and both T-SR and teacher support were predictors of learners' BCS while the better predictor was teacher support. CONCLUSIONS As a result, it can be assumed that these two elements can enhance the students' BCS in language acquisition which ends in declining boredom. Additionally, this research may have further implications for the team members of language teaching in academic environments.
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Affiliation(s)
- Yanbo Zhang
- School of Foreign Languages, Zhengzhou Shengda University, Zhengzhou, Henan Province, 450000, People's Republic of China.
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Yang L, Xiong Y, Gao T, Li S, Ren P. A person-centered approach to resilience against bullying victimization in adolescence: Predictions from teacher support and peer support. J Affect Disord 2023; 341:154-161. [PMID: 37625702 DOI: 10.1016/j.jad.2023.08.089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/26/2023] [Revised: 08/15/2023] [Accepted: 08/16/2023] [Indexed: 08/27/2023]
Abstract
BACKGROUND There is ample evidence that bullying victimization typically has deleterious effects on the developmental outcomes of adolescents, while little research attention has been paid to those who show "resilient" despite the stress associated with being bullied. This study aimed to identify such a group according to the severity of exposure to bullying victimization and psychological adaptation in terms of negative (i.e., depressive symptoms) as well as positive (i.e., subjective well-being) aspects, and to examine their associations with interpersonal sources in school ecology (i.e., teacher support and peer support) using a short-term longitudinal design. METHODS Latent profile analysis was performed on a sample of 2339 adolescents in junior high schools (Mage = 12.97 ± 0.58 years, 51.1 % boys). RESULTS The presence of a resilient (8.0 %) profile was identified, along with three other distinct profiles: normative (59.2 %), vulnerable (29.0 %), and adverse (3.8 %). Despite experiencing bullying victimization of comparable severity, adolescents who reported more teacher support and peer support were more likely to classify to the "Resilient" profile. LIMITATIONS A broader range of malleable resource factors should be considered to enhance a nuanced understanding of what resource factors contribute to resilience. Multiple reporting sources should be applied to overcome information bias. And the results need to be verified across different cultural contexts, age groups, and regions. CONCLUSIONS These findings add a new contribution to the literature by highlighting the utility of a person-centered approach in the field of victimization resilience studies and the important roles of teacher and peer support against bullying victimization. Future prevention and early intervention could consider support from teachers and peers as potentially robust and malleable targets.
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Affiliation(s)
- Liu Yang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yuke Xiong
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Ting Gao
- School of Education, Renmin University of China, Beijing, China
| | - Simeng Li
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Ping Ren
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China.
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Schnepf SV, Boldrini M, Blaskó Z. Adolescents' loneliness in European schools: a multilevel exploration of school environment and individual factors. BMC Public Health 2023; 23:1917. [PMID: 37794392 PMCID: PMC10548635 DOI: 10.1186/s12889-023-16797-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Accepted: 09/20/2023] [Indexed: 10/06/2023] Open
Abstract
BACKGROUND Loneliness has been recognized as a public health issue and has moved into a number of European countries' policy agendas. Literature examining loneliness in young people (and especially in adolescents) is scarce, but it does show that at this age feelings of loneliness have been increasing in recent decades and are detrimental for both adolescents' current and future well-being. In order to explain loneliness, current literature focuses generally on individual, rather than on broader, environmental characteristics. This study examines school associates of loneliness and compares their importance to those at the individual level because schools are the most important places in which adolescents are socially embedded. In addition, policy interventions on loneliness might be more feasible at the school than the individual level. METHODS This study uses a single-item measure of adolescents' loneliness feelings in schools and exploits rich data from the Programme for International Student Assessment (PISA 2018) on 23 European countries covering 118,698 students (50.2% female) in 4,819 schools. This study applies multi-level models to investigate school level factors jointly with those at the individual level. RESULTS Differences between European schools can explain a 20% variation in feelings of loneliness, thereby indicating the importance of the school environment. Furthermore, adolescents' bullying experiences and a bullying climate in school more than doubles incidences of loneliness. In addition, a cooperative climate as well as teacher support can considerably decrease school loneliness. Cross-level interactions do exist: being from a lower socioeconomic background for instance, while not important generally, increases loneliness feelings if most of the school peers are from a better socioeconomic background. School factors appear to be more important for explaining young people's loneliness incidence than individual characteristics. CONCLUSION This is the first study to compare school level and individual level factors relating to youth loneliness in schools throughout Europe. Results emphasizing the importance of school environment for explaining adolescents' loneliness suggest that school level initiatives may be most appropriate in tackling loneliness when compared to wider and less contextualized national policies that focus on adolescents outside of school.
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Affiliation(s)
| | | | - Zsuzsa Blaskó
- European Commission, Joint Research Centre and ICF, Brussels, Belgium
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García-Moya I, Díez M, Paniagua C. Stress of school performance among secondary students: The role of classroom goal structures and teacher support. J Sch Psychol 2023; 99:101222. [PMID: 37507190 DOI: 10.1016/j.jsp.2023.05.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2021] [Revised: 01/20/2023] [Accepted: 05/21/2023] [Indexed: 07/30/2023]
Abstract
With concern growing about the increasing levels of school stress among secondary school students, examining its associations with students' perceptions of important elements in classroom climate can offer valuable scientific information. However, there is minimal research about the role of perceived classroom goal structures and teacher support in school stress. In addition, most research on classroom goal structure has not made a distinction between performance-approach structures and performance-avoidance structures, which may have different effects on school stress. The aim of the present study was to examine the role of classroom goal structures and teacher support in students' stress linked to school performance. We also examined the potential moderating effect of teacher support in the association between classroom goal structures and stress. Our sample consisted of 4768 secondary school students aged 11-17 years (Mage = 13.74; 47.9% boys) from 54 schools in Andalusia, Spain. Consistent with the study's aims, hierarchical multilevel multiple regression was used to examine the relationships between mastery goal structure, performance-approach goal structure, performance-avoidance goal structure, and teacher support on our stress of school performance outcome. After controlling for gender, age, and previous academic achievement, performance-avoidance goal structure was significantly associated with higher levels of stress of school performance (p < .01). Furthermore, perceived classroom goals and teacher support tended to work together, with the role of performance-approach goal structure being dependent on the levels of mastery goal structure and teacher support (p < .05). Practical implications from these findings and future research directions are discussed.
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Affiliation(s)
- Irene García-Moya
- Department of Developmental and Educational Psychology, Universidad de Sevilla, Spain.
| | - Marta Díez
- Department of Developmental and Educational Psychology, Universidad de Sevilla, Spain
| | - Carmen Paniagua
- Department of Developmental and Educational Psychology, Universidad de Sevilla, Spain
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Frühauf M, Hildebrandt J, Mros T, Zander L, McElvany N, Hannover B. Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning. Soc Psychol Educ 2023:1-41. [PMID: 37362049 PMCID: PMC10257183 DOI: 10.1007/s11218-023-09793-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Accepted: 05/02/2023] [Indexed: 06/28/2023]
Abstract
Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; Mage = 26.29 years; 75.2% female) and school students' (Study 2; Mage = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs school students in a task while either saying that learning gains differed (stereotype activation) or did not differ (no stereotype activation) between immigrant and non-immigrant students. Study 1 shows that preservice teachers, regardless of their own cultural background, perceived the Turkish origin teacher as less biased, even when she voiced the stereotype, and as more motivationally supportive of school students in general than the German origin teacher. Study 2 shows that in contrast, among school students, the minority teacher was not perceived as less biased than the majority teacher. Rather, immigrant school students, in particular those with Turkish roots, were more concerned than students of the German majority that the teacher-irrespective of her background-was biased. Interestingly, these differences between students from different backgrounds disappeared when the teacher said that learning gains differed between immigrant and non-immigrant students. Immigrant school students of non-Turkish backgrounds, but not Turkish origin students suffered in their learning when instructed by the Turkish origin teacher who voiced the stereotype. We discuss implications for teacher recruitment.
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Affiliation(s)
- Madita Frühauf
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Johanna Hildebrandt
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Theresa Mros
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | | | - Nele McElvany
- Institut Für Schulentwicklungsforschung IFS (Institute for School Development Research), Technische Universität Dortmund, Dortmund, Germany
| | - Bettina Hannover
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
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Dadvand B, van Driel J, Speldewinde C, Dawborn-Gundlach M. Career change teachers in hard-to-staff schools: should I stay or leave? Aust Educ Res 2023:1-16. [PMID: 36817651 PMCID: PMC9924844 DOI: 10.1007/s13384-023-00609-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2022] [Accepted: 01/05/2023] [Indexed: 06/18/2023]
Abstract
Recruiting career changers into teaching has emerged as a part of a strategy by governments worldwide to address complex teacher shortage problems in hard-to-staff schools. In this paper, we present a case study of two career change teachers and trace their career journey into Initial Teacher Education (ITE) and the teaching profession in two separate hard-to-staff schools. We interviewed these teachers during the first 2 years of their career change journey. During this period, 'push-and-pull' factors impacted their intentions to stay in the profession. Challenges included inadequate school-level mentorship support, social-geographic isolation in a regional school setting during the COVID-19 remote learning and the more complex working conditions in hard-to-staff schools. The adverse impacts of these challenges were, to some extent, mitigated by the participants' commitment to making a positive difference in the lives of children and young people through the teaching profession, a strong work ethic and support provided by their ITE programme in the form of university-based mentors and adjustment to study requirements. The participants responded to these push-and-pull factors in ways that highlighted their reflexive decision-making and determination to stay in teaching despite challenges. We discuss the implications of these findings for workforce planning strategies aimed at recruiting career change teachers in hard-to-staff schools.
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Affiliation(s)
- Babak Dadvand
- School of Education, La Trobe University, ED1 Building, Level 5, Room 518, Bundoora, VIC 3086 Australia
| | - Jan van Driel
- Melbourne Graduate School of Education, The University of Melbourne, 100 Leicester Street, Room L.411, Parkville, VIC 3010 Australia
| | - Chris Speldewinde
- Melbourne Graduate School of Education, The University of Melbourne, Level 4, 100 Leicester St., Parkville, VIC 3010 Australia
| | - Merryn Dawborn-Gundlach
- Melbourne Graduate School of Education, The University of Melbourne, Level 4, 100 Leicester Street, Carlton, VIC 3010 Australia
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De Neve D, Bronstein MV, Leroy A, Truyts A, Everaert J. Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers. J Youth Adolesc 2023; 52:273-86. [PMID: 36180661 DOI: 10.1007/s10964-022-01678-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2022] [Accepted: 08/31/2022] [Indexed: 01/19/2023]
Abstract
Emotion regulation is theorized to shape students' engagement in learning activities, but the specific pathways via which this occurs remain unclear. This study examined how emotion regulation mechanisms are related to behavioral and emotional engagement as well as relations with peers and teachers. The sample included 136 secondary school students (59,7% girls; Mage = 14.93, SDage = 1.02, range: 13-18 years). Psychometric network models revealed that difficulties in emotional awareness, emotional clarity, and access to emotion regulation strategies were differentially related to behavioral and emotional engagement, establishing an indirect link with teacher and/or peer relations. Nonacceptance of emotional responses, emotional awareness, and impulse control difficulties were uniquely related to teacher and/or peer relations, establishing an indirect link with student engagement. Causal discovery analysis suggested that student emotional engagement is an empirically-plausible direct cause of increased access to emotion regulation strategies. These findings uncover potential pathways through which emotion regulation hampers or facilitates learning at school, providing information useful for the design of school curricula and teacher training programs.
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Chen HY, Chiou H, Cheng CL. Purpose Trajectories During Middle Adolescence: The Roles of Family, Teacher, and Peer Support. J Youth Adolesc 2022; 51:291-304. [PMID: 35001213 DOI: 10.1007/s10964-021-01548-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2021] [Accepted: 11/20/2021] [Indexed: 11/25/2022]
Abstract
While studies on youth's purpose have flourished in the last two decades, the work was mostly cross-sectional and derived from Western settings. This research examined the developmental trajectories of purpose exploration and commitment of Taiwanese youth during middle adolescence, with a focus on how they associate with youth's psychological functioning in terms of life satisfaction and depressive symptoms and whether social support moderates such development. A total of 369 vocational high school students in Taiwan (45% females; Mage = 15.82 years) participated in a four-wave study spanning two years with a one-semester interval. The results of piecewise growth curve modeling in the context of structural equation modeling suggested that purpose commitment increased over 10th grade, decreased initially in 11th grade, and then continued to increase. Purpose exploration similarly increased over 10th grade, but after the initial 11th grade dip remained stable. In addition to the higher initial levels, the steeper the rate of purpose exploration and commitment ascent and the slighter the rate of reduction predicted enhanced youth life satisfaction. The trajectory of purpose commitment also predicted reduced depressive symptoms, but such effects did not occur for purpose exploration. Moreover, multi-group analyses revealed that the more family, teacher, and peer support youth perceived, the more likely youth explored and committed to purpose over time.
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Affiliation(s)
- Hung-Yang Chen
- Department of Educational Psychology and Counseling, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Taipei, 10610, Taiwan
- Department of Human Development and Family Studies, University of Wisconsin-Madison, 1300 Linden Dr, Madison, WI, 53706, USA
| | - Hawjeng Chiou
- Department of Business Administration, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Taipei, 10610, Taiwan
| | - Ching-Ling Cheng
- Department of Educational Psychology and Counseling, National Taiwan Normal University, No. 162, Sec. 1, Heping E. Rd., Taipei, 10610, Taiwan.
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Chen HM, Liu HY, Chao SY. The effects of web-based situational learning on nursing students' transfer of learning in clinical practice. Nurse Educ Today 2021; 105:105052. [PMID: 34256216 DOI: 10.1016/j.nedt.2021.105052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/16/2020] [Revised: 04/30/2021] [Accepted: 06/30/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Transferring what has been learned in the classroom to clinical application is the main goal of nursing education. Our previous intervention study, in which a web-based interactive situational teaching strategy in a nursing ethic course was conducted as an experimental group, and the students in the class who were taught using a traditional teaching strategy was treated as the comparative group. The results, which were evaluated immediately after the class, showed that the web-based interactive situational teaching enhanced the students' competency in ethical reasoning and problem solving compared to traditional teaching. PURPOSE This study followed the previous study and aimed to compare the effects of the learning transfer between the two groups in clinical performance as reflected in their internship scores, clinical practice, and self-efficacy assessment. It also explored the factors influencing this transfer. METHOD A predictive correlation-based research design was adopted to compare the students' internship scores, clinical judgment abilities, and self-efficacy in clinical internships between two groups. The students' self-efficacy was measured using a self-administered structured questionnaire, while their internship scores and clinical judgment abilities were evaluated by their clinical instructors. The data obtained were statistically analyzed using SPSS 23 software. RESULTS The nursing students who participated in the web-based interactive situational teaching course did not significantly outperform those who received traditional teaching in their clinical judgment and internship scores. The main variable that significantly affected the clinical self-efficacy of nursing students was the degree of support from the internship instructors. CONCLUSION Nursing students' clinical performance is affected by multiple factors and is not solely determined by the curriculum or teaching strategies. The degree of instructor support during the internship process significantly affected the students' self-efficacy in clinical performance.
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Affiliation(s)
- Hsiao-Mei Chen
- Department of Nursing, Chung Shan Medical University / Department of Nursing, Chung Shan Medical Hospital, No.110, Sec.1, Jianguo N. Rd., Taichung City 40201, Taiwan, ROC.
| | - Hsing-Yuan Liu
- Department of Nursing, Chang Gung University of Science and Technology, No. 261, Wunhua 1st Rd., Gueishan Township, Taoyuan 33303, Taiwan, ROC./ Associate Research Fellow, Chang Gung Memorial Hospital, No.5, Fuxing St., Guishan Dist., Taoyuan City 33305, Taiwan, ROC..
| | - Shu-Yuan Chao
- Department of Nursing, HungKung University, No. 1018, Sec. 6, Taiwan Boulevard, Shalu District, Taichung City 43302, Taiwan, ROC.
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Poteat VP, Watson RJ, Fish JN. Teacher Support Moderates Associations among Sexual Orientation Identity Outness, Victimization, and Academic Performance among LGBQ+Youth. J Youth Adolesc 2021; 50:1634-1648. [PMID: 34046840 DOI: 10.1007/s10964-021-01455-7] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Accepted: 05/12/2021] [Indexed: 11/29/2022]
Abstract
Lesbian, gay, bisexual, queer, and youth with other minority sexual orientations (LGBQ+) who are more out to others about their sexual orientation identity may experience greater victimization at school based on sexual orientation, gender identity or expression, with negative implications for academic performance. Teacher support, however, may buffer these associations. Among a national US sample of cisgender and trans/non-binary LGBQ+ youth (n = 11,268; 66.1% White, 66.8% cisgender, Mage = 15.5 years, SDage = 1.3), latent moderated-mediation models were tested in which perceived teacher support and affirmation moderated the extent to which sexual orientation identity outness was associated with poorer reported academic performance in part through its association with greater victimization. As hypothesized, greater perceived teacher support and affirmation buffered (a) the association between sexual orientation identity outness and victimization, (b) the association between victimization and reported academic performance, and (c) the indirect association between sexual orientation identity outness and reported academic performance through victimization. These findings underscore the important protective role of supportive teachers for LGBQ+ youth in schools.
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Affiliation(s)
- V Paul Poteat
- Department of Counseling, Developmental, and Educational Psychology, Boston College, Campion Hall 307, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA.
| | - Ryan J Watson
- Department of Human Development and Family Sciences, University of Connecticut, 348 Mansfield Road, U-1058, Storrs, CT, 06269, USA
| | - Jessica N Fish
- Department of Family Science, School of Public Health, University of Maryland, College Park, 1142 Valley Drive, College Park, MD, 20742, USA
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Lee G, Simpkins SD. Ability self-concepts and parental support may protect adolescents when they experience low support from their math teachers. J Adolesc 2021; 88:48-57. [PMID: 33610910 DOI: 10.1016/j.adolescence.2021.01.008] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 01/25/2021] [Accepted: 01/31/2021] [Indexed: 11/29/2022]
Abstract
INTRODUCTION Experiencing low support from teachers can be associated with low academic achievement. Nonetheless, individual- (i.e., ability self-concepts) and contextual-level (i.e., parental support) protective factors may help adolescents to display academic resilience. This study examined whether high school students' math ability self-concepts and parental support can mitigate the possible negative association between perceived low math teacher support and their math achievement. METHOD Correlational data were drawn from the High School Longitudinal Study (N = 14,580, Mage = 17.42 in 11th grade, 51% female), a nationally representative study of high school students in the U.S. The measures of protective factors (i.e., math ability self-concepts and parental support) were obtained from the surveys administered to students and parents in 9th grade. Students' perceived teacher support and their math achievement score were measured in 11th grade. A series of linear regression analyses were estimated to test our hypotheses. RESULTS & CONCLUSIONS Perceived low teacher support was negatively associated with adolescents' math achievement. Adolescents' math ability self-concepts were directly and positively associated with their math achievement. The interaction between perceived low teacher support and ability self-concepts in predicting adolescents' achievement varied by parental support. The association between perceived low teacher support and adolescents' math achievement was not statistically significant when adolescents were high on one of the protective factors. That is, high parental support may be protective for adolescents with low math ability self-concepts. This study highlights the interaction between adolescents' academic motivation and parental support in demonstrating resilience to perceived low teacher support.
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Affiliation(s)
- Glona Lee
- School of Education, University of California, Irvine, USA.
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17
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Watson RJ, Fish JN, Poteat VP, Wheldon CW, Cunningham CA, Puhl RM, Eaton LA. Teacher Support, Victimization, and Alcohol Use Among Sexual and Gender Minority Youth: Considering Ethnoracial Identity. Prev Sci 2021; 22:590-601. [PMID: 33609259 DOI: 10.1007/s11121-021-01216-9] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/02/2021] [Indexed: 12/28/2022]
Abstract
Although scholarship continues to document higher rates of alcohol use for sexual and gender minority (SGM) youth compared with heterosexual and cisgender youth, research identifying factors that mitigate SGM youths' risk is nascent. Youth spend substantial time in schools; therefore, teachers could play significant roles in attenuating these health concerns. We used data from a nationwide survey of 11,189 SGM youth (Mage = 15.52; 67.7% White) to explore whether perceived teacher social-emotional support attenuated the association between victimization and alcohol use, further conditioned by youths' specific ethnoracial identity. As expected, victimization was associated with more frequent alcohol use; however, greater perceived teacher support attenuated this association. The attenuating effect of perceived teacher support was significantly stronger for Hispanic/Latinx youth than White youth. Our findings have implications for alcohol use prevention among SGM youth, who face significant marginalization in schools and society. If we are to prevent alcohol use disparities among SGM youth, scholars and stakeholders (e.g., school administrators, teachers) should invest in building teacher efficacy to intervene in SGM-specific victimization.
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Haj-Yahia MM, Leshem B, Guterman NB. The relationship between exposure of Palestinian youth to community violence and internalizing and externalizing symptoms: Do gender and social support matter? Child Abuse Negl 2021; 112:104906. [PMID: 33388608 DOI: 10.1016/j.chiabu.2020.104906] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Revised: 11/29/2020] [Accepted: 12/18/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Youth exposure to community violence (ECV) in the Palestinian society is an alarming problem. Yet, there is serious scarcity of research on its mental health consequences. OBJECTIVES The study examined the relationships between youth ECV and internalizing and externalizing symptoms as well as the moderating and mediating effects of gender and support from family and teachers on these relationships. PARTICIPANTS, SETTING, AND METHOD A cross-sectional survey was conducted among a systematic random sample of 1930 Palestinian junior and senior high school pupils (912 boys, 1018 girls, aged 12-19-year- old), using a self-administered questionnaire. RESULTS The results revealed that the more Palestinian youth were exposed to community violence (CV) the more they demonstrated internalizing and externalizing symptoms. Palestinian boys who were victims of CV reported higher levels of externalizing symptoms, while girls reported higher levels of internalizing symptoms. Adolescents with higher levels of family support and teacher support reported lower levels of internalizing and externalizing symptoms. We have also found that gender can moderate the effects of CV victimization on internalizing symptoms and that family support can mediates the relationship between CV victimization and internalizing symptoms and moderate the relationships between ECV (both victimization and witnessing) and externalizing symptoms. CONCLUSIONS The moderating and mediating effects of gender and social support on the relationship between ECV and mental health consequences are discussed. The implications of the results for future research and for prevention and intervention as well as the strengths and limitations of the study are also discussed.
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Affiliation(s)
- Muhammad M Haj-Yahia
- The Paul Baerwald School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Mt. Scopus, Jerusalem 91905, Israel.
| | - Becky Leshem
- The Paul Baerwald School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Mt. Scopus, Jerusalem 91905, Israel
| | - Neil B Guterman
- The Paul Baerwald School of Social Work and Social Welfare, The Hebrew University of Jerusalem, Mt. Scopus, Jerusalem 91905, Israel
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Pluta B, Korcz A, Krzysztoszek J, Bronikowski M, Bronikowska M. Associations between adolescents' physical activity behavior and their perceptions of parental, peer and teacher support. ACTA ACUST UNITED AC 2020; 78:106. [PMID: 33110599 PMCID: PMC7585189 DOI: 10.1186/s13690-020-00490-3] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 10/20/2020] [Indexed: 11/20/2022]
Abstract
Background The aim of this study was to examine adolescents’ perceptions of parental, teacher, and peer support for physical activity, and to examine the associations between these perceptions and physical activity behavior. Methods The study included 902 secondary school students, who completed the Short Scale of Youth’s Social Support Assessment (SSYSS). The level of physical activity – more specifically, moderate to vigorous physical activity – was measured using a Physical Activity Screening Measure. The associations were examined by a five-step hierarchical regression. Body mass index (BMI) was defined using the LMS method, which summarizes the distribution of BMI by age and gender in terms of three curves, L (lambda), M (mu), and S (sigma), and was based on a nationally representative sample of Polish children and adolescents. Results The study indicated a positive correlation between MVPA (moderate to vigorous physical activity) and three sources of social support; however, in the regression model, this explained only part of the variance. In the hierarchical multiple regression analysis, MVPA level was predicted by five variables involvement in sports training, teachers support, parents support, gender and BMI. The direct effects for teachers and parents support were similar. This demonstrates that both teachers’ and parents’ social support exert influence on adolescent MVPA. Conclusions The findings from this research suggest that school-based interventions for adolescents should specifically take into consideration family, teachers, and peers as important sources of social support for general physical activity promotion that aims to increase its levels.
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Affiliation(s)
- Beata Pluta
- Department of Recreation, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871, Poznan, Poland
| | - Agata Korcz
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871, Poznan, Poland
| | - Jana Krzysztoszek
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871, Poznan, Poland
| | - Michał Bronikowski
- Department of Didactics of Physical Activity, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871, Poznan, Poland
| | - Małgorzata Bronikowska
- Department of Recreation, Poznan University of Physical Education, Królowej Jadwigi 27/39, 61-871, Poznan, Poland
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Horanicova S, Husarova D, Madarasova Geckova A, Klein D, van Dijk JP, de Winter AF, Reijneveld SA. Teacher and classmate support may keep adolescents satisfied with school and education. Does gender matter? Int J Public Health 2020; 65:1423-1429. [PMID: 32936307 DOI: 10.1007/s00038-020-01477-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2020] [Revised: 08/27/2020] [Accepted: 09/03/2020] [Indexed: 10/23/2022] Open
Abstract
OBJECTIVES To examine the associations of teacher and classmate support with school satisfaction in adolescents, and whether gender modifies these associations. METHODS Data were used from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 among Slovak 15-year-old adolescents (N = 931; 50.6% boys). School satisfaction was measured by school engagement and attitudes towards education leading to three groups of adolescents: satisfied, inconsistent and indifferent. We used multinomial logistic regression to examine the associations of teacher and classmate support with school satisfaction and its modification by gender. RESULTS Adolescents who experienced support from teachers and classmates were less likely to feel indifferent (OR/95% CI: 0.77/0.70-0.85; and 0.76/0.67-0.85, respectively) or inconsistent (OR/95% CI: 0.84/0.77-0.92; and 0.73/0.65-0.81, respectively) than to feel satisfied than adolescents who did not experience such support. Adolescents who experienced support from teachers were less prone to feel indifferent than to feel inconsistent (OR/95% CI: 0.92/0.87-0.97). Gender did not modify the associations of social support with school satisfaction. CONCLUSION Teacher and classmate support keep adolescents satisfied with school and education and might increase their chances for a healthy development.
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Affiliation(s)
- Simona Horanicova
- Department of Health Psychology and Research Methodology, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic. .,Graduate School Kosice Institute for Society and Health, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic.
| | - Daniela Husarova
- Department of Health Psychology and Research Methodology, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic.,Graduate School Kosice Institute for Society and Health, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic.,Department of Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, A. Deusinglaan 1, 9713 AV, Groningen, The Netherlands
| | - Andrea Madarasova Geckova
- Department of Health Psychology and Research Methodology, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic.,Graduate School Kosice Institute for Society and Health, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic.,Department of Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, A. Deusinglaan 1, 9713 AV, Groningen, The Netherlands.,Olomouc University Social Health Institute, Palacky University in Olomouc, Univerzitni 22, Olomouc, 771 11, Czech Republic
| | - Daniel Klein
- Institute of Mathematics, Faculty of Science, P.J. Safarik University in Kosice, Srobarova 2, Kosice, 041 54, Slovak Republic
| | - Jitse P van Dijk
- Graduate School Kosice Institute for Society and Health, Faculty of Medicine, P.J. Safarik University in Kosice, Trieda SNP 1, 040 01, Kosice, Slovak Republic.,Department of Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, A. Deusinglaan 1, 9713 AV, Groningen, The Netherlands.,Olomouc University Social Health Institute, Palacky University in Olomouc, Univerzitni 22, Olomouc, 771 11, Czech Republic
| | - Andrea F de Winter
- Department of Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, A. Deusinglaan 1, 9713 AV, Groningen, The Netherlands
| | - Sijmen A Reijneveld
- Department of Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, A. Deusinglaan 1, 9713 AV, Groningen, The Netherlands
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21
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Griffin AM, Sulkowski ML, Bámaca-Colbert MY, Cleveland HH. Daily social and affective lives of homeless youth: What is the role of teacher and peer social support? J Sch Psychol 2019; 77:110-23. [PMID: 31837720 DOI: 10.1016/j.jsp.2019.09.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 07/01/2019] [Accepted: 09/17/2019] [Indexed: 01/03/2023]
Abstract
Youth spend a significant amount of time in school surrounded by and interacting with teachers and peers. For doubled-up homeless youth (i.e., youth who share housing with a series of friends and/or extended family members), in-school relationships may be important for their emotional functioning. The current study captured dynamic processes by which in-school teacher and peer social support (i.e., baseline assessments of prior support and daily early-day reports of school day support) influence homeless youth's daily emotional well-being, as assessed by positive and negative affect later in the day. Specifically, a baseline survey was used in combination with a 10-day twice-a-day diary design to examine the competing influences of prior (i.e., between-person) and daily (i.e., within-person) social support from teachers and peers during the school day. Baseline teacher support and early-day peer support were associated with higher later-day positive affect. In contrast, baseline peer support was associated with lower later-day negative affect. Baseline peer support moderated the association between early-day peer support and later-day positive affect, in that there was a significant effect of early-day peer support and later-day positive affect for youth who reported medium and high levels of baseline peer support. However, the later-day positive affect of youth who reported low baseline levels of social support did not appear to benefit from early-day peer support. Results suggest that the source of support (i.e., teacher and peer) differently influences daily affect and that receiving daily in-school support can promote daily positive affect while mitigating negative affect for doubled-up homeless youth. Overall, study findings suggest that providing peer and teacher social support is a promising prevention and intervention approach for fostering resilience among doubled-up homeless youth.
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Bayram Özdemir S, Özdemir M. How do Adolescents' Perceptions of Relationships with Teachers Change during Upper-Secondary School Years? J Youth Adolesc 2019; 49:10.1007/s10964-019-01155-3. [PMID: 31677083 PMCID: PMC7105438 DOI: 10.1007/s10964-019-01155-3] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Accepted: 10/17/2019] [Indexed: 10/31/2022]
Abstract
The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment. The sample included 829 students residing in Sweden (Mage = 13.43, SD = 0.55, 51% girls). Three distinct teacher-relationship trajectories were identified. More than half (66%) of the adolescents (average-stable trajectory) reported an average level of positive relationships with teachers at grade 7, and did not change significantly over the three years. About 24% of the adolescents (high-increasing trajectory) reported a high level of fair and supportive teacher-relationships at T1, and continued to increase in their positive views from grade 7 to grade 9. Ten percent of the adolescents (average-declining trajectory) reported an average level of positive relationships with teachers at grade 7, but showed a decline in their positive views towards teachers over time. Relative to adolescents on an average-stable trajectory, adolescents on a high-increasing trajectory reported greater school satisfaction, higher achievement values, and lower failure anticipation. By contrast, adolescents in the average-declining group reported worsening school adjustment. No significant moderating effects of immigrant status and gender were found. These findings highlight the importance of the association between the continuous experience of supportive and fair teacher treatment and youth adjustment.
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Affiliation(s)
- Sevgi Bayram Özdemir
- School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden.
| | - Metin Özdemir
- School of Law, Psychology and Social Work, Örebro University, 701 82, Örebro, Sweden
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Lam SF, Law W, Chan CK, Zhang X, Wong BPH. Will Victims Become Aggressors or Vice Versa? A Cross-Lagged Analysis of School Aggression. J Abnorm Child Psychol 2019; 46:529-541. [PMID: 28389972 DOI: 10.1007/s10802-017-0298-1] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Abstract
Peer aggression and victimization are ubiquitous phenomena in schools which warrant the attention of educators and researchers. The high connection between aggression and victimization behooves researchers to look into how the comorbidity of them develops over time. The present study investigated the associations between aggression and victimization over 3 years in early adolescence and whether these associations are moderated by gender and teacher support. Participants were 567 Grade 7, 8 and 9 students (49.38% girls) from 3 schools in Hong Kong. Over the course of study, they were asked to fill in a set of questionnaires that consisted of items related to peer aggression, victimization, and teacher support at 5 time points. Four models of cross-lagged relations between peer aggression and victimization were tested. The results supported a reciprocal model of peer aggression and victimization for both boys and girls although girls engaged in less peer aggression and victimization than boys. Further analyses also revealed that teacher support acted as a suppressor of the reciprocal relations. The present study sheds lights on intervention strategies that may remediate peer aggression and victimization in schools.
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Affiliation(s)
- Shui-Fong Lam
- Department of Psychology, The University of Hong Kong, Pokfulam Road, Pok Fu Lam, Hong Kong, China.
| | - Wilbert Law
- Department of Psychological Studies, The Education University of Hong Kong, Tai Po, Hong Kong, China
| | - Chi-Keung Chan
- Department of Counseling and Psychology, Hong Kong Shue Yan University, North Point, Hong Kong, China
| | - Xiao Zhang
- Faculty of Education, The University of Hong Kong, Pokfulam Road, Pok Fu Lam, Hong Kong, China
| | - Bernard P H Wong
- Department of Counseling and Psychology, Hong Kong Shue Yan University, North Point, Hong Kong, China
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Schweder S, Raufelder D. Positive emotions, learning behavior and teacher support in self-directed learning during adolescence: Do age and gender matter? J Adolesc 2019; 73:73-84. [PMID: 31035209 DOI: 10.1016/j.adolescence.2019.04.004] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2018] [Revised: 04/10/2019] [Accepted: 04/16/2019] [Indexed: 11/21/2022]
Abstract
INTRODUCTION It has already been shown that positive emotions can positively influence learning behavior. However, what is less known is whether teacher support mediates this relationship in adolescents of varying ages and genders in self-directed learning (SDL) at school. METHODS Data gathered with questionnaires given to 754 German students (Mage = 13.56; SD = 1.2; 49,4% female students) at two measurement times is used as the empirical basis of this study. To control for possible gender and age-based differences in the interplay and extent of the variables, a multigroup structural equation model and latent mean comparison (LMC) were carried out, whereby four groups [female 6th/7th graders, male 6th/7th graders (earlier adolescence), female 8th/9th graders, male 8th/9th graders (middle adolescence)] were examined. RESULTS Across from the female 8th/9th graders as the reference group, the LMC showed that all other groups have significantly higher mean values for positive emotions. In addition, female 6th/7th graders report a significantly higher level of volition. Teacher support partly mediates all relations. Group differences in the interplay of the variables were excluded. CONCLUSION The results of the study highlight the importance of teacher support when SDL is carried out in school. Thus, teacher support reduces the effects between positive emotions and learning behavior. This means that in self-directed learning, even those students who develop weaker positive emotions are supported.
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Miklikowska M, Thijs J, Hjerm M. The Impact of Perceived Teacher Support on Anti-Immigrant Attitudes from Early to Late Adolescence. J Youth Adolesc 2019; 48:1175-89. [PMID: 30847638 DOI: 10.1007/s10964-019-00990-8] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Accepted: 02/04/2019] [Indexed: 01/13/2023]
Abstract
Although research has shown that school context has consequences for intergroup attitudes, few studies have examined the role of teacher qualities, such as teacher support. In addition, previous research has paid limited attention to the mechanisms that could help to explain teacher effects. This 5-wave study (2010–2015) examined the effects of perceived teacher support on the anti-immigrant attitudes of Swedish majority youth (N = 671, Mage = 13.41, 50.2% girls, 34 classrooms). It also tested whether social trust would mediate these effects. The results of multilevel analyses showed that perceived teacher support was associated with less prejudice at all levels of analysis. At the within-person level, fluctuations in teacher support were related to fluctuations in youth prejudice: in years when, on average, adolescents perceived their teachers as more supportive, they reported lower prejudice. At the between-person level, adolescents who perceived their teachers as more supportive compared to their peers reported lower prejudice. Similarly, classrooms where students shared an experience of teacher support were lower in prejudice than classrooms with weaker teacher support. The results also showed that social trust explained teacher effects: adolescents who experienced their teachers as more supportive displayed higher levels of trust and, in turn, lower levels of prejudice than youth with less supportive teachers. These findings suggest that teachers can counteract the development of prejudice and facilitate social trust in adolescents by being supportive of them.
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Quin D, Heerde JA, Toumbourou JW. Teacher support within an ecological model of adolescent development: Predictors of school engagement. J Sch Psychol 2018; 69:1-15. [PMID: 30558745 DOI: 10.1016/j.jsp.2018.04.003] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2016] [Revised: 12/21/2017] [Accepted: 04/13/2018] [Indexed: 11/22/2022]
Abstract
There is a need to further understand the development of student engagement. Ecological models of adolescent development state that proximal factors, such as teacher support, should strongly influence student engagement. Theoretical models also explain concurrent influences from the individual, family, peer, and community contexts. The current study applied an ecological model to the development of five indicators of students' engagement in school. Six hundred and sixty-five full-time Grade 11 students and an additional 54 students who had dropped out of school from Victoria, Australia, completed a Communities That Care survey in term 3 of Grade 10 and term 3 of Grade 11. Grade 10 risk and protective factors from the school (e.g., teacher support), individual (e.g., academic grades, prior engagement), family (e.g., family management practices), peer (e.g., antisocial peer affiliation), and community contexts (e.g., community disorganization) were modeled as predictors of five indicators of Grade 11 engagement (academic engagement, emotional engagement, school discipline, absences from school, and school dropout). Teacher support at Grade 10 had bivariate associations with Grade 11 academic engagement (r = 0.37), emotional engagement (r = 0.35), absences from school (r = -0.14), and school discipline responses (OR = 0.64). The full ecological models explained between 22 and 34% of the variance in engagement; however, teacher support did not predict engagement. Prior engagement and academic grades explained the greatest proportion of variance in students' engagement. Factors from the family, peer, and community contexts made unique contributions to some indicators of engagement. The findings suggest that there is a need to consider student engagement as a long-term process. Implications for improving students' engagement are discussed within an individualized stage-environment fit model of adolescent development.
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Madjar N, Walsh SD, Harel-Fisch Y. Suicidal ideation and behaviors within the school context: Perceived teacher, peer and parental support. Psychiatry Res 2018; 269:185-90. [PMID: 30149277 DOI: 10.1016/j.psychres.2018.08.045] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2018] [Revised: 06/24/2018] [Accepted: 08/13/2018] [Indexed: 11/20/2022]
Abstract
School-related factors have been found to be associated with adolescents' suicidal ideation and behaviors, including teacher and peer support. Research has tended to ignore the nested nature of school-related data, which may be critical in this context. The current study implemented a multi-level approach on data from the 2013-14 Health Behaviors in School-aged Children (HBSC-WHO) Israeli survey among high school children (N = 4241; 56% female). Participants completed measures of teacher-, peer-, and parental-support (coded reversely from 1 = high to 5 = low), and suicidal ideation and behaviors in the last 12 months. Hierarchical Linear Modeling (HLM), controlling for gender and age, revealed that classroom-level teachers' support was significantly related to students' suicidal ideation and behaviors (OR = 1.71, 95% CI = 1.20-2.44; OR = 1.39, 95% CI = 1.04-1.86; respectively), whereas parental (OR = 1.56, 95% CI = 1.40-1.75; OR = 1.41, 95% CI = 1.30-1.55; respectively) and peer support (OR = 1.21, 95% CI = 1.12-1.31; OR = 1.11, 95% CI = 1.02-1.21; respectively) were significant at the individual-level. The school environment can play a significant role in reducing risk for suicidal ideation and behaviors. Findings can inform future research and practice in planning and implementing evidence-based intervention programs within schools.
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Abstract
The link between youth homelessness and mental health functioning was examined using state population-representative 2015 Youth Risk Behavior Survey (YRBS) data. The moderating role of victimization and perceived teacher support also was examined. Consistent with hypotheses, results indicated that homelessness was associated with greater mental health challenges, more victimization, and less teacher support. The association between homelessness and mental health was not moderated by perceived teacher support. However, victimization experiences served as a moderator such that more victimization exacerbated the effect of homelessness on mental health challenges. This study supports the utility of the YRBS for gaining understanding of the experiences and needs of youth experiencing homelessness and adds to the growing literature on predictors of individual differences in mental health functioning of these vulnerable youth.
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Affiliation(s)
- Jenna M Armstrong
- Department of Psychology, North Carolina State University, Box 7650, Raleigh, NC, 27695, USA
| | - Caitlyn R Owens
- Department of Psychology, North Carolina State University, Box 7650, Raleigh, NC, 27695, USA
| | - Mary E Haskett
- Department of Psychology, North Carolina State University, Box 7650, Raleigh, NC, 27695, USA.
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Chong WH, Liem GAD, Huan VS, Kit PL, Ang RP. Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement. J Adolesc 2018; 68:1-11. [PMID: 29986166 DOI: 10.1016/j.adolescence.2018.07.002] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2017] [Revised: 06/27/2018] [Accepted: 07/03/2018] [Indexed: 11/26/2022]
Abstract
INTRODUCTION This exploratory study extends research on student engagement by examining the relationships between its different facets, students' perception of teacher support for learning and self-efficacy, and adaptive youth competencies. Guided by Reschly and Christenson's (2012) student engagement framework, affective and cognitive engagement were posited to mediate the relationships between students' perceived beliefs, adaptive competencies and behavior engagement. METHOD 3776 Singapore Grade 7 and 8 students completed a self report survey questionnaire. RESULTS Self-efficacy and teacher support demonstrated different indirect relationships with student competencies and via different engagement pathways. Cognitive engagement mediated the effects of teacher support and self-efficacy on the four student competencies, while affective engagement's mediated effects was only evident on academic buoyancy. CONCLUSION This study holds important implications for educational and psychological research on student engagement, demonstrating that the construct, though theorized in a western context, has empirical utility and relevance in an East Asian context.
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Lenzi M, Sharkey J, Furlong MJ, Mayworm A, Hunnicutt K, Vieno A. School Sense of Community, Teacher Support, and Students' School Safety Perceptions. Am J Community Psychol 2017; 60:527-537. [PMID: 29115661 DOI: 10.1002/ajcp.12174] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study examined the association between two characteristics of school climate (sense of community and teacher support, measured both at the individual and at the school level) and students' feelings of being unsafe at school. The study involved a sample of 49,638 students aged 10-18 years who participated in the 2010-2012 California Healthy Kids Survey. Using hierarchical linear modeling (HLM), our findings revealed that, at the individual level, students perceiving higher levels of sense of community and teacher support at school were less likely to feel unsafe within the school environment. At the school level, sense of community was negatively associated with unsafe feelings, whereas there was no association between school-level teacher support and feelings of being unsafe at school.
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Affiliation(s)
- Michela Lenzi
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
| | - Jill Sharkey
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Michael J Furlong
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Ashley Mayworm
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Kayleigh Hunnicutt
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA, USA
| | - Alessio Vieno
- Department of Developmental and Social Psychology, University of Padova, Padova, Italy
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Weyns T, Colpin H, De Laet S, Engels M, Verschueren K. Teacher Support, Peer Acceptance, and Engagement in the Classroom: A Three-Wave Longitudinal Study in Late Childhood. J Youth Adolesc 2018; 47:1139-50. [PMID: 29032443 DOI: 10.1007/s10964-017-0774-5] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2017] [Accepted: 10/04/2017] [Indexed: 10/18/2022]
Abstract
Although research has examined the bivariate effects of teacher support, peer acceptance, and engagement, it remains unclear how these key classroom experiences evolve together, especially in late childhood. This study aims to provide a detailed picture of their transactional relations in late childhood. A sample of 586 children (M age = 9.26 years, 47.1% boys) was followed from fourth to sixth grade. Teacher support and engagement were student-reported and peer acceptance was peer-reported. Autoregressive cross-lagged models revealed unique longitudinal effects of both peer acceptance and teacher support on engagement, and of peer acceptance on teacher support. No reverse effects of engagement on peer acceptance or teacher support were found. The study underscores the importance of examining the relative contribution of several social actors in the classroom. Regarding interventions, improving both peer acceptance and teacher support can increase children's engagement, and augmenting peer acceptance can help to increase teacher support.
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Banzon-Librojo LA, Garabiles MR, Alampay LP. Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students. J Adolesc 2017; 57:18-22. [PMID: 28314148 DOI: 10.1016/j.adolescence.2017.03.001] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2016] [Revised: 01/31/2017] [Accepted: 03/01/2017] [Indexed: 11/21/2022]
Abstract
This study examined how the experience of harsh discipline from teachers is related to students' experience of bullying victimization in a Philippine high school. Respondents were 401 first- to fourth-year high school students of an urban public school in the Philippines. Using structural equation modeling, a hypothesized model with direct associations between harsh discipline and bullying victimization, and an indirect path via students' perception of teacher support, was tested. The data adequately fit the model and showed that experiences of harsh teacher discipline predicted higher bullying victimization and students' negative perception of teacher support. There were no significant indirect effects. The findings suggest that school discipline strategies may have repercussions on students' behaviors and relationships, highlighting the teacher's role in modeling and setting norms for acceptable behaviors. Future studies can examine further how teachers' harsh or positive discipline behaviors relate to bullying.
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Chan C, Ha A, Ng JYY. Improving fundamental movement skills in Hong Kong students through an assessment for learning intervention that emphasizes fun, mastery, and support: the A + FMS randomized controlled trial study protocol. Springerplus 2016; 5:724. [PMID: 27375993 PMCID: PMC4909692 DOI: 10.1186/s40064-016-2517-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/18/2016] [Accepted: 06/06/2016] [Indexed: 11/11/2022]
Abstract
Background Assessment for learning has been identified as an effective strategy to help children learn more effectively. Developing children to master basic movement skills in primary school requires formative assessments to inform instruction and learning. This study reports the rationale and methods for an assessment-based intervention that emphasizes fun, mastery and support (A + FMS) designed to improve fundamental movement skill (FMS) proficiency of primary schoolchildren. Methods/design Utilizing a cluster randomized controlled trial, the A + FMS intervention was designed to improve FMS proficiency of Hong Kong Chinese schoolchildren. A target sample of 282 students or more from 10 Grade 3 classes (from five schools) will be recruited and randomly assigned into an experimental group or a wait-list control group. Competence motivation theory provided a framework for the intervention that emphasizes fun activities to develop basic fundamentals, improving mastery of movement, and providing support for teaching and learning skills. Primary outcome measures are the raw scores of six objectively measured FMS (i.e., jump, hop, skip, dribble, catch, and overhand throw). Secondary outcomes include self-reported measures: enjoyment in physical education, perceived physical competence, perceived skill competence, and perceived social support. Teachers in the experimental group are required to attend a six-h training workshop and integrate 550 min of assessment for learning strategies into their physical education lessons. Resources such as videos, skills checklists, and equipment will also be provided to support children to accumulate extra learning and practice time after school. The rate of changes in primary and secondary outcomes across the experimental and control groups will be compared to determine the effectiveness of the program. Discussion The A + FMS is an innovative school-based intervention targeting improvements in movement mastery by supporting physical education teachers in FMS instruction and assessment practices. The findings from the study may be used to guide pre-service teacher education and continuous professional development in FMS teaching and assessment. Trial registration CUHK_CCRB00479
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Affiliation(s)
- Cecilia Chan
- Department of Sports Science and Physical Education, Chinese University of Hong Kong, Shatin, Hong Kong
| | - Amy Ha
- Department of Sports Science and Physical Education, Chinese University of Hong Kong, Shatin, Hong Kong
| | - Johan Y Y Ng
- Department of Sports Science and Physical Education, Chinese University of Hong Kong, Shatin, Hong Kong
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