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ERIC Number: EJ1450990
Record Type: Journal
Publication Date: 2024-Dec
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: EISSN-1573-1928
The Developmental Trajectories of Teacher Autonomy Support and Adolescent Mental Well-Being and Academic Stress
Sara Madeleine Kristensen; Lucas Matias Jeno
Social Psychology of Education: An International Journal, v27 n6 p1-32 2024
This study investigated the developmental impact of teacher autonomy support on changes in students' mental well-being and academic stress throughout upper secondary school. The sample consisted of 1453 Norwegian students (baseline M[subscript age] = 17.00; 60.6% girls; 80.9% Norwegian-born). The unconditional latent growth curve model results showed that perceived teacher autonomy support and mental well-being decreased during the three-year-long education. Academic stress, on the other hand, increased during this period. Findings from the parallel process latent growth curve model indicated that the initial status and change in teacher autonomy support were positively and negatively related to the initial levels and trajectories of mental well-being and academic stress, respectively. Girls experienced a higher level of academic stress and lower mental well-being and teacher autonomy support at the beginning of upper secondary school. Students with a higher socioeconomic status reported higher initial mental well-being and teacher autonomy support than others but also a more rapid decline in teacher autonomy support throughout upper secondary school. This study provides new insights into academic, psychological, and affective processes and their interrelationships during upper secondary school.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A