Does School Connectedness Mediate the Relationship between Teacher Support and Depressive Symptoms?

Autor/in	Joyce, Hilary D.
Titel	Does School Connectedness Mediate the Relationship between Teacher Support and Depressive Symptoms?
Quelle	In: Children & Schools, 41 (2019) 1, S.7-16 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdy024
Schlagwörter	Correlation; Depression (Psychology); Student School Relationship; Adolescents; Longitudinal Studies; Role; Symptoms (Individual Disorders); Teacher Student Relationship; Caring; Social Work; Counselor Role; Educational Strategies; National Longitudinal Study of Adolescent Health + Suchen Sie Ihr Suchwort? Korrelation; Schüler-Lehrer-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rollen; Psychiatrische Symptomatik; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Soziale Arbeit; Lehrstrategie
Abstract	Strong teacher support is associated with and predictive of fewer depressive symptoms among youths. However, school connectedness may play a role in explaining this relationship. Using the National Longitudinal Study of Adolescent to Adult Health, this study examined the mediating role of school connectedness on the relationship between teacher support and depressive symptoms in adolescents. The findings showed that school connectedness partially mediated the relationship between depressive symptoms and both feeling cared about by teachers and getting along with teachers. The study findings offer important implications for school social workers who may play an important role in strengthening student-teacher relationships and promoting strategies that enhance student connection to schools. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://cs.oxfordjournals.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01