Teacher-Student Relationships, Psychological Need Satisfaction, and Happiness among Diverse Students

Autor/inn/en	Froiland, John Mark; Worrell, Frank C.; Oh, Hyejeong
Titel	Teacher-Student Relationships, Psychological Need Satisfaction, and Happiness among Diverse Students
Quelle	In: Psychology in the Schools, 56 (2019) 5, S.856-870 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Froiland, John Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22245
Schlagwörter	Teacher Student Relationship; Psychological Patterns; Correlation; Ethnic Groups; Race; Structural Equation Models; Hispanic American Students; African American Students; Asian American Students; Psychological Needs; Personal Autonomy; Student Attitudes; Age Differences; Instructional Program Divisions + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Ethnie; Rasse; Abstammung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Individuelle Autonomie; Schülerverhalten; Age; Difference; Age difference; Altersunterschied
Abstract	Teacher-student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students' psychological needs mediates the association between teacher-student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher-student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher-student relationships may promote happiness via meeting psychological needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01