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| Autor/inn/en | Schwab, Susanne; Rossmann, Peter |
|---|---|
| Titel | Peer Integration, Teacher-Student Relationships and the Associations with Depressive Symptoms in Secondary School Students with and without Special Needs |
| Quelle | In: Educational Studies, 46 (2020) 3, S.302-315 (14 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Schwab, Susanne) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0305-5698 |
| DOI | 10.1080/03055698.2019.1584852 |
| Schlagwörter | Foreign Countries; Secondary School Students; Depression (Psychology); Grade 7; Special Needs Students; Teacher Student Relationship; Predictor Variables; Peer Relationship; Mental Health; Grade 8; Austria |
| Abstract | The present study focuses on the association between peer integration and the development of depressive symptoms in secondary school students. A sample of 393 7th grade students (194 boys, 199 girls, mean age = 13.38 years, sd = 0.85) was recruited from 25 secondary schools in Austria. Of these students, 34 were diagnosed as having special educational needs. The screening version of the depression questionnaire DTK-II and the subscales "social relationships" and "perceived appreciation by the teacher" from the FEESS 3-4 were used for assessment. Structural equation modeling shows that negative teacher-student relationships predict both poor peer integration and depressive symptoms. Teacher-student relationships in schools have an impact on the peer integration as well as on the mental health of students. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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