A Study on Teacher Support and Learning Adaptation among Six-Year Normal University Freshmen: The Moderating Effect of the Hardiness

Autor/inn/en	Chen, Jian-Yong; Tu, Chia-Ching
Titel	A Study on Teacher Support and Learning Adaptation among Six-Year Normal University Freshmen: The Moderating Effect of the Hardiness
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 12, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	College Freshmen; Teacher Student Relationship; Resilience (Psychology); Personality Traits; Predictor Variables; Stress Management; Student Characteristics; Foreign Countries; Teacher Education; Rural Schools; Educational Background; Adolescents; Student Adjustment; Social Support Groups; China + Suchen Sie Ihr Suchwort? Studienanfänger; Teacher student relationships; Lehrer-Schüler-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Prädiktor; Stressmanagement; Stressbewältigung; Ausland; Lehrerausbildung; Lehrerbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Vorbildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Social support; Soziale Unterstützung
Abstract	In this study, the teacher support scale, the hardiness scale and the learning adaptation scale were used in a kindergarten teacher's college in Changde. A survey was conducted among 1148 college students to analyze the relationship between teacher support, hardiness and learning adaptation, and to explore whether hardiness plays a role in the moderation between teacher support and learning adaptation. The result is that: (1) Teacher support can significantly predict students' learning adaptation; (2) Hardiness can also be significant predication of students' learning adaptation; (3) Hardiness can play a moderator role in teacher support and learning adaptation. I conclude by acknowledging the limitations of this study and recommending further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01