Do Teacher Autonomy Support and Teacher-Student Relationships Influence Students' Depression? A 3-Year Longitudinal Study

Autor/inn/en	Zhang, Danhui; Jin, Bihui; Cui, Yiran
Titel	Do Teacher Autonomy Support and Teacher-Student Relationships Influence Students' Depression? A 3-Year Longitudinal Study
Quelle	In: School Mental Health, 14 (2022) 1, S.110-124 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-021-09456-4
Schlagwörter	Professional Autonomy; Teacher Student Relationship; Depression (Psychology); Self Determination; Elementary School Students; Middle School Students; Gender Differences; Elementary School Teachers; Middle School Teachers; Foreign Countries; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; China + Suchen Sie Ihr Suchwort? Berufsfreiheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Grounded in Self-Determination Theory, this study examined trends in depression and the longitudinal impacts of teacher autonomy support and teacher-student relationships on students' depressive symptoms. A total of 1613 Chinese primary school students (48.17% females) and 1397 Chinese middle school students (47.67% females) completed self-report questionnaires on depression, teacher autonomy support, and teacher-student relationships. The measurements were conducted in the 4th, 5th, and 6th grades for the primary school group and in the 7th, 8th, and 9th grades for the middle school group. Latent growth curve modelling revealed that the depressive symptoms of the primary school girls increased while the primary school boys' depressive symptoms declined over time. The middle school students' depressive symptoms increased, with no gender differences. As hypothesized, the findings underlined the buffering effect of teacher autonomy support and teacher-student relationships on depression in both primary school and middle school and for both boys and girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01