Literaturnachweis - Detailanzeige
Autor/inn/en | Keane, Kevin; Evans, Retta R.; Orihuela, Catheryn A.; Mrug, Sylvie |
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Titel | Teacher-Student Relationships, Stress, and Psychosocial Functioning during Early Adolescence |
Quelle | In: Psychology in the Schools, 60 (2023) 12, S.5124-5144 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Keane, Kevin) ORCID (Evans, Retta R.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0033-3085 |
DOI | 10.1002/pits.23020 |
Schlagwörter | Middle School Students; Grade 6; Grade 7; Teacher Student Relationship; Stress Variables; Early Adolescents; Individual Development; Anxiety; Depression (Psychology); Antisocial Behavior; Teachers; Parents; Aggression; Stress Management; Student Adjustment; Standards; Student Behavior Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Teacher student relationships; Lehrer-Schüler-Beziehung; Individuelle Entwicklung; Angst; Lehrer; Lehrerin; Lehrende; Eltern; Stressmanagement; Stressbewältigung; Adjustment; Studentin; Adaptation; Standard; Student behaviour; Schülerverhalten |
Abstract | Early adolescence is a time of increased stress and risk for poorer psychosocial functioning, but few studies have explored the relationship between stress and psychosocial functioning in the context of teacher-student relationships during early adolescence. This study used a two-wave longitudinal design to investigate the unique and interactive effects of stress and teacher-student relationships on anxiety/depression, aggression, and rule-breaking behaviors. The sample included 288 sixth- and seventh-grade students (M[subscript age] = 12.01; 54% females; 47% Black, 36% White, 9% Hispanic) and their parents and teachers. Student-perceived stress and teacher-reported teacher-student conflict were related to more aggressive and rule breaking behaviors at Wave 1; perceived stress also predicted more anxiety/depression symptoms at Wave 1. Further, teacher-reported teacher-student closeness predicted less aggressive behaviors over time. The findings suggest that interventions that promote stress management and positive teacher-student relationships may reduce adjustment problems concurrently and over time among early adolescents. [For the corresponding grantee submission, see ED630189.] (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |