Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom

Autor/inn/en	Tvedt, Maren Stabel; Bru, Edvin; Idsoe, Thormod
Titel	Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 1, S.101-122 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tvedt, Maren Stabel) ORCID (Bru, Edvin) ORCID (Idsoe, Thormod)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1659401
Schlagwörter	Teacher Student Relationship; Teacher Role; Student Motivation; High School Students; High School Teachers; Public Schools; Intention; Potential Dropouts; Adolescents; Correlation; Learner Engagement; Caring; Social Support Groups; Feedback (Response); Personal Autonomy; Psychological Needs; Gender Differences; Foreign Countries; Norway + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Public school; Öffentliche Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Care; Pflege; Sorge; Betreuung; Social support; Soziale Unterstützung; Individuelle Autonomie; Geschlechterkonflikt; Ausland; Norwegen
Abstract	Teachers are crucial agents in adolescents' school life, and teachers' roles involve both academic and socio-emotional functions. This study examined how first-year students in upper secondary school in Norway (n = 1379) perceive aspects of teacher support (emotional support, feedback quality, and autonomy granting), and the associations with intentions to quit school. Based on priori considerations, direct associations of teacher support with intentions to quit and indirect associations via emotional engagement and boredom were tested through structural equation modeling. The model was adjusted for GPA, gender, immigrant background, and study track. Results indicated that perceived emotional support was the most central aspect of teacher support, as revealed by both indirect and direct associations with intentions to quit. Feedback quality and autonomy granting were weakly and indirectly associated with intentions to quit. Boredom was an important factor associated with intentions to quit. (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