A New Longitudinal Examination on the Relationship between Teaching Style and Adolescent Depression.

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Autor/Urheber	Zhuojun Yao; Weiming Luhb
Institution	ERPA
Titel	A New Longitudinal Examination on the Relationship between Teaching Style and Adolescent Depression.
Quelle	In: doi:10.17220/ijpes.2019.01.001; 2148-9378; International Journal of Psychology and Educational Studies , Vol 6, Iss 1, Pp 1-9 (2019)(2019) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.17220/ijpes.2019.01.001
Schlagwörter	adolescent depression; teaching style; longitudinal study; interaction effect; Special aspects of education; Psychology
Abstract	Guided by the theoretical framework of Baumrind's parenting style, this study aimed at providing a better understanding of the relationship between teaching style and adolescent depression. The panel data is from the Taiwan Educational Panel Survey (N=654). Findings showed that the effect of teaching style on adolescent depression had different pattern accross junior and senior high school students. And there is interaction effects between teaching style in junior and senior high school. Authoritarian teaching style played a more significant role for junior high students, and this effect can last especially among those whose perception of teaching style is authoritarian and authoritative in high school. And permissive teaching style was more important in senior high stage, it could decrease the levels of depression especially for those who perceived teaching style is indifferent and authoritarian in junior high school. Implications for future research were discussed.
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