Teacher-Student Relationships, Stress, and Psychosocial Functioning during Early Adolescence

Autor/inn/en	Keane, Kevin; Evans, Retta; Orihuela, Catheryn; Mrug, Sylvie
Titel	Teacher-Student Relationships, Stress, and Psychosocial Functioning during Early Adolescence
Quelle	(2023), (45 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keane, Kevin) ORCID (Evans, Retta) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Grade 6; Grade 7; Teacher Student Relationship; Stress Variables; Early Adolescents; Individual Development; Anxiety; Depression (Psychology); Antisocial Behavior; Parents; Teachers; Aggression; Stress Management; Student Adjustment; Standards; Student Behavior + Suchen Sie Ihr Suchwort? 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; Eltern; Lehrer; Lehrerin; Lehrende; 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 6th and 7th-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. [This paper will be published in "Psychology in the Schools."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01