Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study

Autor/inn/en	Pössel, Patrick; Rudasill, Kathleen Moritz; Sawyer, Michael G.; Spence, Susan H.; Bjerg, Annie C.
Titel	Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study
Quelle	In: Developmental Psychology, 49 (2013) 11, S.2135-2146 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0031767
Schlagwörter	Depression (Psychology); Questionnaires; Symptoms (Individual Disorders); Gender Differences; Measures (Individuals); Mental Health; Adolescents; Foreign Countries; Longitudinal Studies; Teacher Student Relationship; Social Support Groups; Correlation; Secondary School Teachers; High School Students; Models; Statistical Analysis; Australia; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Fragebogen; Psychiatrische Symptomatik; Geschlechterkonflikt; Messdaten; Psychohygiene; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Korrelation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Analogiemodell; Statistische Analyse; Australien
Abstract	Approximately 1/5 of adolescents develop depressive symptoms. Given that youths spend a good deal of their lives at school, it seems plausible that supportive relationships with teachers could benefit their emotional well-being. Thus, the purpose of this study is to examine the association between emotionally supportive teacher relationships and depression in adolescence. The so-called "principle-effect" and "stress-buffer models" could explain relationships between teacher emotional support and depressive symptoms, yet no study has used both models to test bidirectional relationships between teacher support and depressive symptoms in students separately by sex. Four-thousand three-hundred forty-one students (boys: "n" = 2,063; girls: "n" = 2,278) from Grades 8 to 12 completed the Center for Epidemiological Studies Depression Scale (CES-D), List of Threatening Experiences Questionnaire (LTEQ), and an instrument developed for the study to measure teacher support annually for 5 years. Results support neither of the 2 proposed models. Instead, they indicate that in the 1st years of high school, students of both sexes with average and high numbers of stressful events benefit from teacher support, while teacher support might have iatrogenic effects on students experiencing low numbers of stressful events. Possible explanations for the findings and future research are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01