The Role of Social Belonging and Exclusion at School and the Teacher-Student Relationship for the Development of Learned Helplessness in Adolescents

Autor/inn/en	Raufelder, Diana; Kulakow, Stefan
Titel	The Role of Social Belonging and Exclusion at School and the Teacher-Student Relationship for the Development of Learned Helplessness in Adolescents
Quelle	In: British Journal of Educational Psychology, 92 (2022) 1, S.59-81 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Raufelder, Diana) ORCID (Kulakow, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12438
Schlagwörter	Sense of Community; Teacher Student Relationship; Helplessness; Adolescents; Educational Environment; Predictor Variables; Structural Equation Models; Social Environment + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Hilflosigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Prädiktor; Soziales Umfeld
Abstract	Background: Based on learned helplessness theory and conservation of resources theory, the present study explores the role of schools' social environments (i.e., school belonging, school exclusion, and teacher-student relationships) as potential buffers and amplifiers in students' development of learned helplessness during adolescence. Aims: We examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools. Sample: The study uses a sample of N = 1,088 (M[subscript age] = 13.70, SD = 0.53; 54% girls) adolescent students who participated in a two-wave longitudinal study. Methods: We conducted latent moderated structural equation modelling to examine whether school belonging, school exclusion, and teacher-student relationship moderate the longitudinal association of learned helplessness differently for students from low-track schools and high-track schools. Results: The moderation analyses revealed that students from both school tracks are differently affected by school belonging and school exclusion in their development of learned helplessness. Teacher-student relationship did not moderate the association. Conclusion: Our findings underline the important role of the social environment in students' development of learned helplessness. Particularly, the differential effects found for the different educational tracks highlight the necessary awareness of educators to interindividual differences of their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01