How do teacher support trajectories influence primary and lower-secondary school students’ study well-being

Frontiers in Psychology

Psychology

Kirsi Pyhältö¹  Tiina Soini²  Pihla Rautanen²  Sanna Ulmanen³  Janne Pietarinen⁴ 

[1] Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland;Department of Curriculum Studies, University of Stellenbosch, Stellenbosch, South Africa;Faculty of Education and Culture, Tampere University, Tampere, Finland;Faculty of Education and Culture, Tampere University, Tampere, Finland;Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland;School of Applied Educational Sciences and Teacher Education, Philosophical Faculty, University of Eastern Finland, Joensuu, Finland;

关键词: teacher support trajectories;    study engagement;    study-related burnout;    grade-level differences;    latent growth mixture modeling;   

DOI  :  10.3389/fpsyg.2023.1142469

 received in 2023-01-11, accepted in 2023-08-14,  发布年份 2023

来源: Frontiers

【 摘 要 】

Effective long term teacher support is key to promoting and sustaining students’ study well-being at school. However, little is known about individual variations in the development of perceived teacher support and how such variations are associated with study engagement and study-related burnout. Also, understanding of the differences between age cohorts across school levels is still limited. To address this limitation, we used latent growth mixture (LGM) modeling to study whether teacher support trajectories influenced study engagement and study-related burnout among Finnish primary and lower-secondary school students. Two cohorts of students, namely primary school students from the 4th to 6th grades (N = 2,204) and lower-secondary school students from the 7th to 9th grades (N = 1,411), were followed for three years. LGM revealed four latent trajectories for teacher support, which were labeled high stable (72%), low stable (12%), decreasing (11%) and increasing (5%). The teacher support trajectories were strongly associated with students’ study engagement and study burnout. Moreover, heightened study-related burnout symptoms and decreased study engagement were associated with a decline in perceived teacher support, while higher levels of study engagement and low levels of study burnout symptoms were associated with a continuum of positive teacher support experience. Primary school students were more likely to employ stable and high levels of teacher support, compared with lower-secondary school students, highlighting the importance of improving conditions in lower-secondary school so that the teacher support will better reach all their students.

【 授权许可】

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Copyright © 2023 Ulmanen, Rautanen, Soini, Pietarinen and Pyhältö.