Teacher Support and Adolescents' Subjective Well-Being
A Mixed-Methods Investigation
Bibliographic Data
| ID | 23323006 |
|---|---|
| Authors | Shannon M Suldo (0000-0002-2173-181X, University of South Florida, corresponding author), Allison A Friedrich (University of South Florida), Tiffany White (University of South Florida), Jennie Farmer (University of South Florida), Jennie L Farmer (University of South Florida), Devon Minch (0000-0002-5650-6858, University of South Florida), Jessica Michalowski (University of South Florida) |
| Year | 2009 |
| Volume | 38 |
| Issue | 1 |
| Pages | 67-85 |
| Publication date | 2009-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | School Psychology Review (JOURNAL) |
| Journal identifiers | ISSN: 0279-6015 • E-ISSN: 2372-966X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02796015.2009.12087850 |
| OpenAlex | W91507626 |
| Language | EN |
| Citations received | 113 |
| References cited | 24 |
Adolescents' subjective well-being (SWB) is associated with a variety of schooling experiences, particularly their perceptions of teacher support. This article presents results of a mixed-methods study conducted to identify which types of perceived social support enacted by teachers are most strongly associated with middle school students' SWB (quantitative component) as well as student-reported specific teacher actions and/or comments that communicate social support (qualitative component). Four hundred and one students completed self-report measures of SWB and social support; 50 students participated in eight focus groups to uncover students' perceptions of teacher behaviors that communicate support. Findings from a simultaneous regression analysis indicated that perceived teacher support accounted for 16% of the variance in students' SWB, and that emotional support and instrumental support uniquely predicted SWB. Themes that emerged during focus groups included the following: Students perceive teachers to be supportive primarily when they attempt to connect with students on an emotional level, use diverse and best-practice teaching strategies, acknowledge and boost students' academic success, demonstrate fairness during interactions with students, and foster a classroom environment in which questions are encouraged. Gender differences emerged in the qualitative stage of the study only.
Developmental psychology · Emotional support · Focus group · Perception · Qualitative research · Social support · Variety (cybernetics) · Well-being · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
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| Unique citing works | 113 |
|---|---|
| Citations per year | 7,53 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 109 |