Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study
Grounded in Self-Determination Theory, this study examined trends in depression and the longitudinal impacts of teacher autonomy support and teacher–student relationships on students’ depressive symptoms. A total of 1613 Chinese primary school students (48.17% females) and 1397 Chinese middle school...
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| Veröffentlicht in: | School mental health 2022-03, Vol.14 (1), p.110-124 |
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| creator | Zhang, Danhui Jin, Bihui Cui, Yiran |
| description | Grounded in Self-Determination Theory, this study examined trends in depression and the longitudinal impacts of teacher autonomy support and teacher–student relationships on students’ depressive symptoms. A total of 1613 Chinese primary school students (48.17% females) and 1397 Chinese middle school students (47.67% females) completed self-report questionnaires on depression, teacher autonomy support, and teacher–student relationships. The measurements were conducted in the 4
th
, 5
th
, and 6
th
grades for the primary school group and in the 7
th
, 8
th
, and 9
th
grades for the middle school group. Latent growth curve modelling revealed that the depressive symptoms of the primary school girls increased while the primary school boys’ depressive symptoms declined over time. The middle school students’ depressive symptoms increased, with no gender differences. As hypothesized, the findings underlined the buffering effect of teacher autonomy support and teacher–student relationships on depression in both primary school and middle school and for both boys and girls. |
| doi_str_mv | 10.1007/s12310-021-09456-4 |
| format | Article |
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th
, 5
th
, and 6
th
grades for the primary school group and in the 7
th
, 8
th
, and 9
th
grades for the middle school group. Latent growth curve modelling revealed that the depressive symptoms of the primary school girls increased while the primary school boys’ depressive symptoms declined over time. The middle school students’ depressive symptoms increased, with no gender differences. As hypothesized, the findings underlined the buffering effect of teacher autonomy support and teacher–student relationships on depression in both primary school and middle school and for both boys and girls.</description><identifier>ISSN: 1866-2625</identifier><identifier>EISSN: 1866-2633</identifier><identifier>DOI: 10.1007/s12310-021-09456-4</identifier><language>eng</language><publisher>New York: Springer US</publisher><subject>Adolescents ; Behavioral Science and Psychology ; Child and School Psychology ; Child Development ; Clinical Psychology ; Depression (Psychology) ; Developmental Psychology ; Education ; Educational Environment ; Elementary School Students ; Elementary School Teachers ; Foreign Countries ; Gender Differences ; Grade 4 ; Grade 5 ; Grade 6 ; Grade 7 ; Grade 8 ; Grade 9 ; Learner Engagement ; Learning ; Longitudinal studies ; Mental depression ; Middle School Students ; Middle School Teachers ; Middle schools ; Motivation ; Original Paper ; Personal relationships ; Professional Autonomy ; Psychology ; Puberty ; Self Determination ; Teacher Student Relationship ; Teachers ; Teenagers</subject><ispartof>School mental health, 2022-03, Vol.14 (1), p.110-124</ispartof><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021</rights><rights>The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c341t-af967165740232917f8598d21ccf01e871e585d8fda0cc0c7eadcc623c7c6963</citedby><cites>FETCH-LOGICAL-c341t-af967165740232917f8598d21ccf01e871e585d8fda0cc0c7eadcc623c7c6963</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://link.springer.com/content/pdf/10.1007/s12310-021-09456-4$$EPDF$$P50$$Gspringer$$H</linktopdf><linktohtml>$$Uhttps://link.springer.com/10.1007/s12310-021-09456-4$$EHTML$$P50$$Gspringer$$H</linktohtml><link.rule.ids>314,776,780,27901,27902,41464,42533,51294</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1328187$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Zhang, Danhui</creatorcontrib><creatorcontrib>Jin, Bihui</creatorcontrib><creatorcontrib>Cui, Yiran</creatorcontrib><title>Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study</title><title>School mental health</title><addtitle>School Mental Health</addtitle><description>Grounded in Self-Determination Theory, this study examined trends in depression and the longitudinal impacts of teacher autonomy support and teacher–student relationships on students’ depressive symptoms. A total of 1613 Chinese primary school students (48.17% females) and 1397 Chinese middle school students (47.67% females) completed self-report questionnaires on depression, teacher autonomy support, and teacher–student relationships. The measurements were conducted in the 4
th
, 5
th
, and 6
th
grades for the primary school group and in the 7
th
, 8
th
, and 9
th
grades for the middle school group. Latent growth curve modelling revealed that the depressive symptoms of the primary school girls increased while the primary school boys’ depressive symptoms declined over time. The middle school students’ depressive symptoms increased, with no gender differences. As hypothesized, the findings underlined the buffering effect of teacher autonomy support and teacher–student relationships on depression in both primary school and middle school and for both boys and girls.</description><subject>Adolescents</subject><subject>Behavioral Science and Psychology</subject><subject>Child and School Psychology</subject><subject>Child Development</subject><subject>Clinical Psychology</subject><subject>Depression (Psychology)</subject><subject>Developmental Psychology</subject><subject>Education</subject><subject>Educational Environment</subject><subject>Elementary School Students</subject><subject>Elementary School Teachers</subject><subject>Foreign Countries</subject><subject>Gender Differences</subject><subject>Grade 4</subject><subject>Grade 5</subject><subject>Grade 6</subject><subject>Grade 7</subject><subject>Grade 8</subject><subject>Grade 9</subject><subject>Learner Engagement</subject><subject>Learning</subject><subject>Longitudinal studies</subject><subject>Mental depression</subject><subject>Middle School Students</subject><subject>Middle School Teachers</subject><subject>Middle schools</subject><subject>Motivation</subject><subject>Original Paper</subject><subject>Personal relationships</subject><subject>Professional Autonomy</subject><subject>Psychology</subject><subject>Puberty</subject><subject>Self Determination</subject><subject>Teacher Student Relationship</subject><subject>Teachers</subject><subject>Teenagers</subject><issn>1866-2625</issn><issn>1866-2633</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><recordid>eNp9kE9LwzAchosoOKdfQBACnqv506btScacOhkIbhdPIaS_bh1dUpP2sIOw7-DJr7dPYlznvHlK4HneN-ENgkuCbwjGya0jlBEcYkpCnEUxD6OjoEdSzkPKGTs-3Gl8Gpw5t8SYM8pxL_i4N2gGUi3AokHbGG1WazRt69rYBkmd_8Lt5nPatDnoBr1CJZvSaLcoa4fGuqha0ArQnrvt5gvdQ23BOW_doQFi4RtIiyZGz0svlVpWO3t9HpwUsnJwsT_7wexhNBs-hZOXx_FwMAkVi0gTyiLjCeFxEmHKaEaSIo2zNKdEqQITSBMCcRrnaZFLrBRWCchcKU6ZShTPOOsH111tbc17C64RS9Na_wsnaEYx82VR5i3aWcoa5ywUorblStq1IFj8rCy6lYVfWexWFpEPXXUhsKU6BEbPhNGUpInnrOPOMz0H-_f0P63ferOMKQ</recordid><startdate>20220301</startdate><enddate>20220301</enddate><creator>Zhang, Danhui</creator><creator>Jin, Bihui</creator><creator>Cui, Yiran</creator><general>Springer US</general><general>Springer</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>PQEDU</scope><scope>PSYQQ</scope></search><sort><creationdate>20220301</creationdate><title>Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study</title><author>Zhang, Danhui ; Jin, Bihui ; Cui, Yiran</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c341t-af967165740232917f8598d21ccf01e871e585d8fda0cc0c7eadcc623c7c6963</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Adolescents</topic><topic>Behavioral Science and Psychology</topic><topic>Child and School Psychology</topic><topic>Child Development</topic><topic>Clinical Psychology</topic><topic>Depression (Psychology)</topic><topic>Developmental Psychology</topic><topic>Education</topic><topic>Educational Environment</topic><topic>Elementary School Students</topic><topic>Elementary School Teachers</topic><topic>Foreign Countries</topic><topic>Gender Differences</topic><topic>Grade 4</topic><topic>Grade 5</topic><topic>Grade 6</topic><topic>Grade 7</topic><topic>Grade 8</topic><topic>Grade 9</topic><topic>Learner Engagement</topic><topic>Learning</topic><topic>Longitudinal studies</topic><topic>Mental depression</topic><topic>Middle School Students</topic><topic>Middle School Teachers</topic><topic>Middle schools</topic><topic>Motivation</topic><topic>Original Paper</topic><topic>Personal relationships</topic><topic>Professional Autonomy</topic><topic>Psychology</topic><topic>Puberty</topic><topic>Self Determination</topic><topic>Teacher Student Relationship</topic><topic>Teachers</topic><topic>Teenagers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Zhang, Danhui</creatorcontrib><creatorcontrib>Jin, Bihui</creatorcontrib><creatorcontrib>Cui, Yiran</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest One Education</collection><collection>ProQuest One Psychology</collection><jtitle>School mental health</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Zhang, Danhui</au><au>Jin, Bihui</au><au>Cui, Yiran</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1328187</ericid><atitle>Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study</atitle><jtitle>School mental health</jtitle><stitle>School Mental Health</stitle><date>2022-03-01</date><risdate>2022</risdate><volume>14</volume><issue>1</issue><spage>110</spage><epage>124</epage><pages>110-124</pages><issn>1866-2625</issn><eissn>1866-2633</eissn><abstract>Grounded in Self-Determination Theory, this study examined trends in depression and the longitudinal impacts of teacher autonomy support and teacher–student relationships on students’ depressive symptoms. A total of 1613 Chinese primary school students (48.17% females) and 1397 Chinese middle school students (47.67% females) completed self-report questionnaires on depression, teacher autonomy support, and teacher–student relationships. The measurements were conducted in the 4
th
, 5
th
, and 6
th
grades for the primary school group and in the 7
th
, 8
th
, and 9
th
grades for the middle school group. Latent growth curve modelling revealed that the depressive symptoms of the primary school girls increased while the primary school boys’ depressive symptoms declined over time. The middle school students’ depressive symptoms increased, with no gender differences. As hypothesized, the findings underlined the buffering effect of teacher autonomy support and teacher–student relationships on depression in both primary school and middle school and for both boys and girls.</abstract><cop>New York</cop><pub>Springer US</pub><doi>10.1007/s12310-021-09456-4</doi><tpages>15</tpages></addata></record> |
| fulltext | fulltext |
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| subjects | Adolescents Behavioral Science and Psychology Child and School Psychology Child Development Clinical Psychology Depression (Psychology) Developmental Psychology Education Educational Environment Elementary School Students Elementary School Teachers Foreign Countries Gender Differences Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Learner Engagement Learning Longitudinal studies Mental depression Middle School Students Middle School Teachers Middle schools Motivation Original Paper Personal relationships Professional Autonomy Psychology Puberty Self Determination Teacher Student Relationship Teachers Teenagers |
| title | Do Teacher Autonomy Support and Teacher–Student Relationships Influence Students’ Depression? A 3-Year Longitudinal Study |
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