Does School Connectedness Mediate the Relationship between Teacher Support and Depressive Symptoms?

被引：16

作者：

Joyce, Hilary D. ^{[1
,2
]}

机构：

[1] Auburn Univ, Dept Sociol Anthropol & Social Work, Social Work, 7030-H Haley Ctr, Auburn, AL 36849 USA

[2] Auburn Univ, Dept Sociol Anthropol & Social Work, BSW Program, 7030-H Haley Ctr, Auburn, AL 36849 USA

来源：

CHILDREN & SCHOOLS | 2019年 / 41卷 / 01期

关键词：

depressive symptoms; school connectedness; student-teacher relationships; teacher support; MIDDLE SCHOOL; ADOLESCENTS; ENVIRONMENT; ADJUSTMENT; COMMUNITY; HEALTH; RISK; ASSOCIATIONS; PERCEPTIONS; MOTIVATION;

D O I：

10.1093/cs/cdy024

中图分类号：

C916 [社会工作、社会管理、社会规划];

学科分类号：

1204 ;

摘要：

Strong teacher support is associated with and predictive of fewer depressive symptoms among youths. However, school connectedness may play a role in explaining this relationship. Using the National Longitudinal Study of Adolescent to Adult Health, this study examined the mediating role of school connectedness on the relationship between teacher support and depressive symptoms in adolescents. The findings showed that school connectedness partially mediated the relationship between depressive symptoms and both feeling cared about by teachers and getting along with teachers. The study findings offer important implications for school social workers who may play an important role in strengthening student-teacher relationships and promoting strategies that enhance student connection to schools.

引用

页码：7 / 15

页数：9

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