The longitudinal development of students' well-being in adolescence: the role of perceived teacher autonomy support

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dc.contributor.authorKleinkorres, Ruben
dc.contributor.authorStang-Rabrig, Justine
dc.contributor.authorMcElvany, Nele
dc.date.accessioned2023-10-17T13:08:18Z
dc.date.available2023-10-17T13:08:18Z
dc.date.issued2023-01-04
dc.description.abstractAlthough a decline in adolescents' well-being has repeatedly been reported, longitudinal evidence for this development is rare and time-varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well-being. Longitudinal data from 3446 adolescents from Germany (NSchools = 178) on five measurement points (Grades 5–9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self-rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well-being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self-rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well-being in adolescence.en
dc.identifier.urihttp://hdl.handle.net/2003/42154
dc.identifier.urihttp://dx.doi.org/10.17877/DE290R-23987
dc.language.isoende
dc.relation.ispartofseriesJournal of research on adolescence;33(2)
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/de
dc.subjectAdolescenceen
dc.subjectLongitudinal developmenten
dc.subjectStudents' well-beingen
dc.subjectTeacher autonomy supporten
dc.subject.ddc370
dc.subject.rswkWohlbefindende
dc.subject.rswkHeranwachsenderde
dc.subject.rswkLehrerde
dc.subject.rswkLängsschnittuntersuchungde
dc.subject.rswkAutonomiede
dc.titleThe longitudinal development of students' well-being in adolescence: the role of perceived teacher autonomy supporten
dc.typeTextde
dc.type.publicationtypeArticlede
dcterms.accessRightsopen access
eldorado.secondarypublicationtruede
eldorado.secondarypublication.primarycitationKleinkorres, R., Stang-Rabrig, J., & McElvany, N. (2023). The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support. Journal of Research on Adolescence, 33, 496–513. https://doi.org/10.1111/jora.12821de
eldorado.secondarypublication.primaryidentifierDOI: https://doi.org/10.1111/jora.12821de

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