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Anxiety and Teacher-Student Relationships in Secondary School: A Systematic Literature Review.
Salter, Darby; Neelakandan, Aswathi; Wuthrich, Viviana M.
Afiliación
  • Salter D; School of Psychological Sciences, Macquarie University, Sydney, Australia.
  • Neelakandan A; School of Psychological Sciences, Macquarie University, Sydney, Australia.
  • Wuthrich VM; Macquarie University Lifespan Health & Wellbeing Research Centre, Macquarie University, Sydney, Australia.
Child Psychiatry Hum Dev ; 2024 Mar 06.
Article en En | MEDLINE | ID: mdl-38446364
ABSTRACT
Anxiety disorders are the most prevalent mental disorders experienced by adolescents. As students spend a significant amount of time within a school environment, it is not surprising that factors in the school environment have been linked to student mental health. Positive teacher-student relationships (TSRs) in children have been found to improve student mental health outcomes, with supportive TSRs associated with reduced student anxiety, and in turn, student anxiety has also been associated with reduced poorer TSR quality. The findings in adolescents are less clear. This review aimed to systematically evaluate the impact of TSRs on anxiety in secondary school students, and vice-versa using PRISMA guidelines. Searches were conducted in five databases and studies screened against inclusion and exclusion criteria, and rated for study quality by two independent researchers. Twenty-six studies across 12 countries were included. Most studies reported higher quality TSRs (e.g., those that are perceived as more supportive, caring, and warm) was associated with decreased anxiety. Conversely, TSRs that were characterised by dependence, motivational support, conflict, or harassment, were associated with increased anxiety. Most studies used a cross-sectional design and as such conclusions regarding causality as well as the direction of the effects cannot be made. However, early evidence from a limited number of longitudinal studies indicated that positive TSRs reduced anxiety over time. Future research is warranted to investigate whether anxiety affects TSRs, as well as exploring specific strategies and approaches teachers can use to establish positive relationships with their students.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Child Psychiatry Hum Dev Año: 2024 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Estados Unidos
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Child Psychiatry Hum Dev Año: 2024 Tipo del documento: Article País de afiliación: Australia Pais de publicación: Estados Unidos