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Student-teacher relationships and sense of academic futility: Longitudinal associations among early adolescents of immigrant and non-immigrant background.
Bobba, Beatrice; Yanagida, Takuya; Wiertsema, Maria; Miconi, Diana; Oyekola, Adebunmi; Chukwueke, Ifunanya; Özdemir, Sevgi Bayram.
Afiliación
  • Bobba B; Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy.
  • Yanagida T; Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria.
  • Wiertsema M; Faculty of Behavioral and Social Sciences, Department of Pedagogy and Educational Sciences, University of Groningen, Groningen, the Netherlands.
  • Miconi D; Department of Educational Psychology and Adult Education, Université de Montréal, Montreal, Canada.
  • Oyekola A; Department of Counselling and Human Development Studies, University of Ibadan, Ibadan, Nigeria.
  • Chukwueke I; Department of Psychology, University of Nigeria Nsukka, Nsukka, Nigeria.
  • Özdemir SB; School of Law, Psychology and Social Work, Center for Lifespan Developmental Research (LEADER), Örebro University, Örebro, Sweden.
Br J Dev Psychol ; 2024 Jun 18.
Article en En | MEDLINE | ID: mdl-38888266
ABSTRACT
Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student-teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Br J Dev Psychol Año: 2024 Tipo del documento: Article País de afiliación: Italia Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Br J Dev Psychol Año: 2024 Tipo del documento: Article País de afiliación: Italia Pais de publicación: Reino Unido