Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study |
| |
| Institution: | 1. University of Florida, College of Education, School of Special Education, School Psychology and Early Childhood Studies, PO Box 117050, Gainesville, FL 32611, United States of America;2. Miami University – Ohio, Department of Psychology, 90 N Patterson Ave, Oxford, OH 45056, United States of America;3. Medical University of South Carolina, 67 President Street, Charleston, SC 29425, United States of America;4. University of South Carolina, Barnwell College, 1512 Pendleton Street, Columbia, SC 29208, United States of America;1. Korea University, South Korea;2. Hanyang University, South Korea;1. University of Las Palmas de Gran Canaria, Department of Education, Spain;2. University of Las Palmas de Gran Canaria, Department of Psychology and Sociology, Spain;3. Texas A&M University, Department of Educational Psychology, United States;1. Faculty of Education, University of Castilla-La Mancha, Spain;2. School of Psychology & Speech Pathology, Curtin University, Australia;3. School of Education and Lifelong Learning, University of East Anglia, United Kingdom |
| |
| Abstract: | Grounded in stage–environment fit theory, this study adopts a longitudinal design to examine the contribution of autonomy support from teachers to reducing adolescent anxiety and depression. A total of 236 Chinese adolescents (57.38% females, Mage = 14.34) completed questionnaires on teacher autonomy support, basic psychological needs satisfaction, school engagement, anxiety, and depression in the fall and spring semesters of their 7th and 8th grade years. The results showed that teacher autonomy support in the fall of 7th grade boosted basic psychological needs satisfaction in the spring of 7th grade; this, in turn, increased school engagement in the fall of 8th grade, which subsequently decreased anxiety and depression in the spring of 8th grade. These findings demonstrated the significant effect of teacher autonomy support on reducing adolescent anxiety and depression; furthermore, it highlighted the mediating roles of basic psychological needs satisfaction and school engagement in this relationship. |
| |
| Keywords: | Teacher autonomy support Basic psychological needs satisfaction School engagement Anxiety and depression |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
