How does mentoring by teachers improve the adjustment of academically at-risk students in high school?

Larose, Simon; Duchesne, Sophie; Boisclair-Châteauvert, Geneviève

doi:10.1080/21683603.2018.1509035

Cited by 9 publications

(7 citation statements)

References 47 publications

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“…This may lead to improving students’ educational achievements and preventing behavioral problems, such as school dropout (Moen et al, 2019 ). Regarding students at risk, in particular, teachers can help them to better deal with those social and emotional difficulties that derive from external environments, such as families and neighborhoods (Larose et al, 2020 ). In order to facilitate this bond between teachers and students, it is vital to strengthen teachers and to foster a well-established commitment to their profession and organization, in an attempt to prevent negative attitudes in the teacher level, such as burnout, and in the student level, such as alienation at school and lack of school belonging.…”

Section: Introductionmentioning

confidence: 99%

Optimal educational climate among students at risk: the role of teachers’ work attitudes

2021

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One of the most significant phenomena among students at risk is low resilience. However, very little is known about teacher-related factors that affect students’ resilience. Therefore, the main aim of this study was to shed light on the relationships between teacher-level (affective and continuance organizational commitment, professional commitment, burnout, and job characteristics) and student-level variables (optimal educational climate, OEC: the needs of belonging, respect from others, autonomy, self-efficacy, and self-fulfillment), as OEC is viewed as a main source of students’ psychological resilience. A sample of 243 teachers and 1777 10th-grade students from 44 nationwide secondary schools in Israel participated in this study. The study included the entire population of this selected cohort. Using hierarchical linear model (HLM) coefficient models, we found two major factors that significantly predicted students’ OEC: teachers’ affective organizational commitment and teachers’ job characteristics. These findings indicate that schools may serve as a protective factor for students at risk, since schools can strengthen teachers’ affective abilities in order to ensure their students’ psychological resilience. These findings are especially important when working with students at risk, who tend to be exposed to a wider range of stress factors, both individually and academically. The importance of these relationships becomes even greater considering the effects of the COVID-19 epidemic, which has had a significant global impact on many aspects, including students’ relationships with schools and teachers.

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Section: Introductionmentioning

confidence: 99%

Optimal educational climate among students at risk: the role of teachers’ work attitudes

2021

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“…Since school is the main schema of adolescents' lives, capturing how their sense of belonging to the school climate affects their psychological health and development is significant. In particular, countless efforts have been made to help academically at-risk students, and the need for a better understanding of psychological mechanisms to promote improvement for them is still continuous (Capstick et al, 2019;Larose et al, 2020;Sriram, 2014). Therefore, it is thought that researchers and practitioners in the field may have a better understanding of recognizing the needs of young adults with academic risk and developing intervention programs to improve their healthy development and functioning.…”

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confidence: 99%

School Belongingness in Academically At-Risk Adolescents: Addressing Psychosocial Functioning and Psychological Well-Being

Arslan

Coşkun

2022

JOHAH

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The fundamental psychological need for belongingness in the school setting is a crucial determinant of students’ school-based and overall functioning in life. This study aims to examine the effects of school belongingness on resilience (academic resilience and buoyancy), social support, psychological well-being, and distress in academically at-risk adolescents. The study participants comprised 257 academically at-risk adolescents attending a public secondary and high school in a city in Turkey. Students were 42% (n = 109) female and 58% (n = 148), ranging in age between 11 and 18 years (M = 13.825, SD = 1.673). Results revealed that a school-based sense of inclusion was significantly and positively related to academic resilience, academic buoyancy, social functioning, and psychological well-being, but negatively to psychological and emotional distress. These findings highlighted the crucial role of school belonging for academically high-risk adolescent groups' mental health and wellbeing. All findings were discussed under the related literature and suggestions were made for future research and practices.

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“…Conversely, students who displayed similar problems and had a negative relationship with their teacher performed at a lower level. Finally, a study using a sample of at-risk high school students (e.g., showing severe behavioral problems) who participated in a teacher-student mentoring program ( Larose et al, 2020 ) found that a positive bond with one’s teacher positively predicted both motivation and persistence intentions for students with low-mastery orientation (low focus on understanding and improvement). For those with a high-mastery orientation, predictive associations were of weaker magnitude.…”

Section: Teachers’ Involvement As a Potential Protective Factormentioning

confidence: 99%

Students’ Inattention Symptoms and Psychological Need Satisfaction During the Secondary School Transition: The Protective Role of Teachers’ Involvement

2022

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Objective: This study examined the prospective relationship from student inattention symptoms to changes in their psychological need satisfaction (PNS) during their transition to secondary school. In doing so, it has explored whether this temporal association was moderated by teachers’ involvement (TI). Method: A sample of 688 students (46% male; Mage = 11.82) followed in Grade 6 and Secondary 1 was selected from a stratified random list. Results: Inattention symptoms predicted a decrease in autonomy and competence need satisfaction, after adjusting for gender, anxiety, aggression, and PNS at baseline. In addition, TI in Secondary 1 attenuated the association between inattention and autonomy need satisfaction decline. TI also predicted a smaller decrease in competence need satisfaction, over and above the contribution of inattention. Conclusions: Results support the importance of TI in PNS of students who are struggling with inattention throughout a critical transition. Implications for educational practices and research are discussed.

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How does mentoring by teachers improve the adjustment of academically at-risk students in high school?

Cited by 9 publications

References 47 publications

Optimal educational climate among students at risk: the role of teachers’ work attitudes

Optimal educational climate among students at risk: the role of teachers’ work attitudes

School Belongingness in Academically At-Risk Adolescents: Addressing Psychosocial Functioning and Psychological Well-Being

Students’ Inattention Symptoms and Psychological Need Satisfaction During the Secondary School Transition: The Protective Role of Teachers’ Involvement

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