Kann erlebte Unterstützung durch Lehrkräfte schulische Erschöpfung und Stress bei Schülerinnen und Schülern abfedern?

Hoferichter, Frances; Raufelder, Diana

doi:10.1024/1010-0652/a000322

Cited by 9 publications

(7 citation statements)

References 71 publications

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“…Hence, if a student perceives teachers as supportive, this student experiences less stress, as he/she applies coping strategies to deal with stressors and reports lower helplessness. These findings are in line with previous correlational and longitudinal studies that investigated the direct paths of the predictor variables teacher support (Hughes, 2012;Hoferichter and Raufelder, 2021) for students' stress level. Contrary to H1, however, no significant relationship was found between teacher support and grades.…”

Section: Discussionsupporting

confidence: 92%

“…Students' academic achievement is conceptualized by students' grades in the subjects German, Math, and English. So far, there have been some empirical studies investigating the single paths on how peer support and/or teacher support relate to students' stress, while others have focused on how social support relates to students' achievement (e.g., Tennant et al, 2015;Hoferichter and Raufelder, 2021;Hoferichter et al, 2021a). Although COR provides a framework for how social support may be related to student stress and academic achievement, it has not been empirically quantified how peer support as well as teacher support relate to students' stress and academic achievement on an individual (student) and contextual (classroom) level.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Investigating into the relationship of teacher support and students' stress, Hoferichter and Raufelder (2021) found that teacher support buffered the development of students' academic exhaustion-a symptom of stress and burnout-over 1 school year. In a sample of elementary school students, it has been found that a positive teacher-student relationship serves children in their stress regulation measured by the stress hormone cortisol (Hughes, 2012).…”

Section: Teacher Support Students' Stress and Academic Achievementmentioning

confidence: 99%

“…On a neurobiological level, Telzer et al (2015) detected that peer support helped students regulate their response to stressors. Meanwhile, social exclusion by peers is related to disturbed neurodevelopment (Raufelder et al, 2021). In their review, Suresh et al (2021) list the few studies that have investigated peer support as resource and summarize that in general, peer support has shown to improve the mental and physical health of students, including students' stress and burnout, although literature, and particularly multilevel approaches, is limited.…”

Section: Peer Support Students' Stress and Academic Achievementmentioning

confidence: 99%

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How social and personal resources support teaching and learning effectiveness

2023

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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Section: Discussionsupporting

confidence: 92%

Section: Limitations and Future Directionsmentioning

confidence: 99%

Section: Teacher Support Students' Stress and Academic Achievementmentioning

confidence: 99%

Section: Peer Support Students' Stress and Academic Achievementmentioning

confidence: 99%

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How social and personal resources support teaching and learning effectiveness

2023

Frontiers Research Topics

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“…A teacher’s praise influences the learning environment in a positive way, thus contributing substantially to the classroom climate longitudinally (Ingemarson et al, 2020). In addition, studies have shown that a teacher’s praise can enhance students’ learning and prosocial behavior, as well as contribute to a positive learning environment and reduce stress and school burnout (Cimpian et al, 2007; Gable et al, 2009; Hoferichter & Raufelder, 2022; Zentall & Morris, 2012). Overall, research studies until now have shown that the relationship aspect is more prominent than the interaction aspect (Schlesier, 2020).…”

Section: Introductionmentioning

confidence: 99%

Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)

Schlesier

Raufelder

Moschner

2023

The Journal of Early Adolescence

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This paper describes the development and validation of an instrument to assess how students deal with emotionally challenging classroom situations (the DECCS Questionnaire). The questionnaire is based on a vignette with one learning and one performance situation in a classroom, and is intended for students in grades 4 to 7. On a sample of N = 639 students ( M age = 10.6 years; SD = 1.25, 52.4% girls) in northwest Germany, factor analytic procedures for the subdimensions of students dealing with emotionally challenging classroom situations show that two factors can be distinguished each for students’ appraisals, for students’ adaptive behavior, for students’ maladaptive behavior, and for students’ desired teacher behavior. The questionnaire and subscales demonstrate good reliability and validity values. Thus, the DECCS questionnaire shows good psychometric properties and is well suited for determining how students deal with emotionally challenging classroom situations.

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Leading dialogic classroom talk: beliefs of pre-service elementary school teachers in the long-term internship

Hickethier

Gröschner

Calcagni

et al. 2023

ZfG

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ZusammenfassungUnterrichtsgespräche stellen die gängige Praxis der Interaktion zwischen Lehrpersonen und Schüler*innen dar. Die Etablierung lernförderlicher Unterrichtsgespräche stellt Lehrpersonen allerdings häufig vor Herausforderungen. Die Forschung zeigt, dass Einstellungen zur dialogischen Unterrichtsgesprächsführung, die als besonders lernförderlich gelten, für eine erfolgreiche Umsetzung bedeutsam sind. Die Studie untersucht erstmals die Einstellungen zur dialogischen Unterrichtsgesprächsführung (Dialogic Teaching) von angehenden Grundschullehrpersonen im Verlauf ihres Langzeitpraktikums. Zudem werden die Einstellungen zur emotionalen Unterstützung von Schüler*innen sowie die Einstellungen zum Lehren und Lernen als Prädiktoren in den Blick genommen. In der Studie wurden N = 189 Studierende des Grundschullehramts zu Beginn und am Ende ihres Langzeitpraktikums befragt. Die Ergebnisse aus den Latent-Change-Modellen zeigen positive Veränderungen der drei Dimensionen von Dialogic Teaching: Sowohl in der (1) Rahmung dialogischer Gesprächsanlässe, (2) Initiierung von Schüler*innenbeiträgen und (3) Förderung dialogischer Beteiligung verändern sich die Einstellungen im Verlauf des Praktikums positiv. Des Weiteren sagen die Einstellungen zum konstruktivistischen Lernen und Lehren signifikant die Veränderungen in den Einstellungen zur Förderung dialogischer Beteiligung vorher. Im Beitrag werden Implikationen für die weitere Forschung und Lehrer*innenbildung aufgezeigt.

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Kann erlebte Unterstützung durch Lehrkräfte schulische Erschöpfung und Stress bei Schülerinnen und Schülern abfedern?

Cited by 9 publications

References 71 publications

How social and personal resources support teaching and learning effectiveness

How social and personal resources support teaching and learning effectiveness

Construction and Initial Validation of the DECCS Questionnaire to Assess How Students Deal with Emotionally Challenging Classroom Situations (Grades 4–7)

Leading dialogic classroom talk: beliefs of pre-service elementary school teachers in the long-term internship

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