School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School

Tian, Lili; Tian, Quan; Huebner, E. Scott

doi:10.1007/s11205-015-1021-7

Cited by 119 publications

(109 citation statements)

References 101 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…To date, a paucity of research has examined the extent to which positive teacher-student relationships predict happiness via satisfaction of psychological needs, although psychological needs satisfaction as a mediator between relationships and happiness has been studied in other types of social relationships, such as friendships (Demir & Özdemir, 2010) and romantic relationships (Wei, Shaffer, Young, & Zakalik, 2005). In a recent study, teacher-student relationships predicted school-related happiness via psychological need satisfaction in a sample of Chinese adolescents (Tian, Tian, & Huebner, 2016). These results held for males and females, which is in accordance with studies indicating that adolescent girls and boys report equivalent levels of happiness (Csikszentmihalyi & Hunter, 2003;Mahon, Yarcheski, & Yarcheski, 2005).…”

Section: Introductionmentioning

confidence: 99%

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Froiland

Worrell

2019

Psychology in the Schools

View full text Add to dashboard Cite

Teacher–student relationships have been linked to autonomous motivation and achievement. However, relatively little is known about whether satisfying students’ psychological needs mediates the association between teacher–student relationships and student happiness. Furthermore, this relationship needs to be examined in samples of students from different ethnic and racial backgrounds. In this structural equation modeling study (N = 1,961), we found that teacher–student relationships were positively and moderately associated with the satisfaction of psychological needs for autonomy, relatedness, and competence. Satisfying psychological needs, in turn, was moderately positively associated with happiness. These findings held across African American, Asian American, and Latinx subsamples. For the overall sample, students in higher grade levels perceived that their psychological needs were met to a lesser degree than students in earlier grades. However, only the Latinx subsample replicated this effect. Teacher–student relationships may promote happiness via meeting psychological needs.

show abstract

Section: Introductionmentioning

confidence: 99%

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Froiland

Worrell

2019

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Such remarks allow for some reassurance that we have established some of the variables that could influence a positive school climate (Bosworth et al, 2011;Aldridge and McChesney, 2018). In the three dimensions proposed by the model, we can also identify the actions required in order to impact on wellbeing and its relationship with the academic achievement of the students (Maxwell et al, 2017), their ways of relating to teachers (Roorda et al, 2011), and the relationships they establish with peers and others in their environment (Tian et al, 2016).…”

Section: Discussionmentioning

confidence: 97%

“…Ponferrada-Arteaga and Carrasco-Pons (2010) explain that the emotional expectations that students have about their own school and the degree of recognition and legitimization of the differences manifested by the practices of the school institution influence how students deal with each other at school. A study made by Tian et al (2016) shows that social support experienced in school is significantly related to subjective well-being.…”

Section: Social Coexistencementioning

confidence: 99%

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

et al. 2020

View full text Add to dashboard Cite

School environment refers to the set of relationships that occur among members of a school community that are determined by structural, personal, and functional factors of the educational institution, which provide distinctiveness to schools. The school environment is an important factor when evaluating student well-being. Previous findings have shown that variables such as physical, academic, and social dimensions influence school environments. This research seeks to explain the relationship between school environment and the well-being of primary education students. To carry out this research, a total of 405 students from four public elementary schools in northwestern Mexico were selected to participate. The instrument used to measure the variables and the relationship of school environment and well-being is based on the three dimensions of school environment proposed by Kutsyuruba et al. (2015): Physical, social, and academic. Statistical analyses were carried out to determine the reliability and validity of the measurement scales using SPSS V20 and EQS software. Confirmatory factor analysis models were tested to determine the construct validity of each scale; then, an analysis via structural equation modeling was made to form an explanatory model obtaining acceptable practical and statistical indicators. Among the relationships in this study, our research identified the variable of school environments as an outcome determined by physical, academic, and social factors. School environment and student well-being variables were also found to be correlated.

show abstract

“…De nombreuses études se sont attachées à étudier le lien entre le bien-être subjectif et la satisfaction des besoins psychologiques fondamentaux dans différents domaines (e.g., Sheldon et al, 1995Sheldon et al, , 1996Sheldon et al, , 1997Reis et al, 2000 dans un contexte général ;Gillet et al, 2015 ;Huyghebaert et al, 2017 ;Baard et al, 2004 dans le contexte professionnel ; Adie et al, 2012 dans le contexte sportif). Cependant, malgré quelques études récentes (Véronneau et al, 2005 ;Tian et al, 2015 ;Tian et al, 2016), il semble qu'une attention limitée soit accordée à l'impact de la satisfaction des besoins fondamentaux sur le bien-être subjectif des élèves dans le contexte scolaire (Tian et al, 2016).…”

Section: Bien-être Et Satisfaction Des Besoinsunclassified

“…De nombreux travaux s'accordent également sur l'importance de la qualité de la relation enseignant-élève sur le niveau de bien-être subjectif de l'élève (Tian et al, 2016) et leur satisfaction scolaire quel que soit le contexte culturel (Tomyn & Cummins, 2011 ;Baker, 1999 ;Danielsen et al, 2009 ;Epstein & McPartland, 1976 ;Hui & Sun, 2010 ;Kong, 2008 ;Samdal et al, 1999 ;Verkuyten & Thijs, 2002 ; pour une revue de littérature sur le sujet).…”

unclassified

Se sentir bien dans chacun des lieux de l’espace scolaire au collège

Joing¹,

Vors²,

Llena³

et al. 2018

Spirale - Revue De Recherches en Éducation

View full text Add to dashboard Cite

L'objet de ce travail est d'examiner et d'expliquer la variation des expériences vécues au collège (composante affective du bien-être subjectif) en fonction des lieux fréquentés par l'élève. De nombreuses recherches questionnent le bien-être en contexte scolaire de manière globale sans distinguer nécessairement les différents lieux de l'espace scolaire. La présente recherche postule que le bien-être au collège varie quotidiennement en fonction des lieux fréquentés par l'élève et que cette variation peut s'expliquer par le degré de satisfaction des besoins psychologiques et/ou physiologiques dans chacun des lieux, par la perception physique du lieu ou encore par le climat qui y règne. L'enquête de terrain a été menée auprès de 2028 élèves issus de dix collèges publics des Hauts-de-France. Après avoir identifié les lieux pour lesquels les élèves déclarent vivre le plus d'expériences positives (à savoir la cour de récréation, la cantine, la salle de sport et le CDI) et ceux pour lesquels les scores de bien-être affectif sont significativement bas (les lieux institutionnels tels que l'administration, le bureau de la vie scolaire ou du CPE, ainsi que les toilettes), les résultats révèlent que la qualité des expériences vécues dans un lieu est conditionnée par le fait de vivre des activités qui contribuent à la satisfaction des besoins d'affiliation et d'autonomie, de percevoir le lieu comme agréable, accueillant et propre, de ne pas être victime d'incivilités par les pairs, et de se sentir en sécurité.

show abstract

School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School

Cited by 119 publications

References 101 publications

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

School Environments and Elementary School Children’s Well-Being in Northwestern Mexico

Se sentir bien dans chacun des lieux de l’espace scolaire au collège

Contact Info

Product

Resources

About