National Institute for the Evaluation of the Education System (INVALSI), Via Ippolito Nievo, 35, 00153, Rome, Italy.
Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi, 78, 00185, Rome, Italy.
J Immigr Minor Health. 2019 Aug;21(4):761-766. doi: 10.1007/s10903-018-0839-x.
We investigated the relationship between teacher support at school intended to promote students' autonomy and immigrant adolescents' psychological well-being. A structural equation model was tested on 3130 immigrant adolescents who attended a representative sample of 654 Italian high schools. Gender, socioeconomic status, previous school achievement and immigrant generation were included in the analysis as control variables. Results showed that when teachers are perceived as adopting an approach that is supportive of autonomy, immigrant adolescents report significantly higher levels of psychological well-being. Gender appears to be the most relevant background factor, with girls being more at risk than boys as regards mental health. Overall, our findings suggest that interventions of enacted support by teachers at school that aim to foster students' autonomy would be an effective approach for protecting against mental illness in immigrant adolescents.
我们研究了旨在促进学生自主性的学校教师支持与移民青少年心理健康之间的关系。在一个代表性的 654 所意大利高中的样本中，对 3130 名移民青少年进行了结构方程模型测试。性别、社会经济地位、先前的学业成绩和移民代际被纳入分析作为控制变量。结果表明，当教师被认为采取支持自主性的方法时，移民青少年报告的心理健康水平显著更高。性别似乎是最相关的背景因素，女孩的心理健康风险高于男孩。总的来说，我们的研究结果表明，学校教师实施支持自主性的干预措施将是保护移民青少年免受精神疾病的有效方法。
