Ulmanen Sanna, Rautanen Pihla, Soini Tiina, Pietarinen Janne, Pyhältö Kirsi
Faculty of Education and Culture, Tampere University, Tampere, Finland.
Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Front Psychol. 2023 Aug 24;14:1142469. doi: 10.3389/fpsyg.2023.1142469. eCollection 2023.
Effective long term teacher support is key to promoting and sustaining students' study well-being at school. However, little is known about individual variations in the development of perceived teacher support and how such variations are associated with study engagement and study-related burnout. Also, understanding of the differences between age cohorts across school levels is still limited. To address this limitation, we used latent growth mixture (LGM) modeling to study whether teacher support trajectories influenced study engagement and study-related burnout among Finnish primary and lower-secondary school students. Two cohorts of students, namely primary school students from the 4th to 6th grades ( = 2,204) and lower-secondary school students from the 7th to 9th grades ( = 1,411), were followed for three years. LGM revealed four latent trajectories for teacher support, which were labeled (72%), (12%), (11%) and (5%). The teacher support trajectories were strongly associated with students' study engagement and study burnout. Moreover, heightened study-related burnout symptoms and decreased study engagement were associated with a decline in perceived teacher support, while higher levels of study engagement and low levels of study burnout symptoms were associated with a continuum of positive teacher support experience. Primary school students were more likely to employ stable and high levels of teacher support, compared with lower-secondary school students, highlighting the importance of improving conditions in lower-secondary school so that the teacher support will better reach all their students.
有效的长期教师支持是促进和维持学生在校学习幸福感的关键。然而，对于教师支持感发展中的个体差异以及这些差异如何与学习投入和学习相关倦怠相关联，我们知之甚少。此外，对于不同学校层次的年龄组之间差异的理解仍然有限。为了弥补这一局限性，我们使用了潜在增长混合模型（LGM）来研究教师支持轨迹是否会影响芬兰小学生和初中生的学习投入以及学习相关倦怠。对两组学生进行了为期三年的跟踪研究，一组是四年级至六年级的小学生（n = 2204），另一组是七年级至九年级的初中生（n = 1411）。潜在增长混合模型揭示了教师支持的四种潜在轨迹，分别标记为高且稳定（72%）、下降（12%）、低且稳定（11%）和上升（5%）。教师支持轨迹与学生的学习投入和学习倦怠密切相关。此外，学习相关倦怠症状加剧和学习投入下降与教师支持感的下降有关，而较高水平的学习投入和较低水平的学习倦怠症状与持续积极的教师支持体验有关。与初中生相比，小学生更有可能获得稳定且高水平的教师支持，这凸显了改善初中条件以使教师支持能更好地惠及所有学生的重要性。
