![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study examined the relationship between perceived teacher support and overall life satisfaction (LS) in a sample of urban middle school students. Based on correlations between measures of student perceptions related to these constructs, results indicated that student perceptions of teacher support correlated significantly with LS, with the highest correlation demonstrated between Informational Support and LS (r = .33). Linear regression analyses also indicated that teacher Informational Support contributed most significantly to LS variance. Student grade was identified as a moderating variable. Implications of these findings for teachers and other school staff are discussed within the context of including school climate factors in comprehensive school review plans for maximizing student functioning.
References
Section:
|
Adler, N. (2002). Interpretations of the meaning of care: Creating caring relationships in urban middle school classrooms. Urban Education, 37, 241-266. Google Scholar | SAGE Journals | ISI | |
|
Bar-On, R. (2003). How important is it to educate people to be emotionally and socially intelligent, and can it be done? Perspectives in Education, 21, 3-15. Google Scholar | ISI | |
|
Center for Mental Health in Schools at UCLA . (2012). Improving teacher retention, performance, and student outcomes. Los Angeles: Author. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/newteach.pdf Google Scholar | |
|
Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76, 201-237. Google Scholar | Crossref | ISI | |
|
Cohen, J., Geier, V. K. (2010). School climate research summary: January 2010. New York, NY: National School Climate Center. Google Scholar | |
|
Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 6-13. Google Scholar | ISI | |
|
Darling-Hammond, L. (2007). The flat earth and education: How America’s commitment to equity will determine our future. Educational Researcher, 36, 318-334. Google Scholar | SAGE Journals | |
|
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national Index. American Psychologist, 55, 34-43. Google Scholar | Crossref | Medline | ISI | |
|
Diener, E., Oishi, S., Lucas, R. E. (2009). Subjective well-being: The science of happiness and life satisfaction. In Snyder, C. R., Lopez, S. J. (Eds.), Handbook of positive psychology (pp. 187-194). New York, NY: Oxford University Press. Google Scholar | Crossref | |
|
Doll, B., Zucker, S., Brehm, K. (2004). Resilient classrooms: Creating healthy environments for learning (Practical intervention in the schools series). New York, NY: Guilford Press. Google Scholar | |
|
Doll, D. (2010). Positive school climate. Retrieved from http://www.nasponline.org/resources/principals/School_ClimatePLDec10_ftsp.pdf Google Scholar | |
|
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Schellinger, K. B., Taylor, R. D. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 32, 405-432. Google Scholar | Crossref | ISI | |
|
Gable, S. L., Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9, 103-110. Google Scholar | Crossref | ISI | |
|
Gilman, R., Huebner, E. S. (1997). Children’s reports of their life satisfaction. School Psychology International, 18, 229-243. Google Scholar | SAGE Journals | ISI | |
|
Gilman, R., Huebner, E. S., Furlong, M. J. (2009). Handbook of positive psychology in schools. New York, NY: Routledge. Google Scholar | |
|
Hamre, B. K., Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625-638. Google Scholar | Crossref | Medline | ISI | |
|
Hamre, B. K., Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967. Google Scholar | Crossref | Medline | ISI | |
|
Hamre, B. K., Pianta, R. C. (2006). Student-teacher relationships. In Bear, G. G., Minke, K. M. (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 59-72). Bethesda, MD: National Association of School Psychologists. Google Scholar | |
|
House, J. (1981). Work stress and social support. Reading, MA: Addison-Wesley. Google Scholar | |
|
Huebner, E. S. (1991). Initial development of the Students’ Life Satisfaction Scale. School Psychology International, 12, 231-243. Google Scholar | SAGE Journals | |
|
Huebner, E. S. (2001). Multidimensional Students’ Life Satisfaction Scale. Columbia: University of South Carolina. Google Scholar | |
|
Huebner, E. S., Drane, W., Valois, R. F. (2000). Levels and demographic correlates of adolescent life satisfaction reports. School Psychology International, 21, 281-292. Google Scholar | SAGE Journals | ISI | |
|
Huebner, E. S., Gilman, R. (2003). Toward a focus on positive psychology in school psychology. School Psychology Quarterly, 18, 99-102. Google Scholar | Crossref | ISI | |
|
Huebner, E. S., Suldo, S. M., Smith, L. C., McKnight, C. G. (2004). Life satisfaction in children and youth: Empirical foundations and implications for school psychologists. Psychology in the Schools, 41, 81-93. Google Scholar | Crossref | ISI | |
|
Hughes, J., Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39-51. Google Scholar | Crossref | Medline | ISI | |
|
Hughes, J. N., Luo, W., Kwok, O., Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1-14. Google Scholar | Crossref | Medline | ISI | |
|
Institute of Education Sciences . (2004). NCES surveys on teachers and students. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=11 Google Scholar | |
|
Laurent, J., Catanzaro, S. J., Joiner, T. E., Rudolph, K. D., Potter, K. I., Lambert, S., . . . Gathright, T. (1999). A measure of positive and negative affect for children: Scale development and preliminary validation. Psychological Assessment, 11, 326-338. Google Scholar | Crossref | ISI | |
|
Long, R. F., Huebner, E. S., Wedell, D. H., Hill, K. J. (2012). Measuring school-related subjective well-being in adolescents. American Journal of Orthopsychiatry, 82, 50-60. Google Scholar | Crossref | Medline | ISI | |
|
Malecki, C. K., Demaray, M. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal, and instrumental support. School Psychology Quarterly, 18, 231-252. Google Scholar | Crossref | ISI | |
|
Malecki, C. K., Demarray, M. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21, 375-395. Google Scholar | Crossref | ISI | |
|
Malecki, C. K., Demaray, M. K., Elliott, S. N. (2004). The child and adolescent social support scale. DeKalb: Northern Illinois University. Google Scholar | |
|
No Child Left Behind (NCLB) Act of 2001, Pub. L. No. 107–110, § 115, Stat. 1425 (2002). Google Scholar | |
|
Paulson, B. L, Everall, R. D. (2001). The teen suicide research project. Alberta Journal of Educational Research, 47, 91-94. Google Scholar | ISI | |
|
Reddy, R., R., Rhodes, J. E., Mulhall, P. P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15, 119-138. Google Scholar | Crossref | Medline | ISI | |
|
Richman, J. M., Rosenfeld, L. B., Bowen, G. L. (1998). Social support for adolescents at risk of school failure. Social Work, 43, 309-323. Google Scholar | Crossref | Medline | ISI | |
|
Seligman, M. E. P., Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55, 5-14. Google Scholar | Crossref | Medline | ISI | |
|
Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35, 293-311. Google Scholar | Crossref | ISI | |
|
Stewart, T., Suldo, S. M. (2011). Relationships between social support sources and early adolescents’mental health: The moderating effect of student achievement level. Psychology in the Schools, 48, 1016-1033. Google Scholar | Crossref | ISI | |
|
Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., Michalowski, J. (2009). Teacher support and adolescents’ subjective well-being: A mixed-methods investigation. School Psychology Review, 38, 67-85. Google Scholar | ISI | |
|
Suldo, S. M., Riley, K. N., Shaffer, E. J. (2006). Academic correlates of children and adolescents’ life satisfaction. School Psychology International, 27, 567-582. Google Scholar | SAGE Journals | ISI | |
|
Suldo, S. M., Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37, 52-68. Google Scholar | ISI | |
|
Tardy, C. H. (1985). Social support measurement. American Journal of Community Psychology, 13, 187-202. Google Scholar | Crossref | ISI | |
|
Terjesen, M. D., Jacofsky, M., Froh, J., DiGiuseppe, R. (2004). Integrating positive psychology into schools: Implications for practice. Psychology in the Schools, 41, 163-172. Google Scholar | Crossref | ISI | |
|
Veenhoven, R. (1988). The utility of happiness. Social Indicators Research, 20, 333-354. Google Scholar | Crossref | ISI | |
|
Zins, J. E., Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17, 233-255. Google Scholar | Crossref | ISI |
