The Mediational Effect of Achievement Goals in the Association between Teacher-Student Relationships and Behavioral/Emotional Risk
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| Title: | The Mediational Effect of Achievement Goals in the Association between Teacher-Student Relationships and Behavioral/Emotional Risk |
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| Language: | English |
| Authors: | Dever, Bridget V. (ORCID |
| Source: | School Mental Health. Dec 2022 14(4):880-890. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teacher Student Relationship, Predictor Variables, Caring, Mental Health, Role, Outcomes of Education, Student Adjustment, Goal Orientation, Academic Achievement, Mastery Learning, Middle School Students, Hispanic American Students, Prevention, Risk, Behavior Problems, Emotional Disturbances |
| DOI: | 10.1007/s12310-022-09527-0 |
| ISSN: | 1866-2625 1866-2633 |
| Abstract: | Research supports the role of teacher-student relationships (TSRs) in supporting adaptive behavioral and emotional outcomes for students. The present study considered achievement goals (mastery and performance) as mediators between the TSR and behavioral/emotional risk (BER) to further understand the process by which this relationship exists. Based on self-reports from a sample of 1206 predominantly Latina/o/e middle school students, a mediational relationship was identified. More specifically, teacher caring was a positive predictor of both mastery and performance goals. Mastery goals were negatively linked to BER, whereas performance goals were positively linked to BER. A partial mediation model was supported, with a direct, negative link between teacher caring and BER remaining even after accounting for the mediational effects of achievement goals. Implications are discussed in the context of prevention efforts to support student mental health in schools. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1356482 |
| Database: | ERIC |
| Abstract: | Research supports the role of teacher-student relationships (TSRs) in supporting adaptive behavioral and emotional outcomes for students. The present study considered achievement goals (mastery and performance) as mediators between the TSR and behavioral/emotional risk (BER) to further understand the process by which this relationship exists. Based on self-reports from a sample of 1206 predominantly Latina/o/e middle school students, a mediational relationship was identified. More specifically, teacher caring was a positive predictor of both mastery and performance goals. Mastery goals were negatively linked to BER, whereas performance goals were positively linked to BER. A partial mediation model was supported, with a direct, negative link between teacher caring and BER remaining even after accounting for the mediational effects of achievement goals. Implications are discussed in the context of prevention efforts to support student mental health in schools. |
|---|---|
| ISSN: | 1866-2625 1866-2633 |
| DOI: | 10.1007/s12310-022-09527-0 |
