A Chance Lost in the Prevention of School Dropout? Teacher-Student Relationships Mediate the Effect of Mental Health Problems on Noncompletion of Upper-Secondary School.
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| Title: | A Chance Lost in the Prevention of School Dropout? Teacher-Student Relationships Mediate the Effect of Mental Health Problems on Noncompletion of Upper-Secondary School. |
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| Authors: | Holen, Solveig, Waaktaar, Trine, Sagatun, Åse |
| Source: | Scandinavian Journal of Educational Research. Oct2018, Vol. 62 Issue 5, p737-753. 17p. |
| Subjects: | School dropout prevention, Teacher-student relationships, Mental health of high school students, Adolescent psychopathology, Academic achievement, Secondary education, Teenagers |
| Abstract: | There is increasing awareness of the challenges that young people who do not complete upper-secondary school may encounter. The aim of the current study was to investigate teacher-student relationship as a possible mechanism to reduce the associations between mental health problems, grades, and subsequent noncompletion. Mental health problems and teacher-student relationships were assessed through students’ self-reports in 10th grade, and linked with Norwegian registries of education and sociodemography (n = 10,931). A dual-factor serial mediator model was specified, allowing the effect of mental health problems on school dropout to be mediated by the teacher-student relationship via school grades. Results indicated that teacher-student relationship is a potential mechanism to reduce the negative associations between mental health problems and later noncompletion. However, students with mental health problems seemed to experience less supportive teachers; therefore, interventions targeting teacher-student relationships may be required. The patterns were similar between genders. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | There is increasing awareness of the challenges that young people who do not complete upper-secondary school may encounter. The aim of the current study was to investigate teacher-student relationship as a possible mechanism to reduce the associations between mental health problems, grades, and subsequent noncompletion. Mental health problems and teacher-student relationships were assessed through students’ self-reports in 10th grade, and linked with Norwegian registries of education and sociodemography (n = 10,931). A dual-factor serial mediator model was specified, allowing the effect of mental health problems on school dropout to be mediated by the teacher-student relationship via school grades. Results indicated that teacher-student relationship is a potential mechanism to reduce the negative associations between mental health problems and later noncompletion. However, students with mental health problems seemed to experience less supportive teachers; therefore, interventions targeting teacher-student relationships may be required. The patterns were similar between genders. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2017.1306801 |
