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When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children

Teacher support (TS) makes students feel loved and cared for because they believe that their teachers will provide them with opportunities to make choices, support them in independent problem solving, and understand their inner feelings. High TS levels reduce depression and anxiety, thereby improvin...

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Detalles Bibliográficos
Autores principales: Li, Wei, Gao, Wen yang, Fu, Wei dong
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7907653/
https://www.ncbi.nlm.nih.gov/pubmed/33643136
http://dx.doi.org/10.3389/fpsyg.2021.608359
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author Li, Wei
Gao, Wen yang
Fu, Wei dong
author_facet Li, Wei
Gao, Wen yang
Fu, Wei dong
author_sort Li, Wei
collection PubMed
description Teacher support (TS) makes students feel loved and cared for because they believe that their teachers will provide them with opportunities to make choices, support them in independent problem solving, and understand their inner feelings. High TS levels reduce depression and anxiety, thereby improving students' mental well-being. This cross-sectional study involved 3,573 students from 29 schools in 16 counties/cities of six provinces, namely, Guizhou, Hubei, Jiangxi, Shanxi, Sichuan, and Yunnan. The aim was to examine the impact of TS on students' level of depression. The results indicated that for children in elementary schools, their status as left-behind children (LBC) played a moderating role between TS and depression. The level of depression in non-LBC children decreased significantly with increases in TS, but the reduction for LBC children was not significant. For children in middle/junior high schools, their LBC status did not play a moderating role between TS and depression. TS was negatively correlated with the children's level of depression, but there was a significant positive relationship between their LBC status and depression. The theoretical and practical significance of the research findings were further discussed.
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spelling pubmed-79076532021-02-27 When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children Li, Wei Gao, Wen yang Fu, Wei dong Front Psychol Psychology Teacher support (TS) makes students feel loved and cared for because they believe that their teachers will provide them with opportunities to make choices, support them in independent problem solving, and understand their inner feelings. High TS levels reduce depression and anxiety, thereby improving students' mental well-being. This cross-sectional study involved 3,573 students from 29 schools in 16 counties/cities of six provinces, namely, Guizhou, Hubei, Jiangxi, Shanxi, Sichuan, and Yunnan. The aim was to examine the impact of TS on students' level of depression. The results indicated that for children in elementary schools, their status as left-behind children (LBC) played a moderating role between TS and depression. The level of depression in non-LBC children decreased significantly with increases in TS, but the reduction for LBC children was not significant. For children in middle/junior high schools, their LBC status did not play a moderating role between TS and depression. TS was negatively correlated with the children's level of depression, but there was a significant positive relationship between their LBC status and depression. The theoretical and practical significance of the research findings were further discussed. Frontiers Media S.A. 2021-02-12 /pmc/articles/PMC7907653/ /pubmed/33643136 http://dx.doi.org/10.3389/fpsyg.2021.608359 Text en Copyright © 2021 Li, Gao and Fu. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Li, Wei
Gao, Wen yang
Fu, Wei dong
When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children
title When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children
title_full When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children
title_fullStr When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children
title_full_unstemmed When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children
title_short When Does Teacher Support Reduce Depression in Students? The Moderating Role of Students' Status as Left-Behind Children
title_sort when does teacher support reduce depression in students? the moderating role of students' status as left-behind children
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7907653/
https://www.ncbi.nlm.nih.gov/pubmed/33643136
http://dx.doi.org/10.3389/fpsyg.2021.608359
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