Cargando…
How teacher and classmate support relate to students’ stress and academic achievement
According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students’ stress and academic achievement, multilevel analyses that consider...
Autores principales: | , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9742244/ https://www.ncbi.nlm.nih.gov/pubmed/36518954 http://dx.doi.org/10.3389/fpsyg.2022.992497 |
_version_ | 1784848483122937856 |
---|---|
author | Hoferichter, Frances Kulakow, Stefan Raufelder, Diana |
author_facet | Hoferichter, Frances Kulakow, Stefan Raufelder, Diana |
author_sort | Hoferichter, Frances |
collection | PubMed |
description | According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students’ stress and academic achievement, multilevel analyses that consider contextual class and individual student effects are scarce. The current study addresses this gap and further includes gender, socio-economic status, and neuroticism as covariates. Multilevel analyses in Mplus were conducted. All measures were taken at the student level and then aggregated to the classroom level to estimate class-level relationships. Results revealed that on the individual level, teacher support was related to higher ability to cope and lower levels of helplessness, while on the class level, peer support by classmates was related to higher ability to cope and academic achievement. The context effects also show that in classes with higher peer support, students are more likely to benefit in terms of coping ability and achievement, whereas in classes with higher teacher support, students tend to show less coping ability. |
format | Online Article Text |
id | pubmed-9742244 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-97422442022-12-13 How teacher and classmate support relate to students’ stress and academic achievement Hoferichter, Frances Kulakow, Stefan Raufelder, Diana Front Psychol Psychology According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students’ stress and academic achievement, multilevel analyses that consider contextual class and individual student effects are scarce. The current study addresses this gap and further includes gender, socio-economic status, and neuroticism as covariates. Multilevel analyses in Mplus were conducted. All measures were taken at the student level and then aggregated to the classroom level to estimate class-level relationships. Results revealed that on the individual level, teacher support was related to higher ability to cope and lower levels of helplessness, while on the class level, peer support by classmates was related to higher ability to cope and academic achievement. The context effects also show that in classes with higher peer support, students are more likely to benefit in terms of coping ability and achievement, whereas in classes with higher teacher support, students tend to show less coping ability. Frontiers Media S.A. 2022-11-28 /pmc/articles/PMC9742244/ /pubmed/36518954 http://dx.doi.org/10.3389/fpsyg.2022.992497 Text en Copyright © 2022 Hoferichter, Kulakow and Raufelder. https://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 Hoferichter, Frances Kulakow, Stefan Raufelder, Diana How teacher and classmate support relate to students’ stress and academic achievement |
title | How teacher and classmate support relate to students’ stress and academic achievement |
title_full | How teacher and classmate support relate to students’ stress and academic achievement |
title_fullStr | How teacher and classmate support relate to students’ stress and academic achievement |
title_full_unstemmed | How teacher and classmate support relate to students’ stress and academic achievement |
title_short | How teacher and classmate support relate to students’ stress and academic achievement |
title_sort | how teacher and classmate support relate to students’ stress and academic achievement |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9742244/ https://www.ncbi.nlm.nih.gov/pubmed/36518954 http://dx.doi.org/10.3389/fpsyg.2022.992497 |
work_keys_str_mv | AT hoferichterfrances howteacherandclassmatesupportrelatetostudentsstressandacademicachievement AT kulakowstefan howteacherandclassmatesupportrelatetostudentsstressandacademicachievement AT raufelderdiana howteacherandclassmatesupportrelatetostudentsstressandacademicachievement |