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Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity
INTRODUCTION: Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9797674/ https://www.ncbi.nlm.nih.gov/pubmed/36591055 http://dx.doi.org/10.3389/fpsyg.2022.1068751 |
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author | Ma, Yongfeng Ma, Chunhua Lan, Xiaoyu |
author_facet | Ma, Yongfeng Ma, Chunhua Lan, Xiaoyu |
author_sort | Ma, Yongfeng |
collection | PubMed |
description | INTRODUCTION: Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China. METHODS: To achieve the research objectives, the study involved 704 Han (M(age) = 12.57; 53.7% female) and 642 Hui adolescents (M(age) = 12.45; 49.4% female) who completed a suite of research questionnaires. RESULTS: The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents. DISCUSSION: The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors. |
format | Online Article Text |
id | pubmed-9797674 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-97976742022-12-30 Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity Ma, Yongfeng Ma, Chunhua Lan, Xiaoyu Front Psychol Psychology INTRODUCTION: Given the prevalence of externalizing problems during adolescence, the present study investigated the main and interactive relationships between environmental-level (teacher autonomy support) and person-level (growth mindset toward personality) factors related to externalizing problems. This study further estimated ethnic variations of these relationships among the majority Han and one ethnic minority group (Hui) in China. METHODS: To achieve the research objectives, the study involved 704 Han (M(age) = 12.57; 53.7% female) and 642 Hui adolescents (M(age) = 12.45; 49.4% female) who completed a suite of research questionnaires. RESULTS: The results of the hierarchical linear regression analysis, after controlling for sociodemographic characteristics and comorbid internalizing problems, showed that teacher autonomy support was directly and negatively related to externalizing problems. This negative relationship was also moderated by growth mindset toward personality and ethnicity. More specifically, a high growth mindset buffered the undesirable effect of low teacher autonomy support on externalizing problems for Hui adolescents but not Han adolescents. DISCUSSION: The finding from the current research suggests that teacher autonomy support plays a universally beneficial role in youth mental health across two selected ethnic groups. At the same time, identifying the protective role of growth mindset has important practical implications for the design of personalized school-based activities that aim to facilitate adaptive youth behaviors. Frontiers Media S.A. 2022-12-15 /pmc/articles/PMC9797674/ /pubmed/36591055 http://dx.doi.org/10.3389/fpsyg.2022.1068751 Text en Copyright © 2022 Ma, Ma and Lan. 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 Ma, Yongfeng Ma, Chunhua Lan, Xiaoyu Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity |
title | Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity |
title_full | Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity |
title_fullStr | Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity |
title_full_unstemmed | Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity |
title_short | Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity |
title_sort | teacher autonomy support and externalizing problems: variations based on growth mindset toward personality and ethnicity |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9797674/ https://www.ncbi.nlm.nih.gov/pubmed/36591055 http://dx.doi.org/10.3389/fpsyg.2022.1068751 |
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