活力
潜在增长模型
二元分析
心理学
单变量
期限(时间)
幸福
发展心理学
社会心理学
多元统计
统计
数学
物理
心理治疗师
哲学
量子力学
神学
作者
Rebecca J. Collie,Andrew J. Martin
标识
DOI:10.1016/j.tate.2023.104233
摘要
We examined teacher well-being (subjective vitality, behavioral engagement, and professional growth) at three timepoints across a school term, along with teachers’ sense of relatedness with students. Univariate latent growth curve modeling demonstrated significant declines in the well-being factors across the school term. Bivariate latent growth curve modeling demonstrated that higher initial levels of relatedness with students predicted steeper declines in subjective vitality and professional growth—however, teachers with higher initial relatedness still ended the term with similar or higher levels of vitality/growth. Teachers who declined more steeply in relatedness also declined more steeply on each of the three well-being factors.
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