繁荣的
四分位数
连接(主束)
联想(心理学)
置信区间
自治
心理学
人口学
发展心理学
社会心理学
医学
社会学
内科学
政治学
数学
几何学
法学
心理治疗师
作者
Robert C. Whitaker,Tracy Dearth‐Wesley,Allison B. Herman,Thomas L. Benz,S Saint-Hilaire,Dean D. Strup
标识
DOI:10.1177/02724316231190828
摘要
We aimed to determine whether early adolescents who report higher levels of teacher connection have a greater prevalence of flourishing and whether this association is present across levels of parent connection. We analyzed cross-sectional data, collected in the International Survey of Children’s Well-Being (2016–2019), from 33,269 11- to 13-year-olds in 25 countries. The teacher connection score, analyzed as quartiles, asked about care, support, and respect from teachers. The flourishing score (range 0–10) was based on items about self-acceptance, purpose in life, positive relations, growth, environmental mastery, and autonomy. The prevalence (95% confidence interval) of flourishing (score > 8) was 66.0% (65.4%, 66.5%). The covariate-adjusted difference in flourishing prevalence between those in highest and lowest quartiles of teacher connection was 26.8% (25.2%, 28.5%). This difference was similar across groups with varying levels of parent connection. Teacher connection may contribute to adolescent flourishing, in addition to academic achievement and the avoidance of negative outcomes.
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