scholarly journals Shields for Emotional Well-Being in Chinese Adolescents Who Switch Schools: The Role of Teacher Autonomy Support and Grit

2019 ◽  
Vol 10 ◽  
Author(s):  
Xiaoyu Lan ◽  
Lifan Zhang
Keyword(s):  
Autonomy Support ◽  
Well Being ◽  
Chinese Adolescents ◽  
Teacher Autonomy

scholarly journals Chinese Adolescents’ Moral Reasoning of Rights Attitudes and Psychological Well-Being

2017 ◽  
Vol 8 (1) ◽  
pp. 263-278
Author(s):  
Shaogang Yang ◽  
Sharon To ◽  
Charles T. Helwig
Keyword(s):  
Psychological Health ◽  
Autonomy Support ◽  
Well Being ◽  
Chinese Adolescents ◽  
Teacher Autonomy ◽  
Self Determination ◽  
School Environments ◽  
Psychological Well Being ◽  
Rural And Urban ◽  
Health And Well Being

This study examined rural and urban Chinese adolescents’ (aged 13–19 years, N = 395) attitudes toward children’s self-determination and nurturance rights, and how these attitudes relate to various dimensions of socialization in their family and school environments, including perceptions of parental and teacher autonomy support and responsiveness and family and school democratic climate. Relations between these variables and psychological well-being also were examined. Perceived parent and teacher autonomy support and responsiveness and democratic climate differentially predicted attitudes toward each type of right and were positively correlated with adolescents’ psychological well-being. Our findings suggest that environments that are structured more democratically and that are responsive to children’s autonomy needs contribute to their psychological health and well-being in diverse cultural settings.

Student Flow and Burnout: The Role of Teacher Autonomy Support and Student Autonomous Motivation

2020 ◽  
Vol 65 (2) ◽  
pp. 145-156
Author(s):  
Tajana Ljubin-Golub ◽  
Majda Rijavec ◽  
Diana Olčar
Keyword(s):  
Autonomy Support ◽  
Autonomous Motivation ◽  
Teacher Autonomy ◽  
Student Flow

scholarly journals The role of partner autonomy support in motivation, well-being, and weight loss among women with higher baseline BMI.

2018 ◽  
Vol 36 (3) ◽  
pp. 347-356 ◽  
Author(s):  
Katelyn M. Gettens ◽  
Noémie Carbonneau ◽  
Richard Koestner ◽  
Theodore A. Powers ◽  
Amy A. Gorin
Keyword(s):  
Weight Loss ◽  
Autonomy Support ◽  
Well Being ◽  
Baseline Bmi

scholarly journals Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students

2020 ◽  
Vol 17 (17) ◽  
pp. 6398 ◽  
Author(s):  
Yongfeng Ma ◽  
Chunhua Ma ◽  
Xiaoyu Lan
Keyword(s):  
Social Competence ◽  
Undergraduate Students ◽  
Cultural Context ◽  
Autonomy Support ◽  
Two Dimensions ◽  
Individual Characteristics ◽  
Teacher Autonomy ◽  
Self Report ◽  
Convenience Sample

Does teacher autonomy support significantly facilitate the social competence of undergraduate students in a collective cultural context? Does this study association vary by individual characteristics, such as grit and students’ gender? To answer these research questions, we examine the association between teacher autonomy support and social competence. Moreover, we ascertain whether two dimensions of grit (perseverance and consistency) and/or gender may moderate this association. A convenience sample of 1009 Chinese undergraduate students (Mage = 20.66; SD = 1.30, 47.4% female) was involved in this study, and they were asked to complete a set of self-report questionnaires online. Results of linear regression analyses revealed that (a) teacher autonomy support was positively associated with social competence, and (b) when reporting higher levels of consistency, this association was significantly positive for both males and females; by contrast, when reporting lower levels of consistency, this association was only significant for males but not for females. The current study indicates the beneficial role of teacher autonomy support in undergraduate students’ social competence in a collective cultural context. Furthermore, university-based intervention or prevention programs should focus on facilitating teacher autonomy support for all students; it is noteworthy that, for female students, enhancing consistency should also be incorporated into these programs.

scholarly journals PERSONAL BEST GOALS: DO THEY MEDIATE THE RELATIONSHIP BETWEEN TEACHER AUTONOMY SUPPORT AND STUDENT ENGAGEMENT?

2020 ◽  
Vol 17 (Number 1) ◽  
pp. 25-49
Author(s):  
Abderrahim Benlahcene ◽  
Rosna Awang-Hashim ◽  
Amrita Kaur
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Autonomy Support ◽  
Structural Equation ◽  
Teacher Autonomy ◽  
Measurement Scale ◽  
Emotional Engagement ◽  
Mediating Role ◽  
Cognitive Behavioural

Purpose ˗ The role of teacher autonomy support (TAS) is central to students’ engagement. However, there is a scarcity of empirical evidence on the mediating role of personal best (PB) goals between autonomy support and student engagement. Hence, in this research we examined the extent to which TAS could impact cognitive, behavioural and emotional engagement with the mediating role of PB goals among undergraduate students. Methodology ˗ A cross-sectional research design was applied. A total of 266 undergraduate students from a large government university located in northern Malaysia participated in this research. The Learning Climate Questionnaire (LCQ) and the Personal Best Scale were used to measure the students’ perception of TAS and their PB goals respectively, while the Engagement Versus Disaffection with Learning measurement scale and the Metacognitive Strategies Questionnaire were used to collect data on cognitive, behavioural and emotional engagement. Structural Equation Modelling using AMOS 23 was adopted to test the hypothesized relationships. Findings ˗ The results of the study support our postulated model, showing that TAS is related with student engagement aspects through the full mediating role of PB goals. Significance ˗ These results augment the present understanding of the self-determination theory motivation mediation model by highlighting that creating a conducive learning environment that facilitates self-determined behaviours among students will nurture PB goals and enhance engagement, which will be beneficial for teaching and learning processes in education.

The Temporal Focus of Mind-Wandering and Chinese Adolescents’ Well-Being

2021 ◽  
pp. 003329412110571
Author(s):  
Tong Jiang ◽  
Jingling Tian ◽  
Yuzhuo Zhang ◽  
Xuhai Chen ◽  
Yangmei Luo
Keyword(s):  
Identity Development ◽  
Well Being ◽  
Mind Wandering ◽  
Chinese Adolescents ◽  
Self Identity ◽  
Large Sample ◽  
Self Reflection ◽  
Mediating Role ◽  
Temporal Focus

The relationships between the temporal focus of mind-wandering (i.e., past-oriented and future-oriented mind-wandering) and well-being are important issues for adolescents, which may have significant implications on their well-being and self-identity development. However, few studies tested the temporal focus of mind-wandering and its emotional consequences in adolescents. In the present study, we conducted two studies using self-reported questionnaires from large sample sets to examine the relationships between the temporal focus of mind-wandering and hedonic (pleasure attainment) and eudaimonic (meaning pursuing) well-being among Chinese adolescents. Study 1 preliminarily tested the relationships between the temporal focus of mind-wandering and hedonic well-being among adolescents ( n = 1273) suggesting that both past-oriented mind-wandering (PMW) and future-oriented mind-wandering (FMW) were positively correlated with hedonic well-being. Study 2 used a new sample ( n = 986) and included another aspect of well-being (i.e., eudaimonic well-being), showing that PMW and FMW were both positively correlated with hedonic and eudaimonic well-being. Moreover, self-reflection mediated the relationships between FMW and hedonic/eudaimonic well-being, whereas self-reflection did not act as a mediator in the relationships between PMW and well-being. The present findings indicated that both PMW and FMW are beneficial for Chinese adolescents’ well-being, and emphasized the mediating role of self-reflection in the relationships between FMW and well-being.

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