Teacher Social Support Research Articles

The relationship among self-efficacy, teacher social support, and self-regulated learning of elementary school students

The relationship among self-efficacy, teacher social support, and self-regulated learning of elementary school students

Effect of teacher social support on students’ emotions and learning engagement: a U.S.-Chinese classroom investigation

Psychological and instructional communication researchers increasingly recognize the significance of student emotions in determining their engagement in the classroom. Under the direction of Emotional Response Theory (Mottet, Frymier, & Beebe, 2006), this study aims to establish a model of a college instructor’s social support, student positive and negative emotions, and student engagement in learning. It also attempts to extend this research by examining cultural differences in U.S. and Chinese classrooms and how these factors influence teacher behavior and student emotions. The result demonstrates the mediating effects of student positive emotions between teacher support and student engagement in both cultures. In addition, Chinese students show significantly more negative emotions toward their class, whereas U.S. students report more positive emotions and higher perceived network support from their teachers. Theoretical and practical contributions related to social support regarding student emotion and learning are discussed.

What predicts the alleviation of Covid-related future anxiety in schoolchildren 6 to 9 months into the pandemic?

Although the first COVID-19-related lockdown in the Spring of 2020 has contributed to an increase in mental health problems in many children worldwide, less is known about the longer-term effects of the pandemic on their (future) anxiety. This article examines resilience factors against children's Covid-relatedfut ure anxiety (CRFA). N = 140 children (48,6% female) in 3rd and 4th grade classrooms in Northern Germany were asked to self-report about their CRFA, their anxiety, and the social climate in their classrooms in September (T1) and December 2020 (T2). Results indicate that 18.6% of the children experienced CRFA "often" in at least one item of the CRFA scale at T1. CRFA was more pronounced in girls and in children from immigrant families. Changes in children's CRFA between T1 and T2 were predicted by changes in their anxiety and changes in classroom climate. Children in classrooms with increasing levels of peer support tended to have decreasing levels of CRFA, whereas their agemates' CRFA in less supportive classrooms tended to increase over time. These results suggest that peer and teacher social support may bolster children's resilience against future anxiety in challenging times. Implications for teachers and schools are discussed.

The Impact of a School-Based Academic Support Program on Students’ Psychosocial Impairment

The skills conveyed in high school are essential for success, and evidence suggests that psychosocial well-being is critical to that process. Advancement via Individual Determination (AVID) is an in-school, academic support program that targets underserved students. The current study explored the impact of an intervention program targeting academic achievement on student perceptions of social support and psychosocial impairment. The study was conducted in an under-resourced, majority Latinx high school and the sample included 75 AVID students and 140 demographically matched controls. Hierarchical linear regression analyses were performed to identify the impact of participation in the AVID program on symptoms of emotional and behavioral distress. After controlling for demographics factors and academic achievement, student perceptions of emotional and teacher support explained 7.2% of the variance in psychosocial distress; participation in the AVID intervention was found to have significantly improved the variance accounted for (ΔR2=.02, 5.13, p=.025; R2=.11, F(9,204)=2.90, p=.003). The results of this study indicate that perceived teacher social support and AVID participation were, independently, significantly associated with reduced student psychosocial distress. These findings suggest that interventions targeting the complex mechanisms of school achievement may also have a positive impact on psychosocial impairment beyond student perceptions of social support.

Adolescents’ Subjective Well-Being of Indonesian Migrant Worker’s Families: The Role of Social Support and Parental Communication

Subjective well-being is the perception of happiness and satisfaction with life experiences from someone's point of view. This research aims to analyze the effect of adolescent characteristics, family characteristics, social support, and adolescent-parental communication on the subjective well-being of adolescents in migrant worker families. The method used in this research is a non-probability sampling method with a convenience sampling technique in 5 selected schools in the Kesugihan District, Cilacap Regency, Central Java. The respondents of this study involved 99 junior high school students aged 12-16 years. Based on the results, teenagers whose parents leave behind to work overseas predominantly live with their grandparents. Migrant workers are dominated by mothers, with percentages up to 85.9 percent, and most work as household assistants. Migrant workers are dominated by married persons and belong to the small family category. Teacher social support for PMI family teenagers has an average index of 62.55, and peer social support is 63.67. The study also found that mother communication with adolescents is better than father communication with adolescents. The correlation test results stated that teacher social support, peer social support, and parent-adolescent communication had a significant positive relationship with adolescent subjective well-being.

Students' Perceptions of COVID-19 Stress and Internalizing Problems: Is Social Support a Buffer?

The current study investigated the associations among student perceptions of COVID-19 stress, internalizing problems, and school social support (teacher and classmate support) and how these relations differed across elementary/middle and high school students. Based on data from 526 4th- through 12th-grade students from a school district in the Northeast, we found that COVID-19-related stress was significantly related to internalizing problems for all students, regardless of grade level. We also found that teacher social support, but not classmate social support, buffered the positive relation between COVID-19 stress and internalizing problems. The results of the current study have implications for school psychologists, counselors, social workers, and other educators in alleviating COVID-19-related stress in students and associated symptoms of internalizing problems in students. As the pandemic unwinds, future research should examine the long-term impacts of the COVID-19 pandemic, especially for students with marginalized identities, and how teacher and/or peer support may play a role in buffering these stressors for students.

Principal’s Teacher Social Support Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

Purpose: The research focused on establishing the influence of principals' social support strategies on various aspects of teacher performance in public secondary schools in Mumias East Sub-County, Kenya.
 Methodology: It utilized both qualitative and quantitative data in a mixed research methodology. Also, the data was obtained from various population parameters comprising 1 sub-county director of education (SCDE), 1 quality assurance sub-county officer (QASO), 27 principals, 237 teachers, and 3730 students. The data regarding each variable was obtained from each population parameter, hence a cross-sectional descriptive study design. The independent variables comprised the frequency of in-service training and guiding and counseling programs. On the other hand, the dependent variables comprised lesson attendance and recovery, mean grades achieved, and score on teacher appraisal. To gather data about the variables, there were interviews with principals, QASO, and SCDE, questionnaires for students and teachers, and secondary data about performance in Kenya certificate of Secondary education (KCSE). The data was analyzed thematically based on the study objectives. Only means, percentages, and standard deviations were utilized to organize data. Also, the linear regression model was used on the data to find out the relation between independent and dependent variables.
 Findings: It was discovered from the data analysis that in-service training impacted teacher performance, while guidance and counseling did not impact the teacher's performance. However, from the general perspective of the principal's teacher social support strategies, the data revealed little correlation with teacher performance.
 Recommendations: The study recommend that there should be consistent in-service training in schools and selective guidance and counseling especially to teachers who show extreme social maladjustments. However, it is necessary that similar research be conducted especially on the influence of principal’s strategies to guiding and counseling teachers and the impacts on teacher performance.

Pengaruh Bermain Puzzle dan Dukungan Sosial Guru Terhadap Resiliensi Anak Usia 5-6 Tahun di Pendidikan Anak Usia Dini Kenanga Raya Medan

This study aims to determine: To determine the effect of playing puzzles and PAUD teacher social support on the resilience of children aged 5-6 years at PAUD Kenanga Raya Medan for the 2020/2021 academic year. This research method is a quantitative descriptive correlational type by placing the research variables in two groups, namely the independent variable and the dependent variable. The population of this research is PAUD Kenanga Raya Medan children. The sampling technique used was the purposive sampling technique with the selected sample size of 30 children, the data collection method used the puzzle playing observation sheet and the parental social support observation sheet, and the child resilience observation sheet. Analysis of research data shows that (1) there is a significant effect between playing puzzles on the resilience of children aged 5-6 years at PAUD Kenanga Raya Medan as indicated by a significance value of 0.047<0.05; (2) there is a significant effect between teacher social support on the resilience of children aged 5-6 years in PAUD Kenanga Raya, which is indicated by a value of 0.034 <0.05; (3) there is an effect of playing puzzles and teacher's social support on the resilience of children aged 5-6 years at PAUD Kenanga Raya.

Mental Health and Social Support of Teachers in Szeged, Hungary

Mental Health and Social Support of Teachers in Szeged, Hungary

The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school.

Teacher social support (TSS) has been identified as one of the most important factors of success and well-being for students. Yet, there is a gap in the literature regarding the impact of students' socioeconomic status (SES) on their perceptions of TSS, and whether SES may impact the strength of the relationship between teacher social support and students' sense of belonging to school (SBS). In this preregistered study, we aimed at filling this gap by testing the moderating role of SES on the TSS-SBS link, along with the direct associations between these variables. We used data from the French sample of the Programme for International Student Assessment 2018 (PISA; N=6308). TSS was primarily assessed as a latent construct based on three indicators provided by PISA: teacher support, teacher emotional support and teacher feedback. Regarding SES, we primarily focused on family wealth possessions and parents' highest level of education. Using structural equation modelling, findings confirmed that the TSS-SBS link was stronger for high-SES than low-SES students. We also found a negative association between teacher support and SES. Importantly, preregistered additional analyses highlight that findings depend on the SES and TSS indicators considered. Findings support the importance of SES effect on students' perceptions of their interactions with teachers and the extent to which they perceive they belong to the school. The implications and limitations of this research are discussed.

Pengaruh Keharmonisan Keluarga Dan Dukungan Sosial Guru Terhadap Minat Belajar Peserta Didik

The study aims to know if there is or isn't a significant influence between family harmony and teacher social support of interest and learning class I mentors in MI Madinatul Ulum Mojokrapak Tembelang Jombang. The study is a quantitative study that emphasizes analysis on data-numerical data or numbers. Data analysis uses descriptive statistical analysis with data collection through angket, and documentation and random sampling techniques. This research sample is 40 first-class students in the Madinatul Ulum. Which, in turn, data were processed with test t and test f using the help of the SPSS 19 application. The results of this statistical calculation mean that an independent variable ability to explain the variability of dependencies by 76.8%, while the rest by 23.2% (100-76.8%) is defined by other factors beyond the analyzed regression model. With significant figures discovered, the research hypothesis reads there is a fairly significant influence between the variables of family harmony and the teacher's social support of student learning interests, thereby acceptable or provable hypotheses.

Pengaruh Dukungan Sosial Guru dalam Memoderasi Hubungan Motivasi dan Passion Belajar Siswa Terhadap Student Engagement Mata Pelajaran Pjok di SMA Negeri 1 Randudongkal Kabupaten Pemalang

This study aimed to examine and analyze the role of teacher social support in moderating the effect of motivation and passion on student engagement. The study population was students of SMAN 1 Randudongkal in Pemalang Regency, with 291 students as the sample determined by the Slovin formula. The research method used computer software with SPSS for Windows version 22. The data analysis method used Moderation Regression Analysis (MRA) with a quasi-moderator type. The results of the t-test significance obtained that the regression coefficient of the learning motivation variable was 0.190, and the significance was 0.001 (<0.05). The regression coefficient for the learning passion variable is 0.317 with a significance of 0.000 (<0.05), and the regression coefficient for the teacher social support variable is 0.343, and a significance of 0.000 (<0.05). From the results of this study, it can be interpreted that the teacher's social support, passion, and learning motivation positively affect student engagement. The interaction between learning motivation and teacher social support resulted in a regression coefficient of -0.031 and a significant 0.579 > 0.05. The results mean that teacher social support does not moderate the effect of learning motivation on student engagement. The interaction of passion-teacher social support resulted in a regression coefficient of 0.036 and a significant 0.518 > 0.05, meaning that teacher social support did not moderate the influence of learning passion on student engagement. In conclusion, teacher social support does not moderate the effect of student learning motivation on student engagement, and teacher social support does not moderate the effect of student learning passion on student engagement if, in practice, students have high motivation and passion for learning during the learning process.
 Keywords: motivation, teacher social support, passion, student engagement

The Role of Social Support of Guidance and Counseling Teachers and Academic Resilience on Smartphone Addiction

Smartphones are an alternative to distance learning media in the era of the Covid-19 pandemic. The presence of smartphones has both positive and negative sides to students. One of the negative aspects that are dangerous for students is smartphone addiction. This is based on the age of students (children or teenagers) who have not been able to objectively sort out the usefulness of something wisely. On this basis, the support role of BK teachers is needed in internalizing academic values to students. This study aims to determine the role of BK teacher's social support and academic resilience on smartphone addiction. This type of research uses guidance and counseling action research (PTBK), through a pre-test, post-test design model. The subjects of this study were 6 students of class IX MTs Kesuma LKMD Namorambe. The results of this study indicate that the role of BK teacher social support and academic resilience can reduce smartphone addiction in 6 grade IX students of MTs Kesuma LKMD Namorambe, this can be seen from the results of a significant comparison, starting from the pre-research stage 95%, the first cycle was 73 %, and obtained a low category in the second cycle of 45%.

Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job

Although previous research has indicated that emotional abilities substantially affect teacher work-related well-being and motivation, studies examining the potential paths in which emotional intelligence relates to job satisfaction and intention to quit are limited. The current study examined a serial mediation model including a personal resource, i.e., emotional intelligence, as a predictor of job resources (i.e., perceived support from colleagues and supervisors), job satisfaction, and intention to quit. A total of 1,079 teaching professionals (651 female; Mage = 44.07 years) took part in this study. The teaching levels include: preschool, primary and secondary schools. A serial mediation model was tested with the SPSS macro PROCESS (model 80). Results supported a model showing that higher emotional intelligence was associated with lower teachers’ intention to quit via two indirect pathways: (a) higher job satisfaction and (b) higher perceived support from supervisors followed by higher job satisfaction. This study adds to our understanding of how personal and contextual resources may allow teachers to feel satisfied at work and less likely to consider withdrawal from work.

Career guidance and counselling: the nature and types of career-related teacher social support in Hong Kong secondary schools

ABSTRACT We explored Chinese adolescents’ perceptions of the types of career-related teacher support they had experienced and found helpful. Four focus group discussions were conducted with 30 15–18-year-old high school students in Hong Kong, China. Students perceived the most helpful forms of teacher support for career planning to be those that related to emotional connectedness, information resourcefulness, accessibility, and encouragement of student autonomy. The group discussions also indicated that any support from teachers that helped with stress relief was a very important type of teacher support under the exam-driven teaching culture in Hong Kong. Implications of these findings include enhancing the quality of teacher support in secondary schools.

Applying the Psychology of Working Theory for Understanding Adaptive Career Progress of Youth

This study extends existing research on psychology of working theory by assessing components of the model among two community samples ( N = 364) of high school youth. We examined structural models linking student perceptions of external barriers to higher education to three indices of adaptive career progress, work volition, career adaptability, and school motivation. We also assessed the roles of student perceptions of proactive personality, critical motivation, and teacher social support as moderators of perceived external barriers for the three career progress indices. The findings reveal main effects, rather than moderating contributions for critical motivation and proactive personality, with only teacher support being a significant moderator for career adaptability and work volition. The moderating effect was inconsistent with theoretical expectations, however. The results are discussed with attention to further research and applicability for vocational intervention.

Teacher wellbeing and social support: a phenomenological study

ABSTRACT Background Internationally, teachers are increasingly reporting elevated levels of stress, anxiety, exhaustion and burnout. Although social support has been found to be a protective buffer against stress, depression and burnout, there have been limited strength-based studies examining the relationship between social support and teacher wellbeing. There is also a need for qualitative research to facilitate in-depth understanding of teachers’ application of positive psychology strategies to improve wellbeing. Purpose Using the positive psychology PERMA wellbeing framework, this strengths-based, qualitative study aimed to address this gap in knowledge by asking: what are teachers’ experiences of consciously providing social support to their colleagues, and what are the reported effects on their wellbeing and teaching practice? Method The study employed a phenomenological approach. In-depth interviews were held at three time points with a small sample of five Australian teachers, none of whom had previous experience with applying positive psychology strategies to support their wellbeing. The study required participants consciously to use the positive psychology strategy of providing social support to their colleagues for 15 working days. In addition, the teachers completed daily written reflections. Data from the interviews and written reflections were analysed thematically. Findings The core themes emerging from the data were ‘eudaimonia and altruism’, ‘friendship’ and ‘pedagogical practice and professional development’. Teachers reported providing social support at work by engaging in eudaimonic and altruistic behaviours, supporting their own wellbeing, collegial relationships, pedagogical practices, professional development and whole school operational practices. Conclusion This study highlights the importance of understanding how teachers provide social support, and the flow-on effects of socially supportive behaviours in schools. Findings from this study may inform future research and changes to pedagogical practices and professional development that are supportive of teacher social support and teacher wellbeing.

Flow Akademik Ditinjau dari Persepsi Kompetensi Akademik dan Dukungan Guru pada Siswa SMA

Academic Flow in Terms of Perceived Academic Competence and Teacher Support for High School Students  Academic flow has a very important role in the field of education to increase academic success. This study aims to examine the relationship between perceived academic competence and teacher social support with academic flow. The subjects of this study were all 92 students of SMA "X" in Musi Banyuasin district. The research method used is quantitative, data collection tools in the form of a psychological scale and data analysis using multiple regression analysis techniques with the help of the IBM SPSS for windows 21.0 computer program. The analysis results show a correlation coefficient (r) of 0.292 and a significance level (p) of 0.005 (p< 0.01) so it can be concluded that there is a very significant positive relationship between perceived academic competence and teacher support with academic flow. The higher the perceived academic competence felt by students, the higher the academic flow. The higher the teacher support received, the higher the academic flow and conversely the lower the perception of competence felt by students, the lower the academic flow as well as teacher support, the lower the teacher support received by students, the lower the academic flow. The effective contribution given by each variable to the academic flow is from the perceived academic competence by 62%, while from teacher support it is 12.3% and the remaining 25.7% is influenced by other factors.

The student's experience of teacher support in French vocational high-school classes with difficulties in school engagement in physical education: interest of mixed methods research

ABSTRACT Background: Our study focuses on the work engagement in PE of French vocational high school students. Indeed, the work engagement of these students is a major concern of the teaching staff. The majority of these students have not chosen the vocational field to which they are assigned. This non-choice is one of the factors leading to disengagement from work and deviant behaviour [Arrighi, Jean-Jacques, and Céline Gasquet. 2010. “Orientation et affectation: la sélection dans l’enseignement professionnel du second degré.” Formation emploi 109 (March): 99–112. doi:10.4000/formationemploi.2814]. In order to encourage the engagement of these students, the social support of the teacher appears to be an important lever [Tennant, Jaclyn E., Michelle K. Demaray, Christine K. Malecki, Melissa N. Terry, Michael Clary, and Nathan Elzinga. 2015. “Students’ Ratings of Teacher Support and Academic and Social–Emotional Well-Being.” School Psychology Quarterly 30 (4): 494–512. doi:10.1037/spq0000106]. Purpose: This article aims to show the contribution of mixed methods research [Creswell, John W. 2015. A Concise Introduction to Mixed Methods Research. New York: Sage Publications; Smith, Brett, and Kerry R. McGannon. 2018. “Developing Rigor in Qualitative Research: Problems and Opportunities Within Sport and Exercise Psychology.” International Review of Sport and Exercise Psychology 11 (1): 101–121. doi:10.1080/1750984X.2017.1317357] to a study conducted within the Course-of-Action Research Programme [Theureau, Jacques. 2006. Le Cours d’action: Méthode Développée. Edited by Octares. https://hal.archives-ouvertes.fr/hal-01107065; Theureau, Jacques. 2015. Le cours d’action : l’enaction & l’expérience. Toulouse: Octarès Editions. https://www.decitre.fr/livres/le-cours-d-action-l-enaction-l-experience-9782366300468.html]. It analyses the experience of French vocational high-school students in physical education over a school year to identify and understand the social support of the teacher in engaging the students. This enabled us to describe and understand the typical supports experienced by students to engage with the work. Methods: To do this, we completed the Course-of-Action observatory with the CASS-S questionnaire [Malecki, Christine, and Stephen Elliott. 1999. “Adolescents’ Ratings of Perceived Social Support and its Importance: Validation of the Student Social Support Scale.” Psychology in the Schools 36 (November): 473–483. doi:10.1002/(SICI)1520-6807(199911)36:6 < 473::AID-PITS3 > 3.0.CO;2-0] to study the most significant experiences of support for students in the classroom during three teaching sequences of the year. Ten vocational high school classes with difficulties in engaging in school work were monitored during three teaching sequences. The teachers monitored were experts in teaching in vocational schools and had the characteristic of being highly invested in supporting the success of students with task engagement difficulties. The collection and processing of heterogeneous data (qualitative and quantitative). The first stage consisted of quantitative data collection using the CASS-S questionnaire in order to identify the teacher's social support as perceived by the students. The second stage consisted of conducting self-confrontation interviews enriched with the questionnaire with students who had a high perception of their teacher's support in order to understand their engagement in class. The data was processed in two stages: statistical analysis of the scores obtained in the questionnaires and analysis of the students’ verbatims by typification of the components of the experience. Results: The quantitative results showed a global perception of frequent and important class-wide teacher social support via the CASS-S questionnaire. Furthermore, a more in-depth analysis shows variations over the year. This overall analysis is complemented by qualitative findings that provide insight into the significance that students attach to teacher support in their engagement with school tasks. The analysis of students’ experience shows different kinds of typical-support paired with: the valorisation of students’ progress, the students’ concerns, the game action of the teacher, and teacher knowledge, promoting their engagement. Conclusion: Our study shows the contribution of mixed methods in understanding the meanings that these vocational high school students give to the teacher's support activity in a classroom. This contribution is to the Course-of-Action Research Programme by means of an articulation of heterogeneous data respecting the subjective viewpoint of the actors, and the enriched self-confrontation interview as a methodological device to help students’ verbalisation.

Academic functioning of youth in foster care: The influence of unique sources of social support

Youth in foster care often experience more difficulty in school compared to their non-foster care peers. Difficulties exist across domains of academic functioning, including both performance (e.g., low grades) and behavioral health (e.g., high externalizing concerns) in school. One factor that has been shown to be associated with positive academic functioning in the general population but remains to be comprehensively examined among youth in foster care is social support. This includes examining specific sources of support for youth in foster care and taking into consideration the context of frequent placement disruptions many children in foster care experience. This study sought to determine which sources of social support are associated with academic functioning for youth in foster care by examining child-report of social support from parents, teachers, friends, and classmates in relation to school grades and teacher-reported behavioral health outcomes. Information on each source of social support was obtained from the self-report of 257 youth in foster care, and information on placement characteristics were obtained from child welfare casefiles. Teachers provided information on youth’s behavioral health in school, and academic grades were obtained from school records. Results suggested that youth reported teacher social support, as compared to parent, friend, or classmate social support, was most influential for both performance and behavioral health in school. Findings highlight the need for additional research on the important role of teachers for promoting academic success amongst youth in foster care, as well as the importance of placement changes in relation to academic functioning.