A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Trajectory subgroups of perceived emotional support from teachers : Associations with change in mastery climate and intentions to quit upper secondary school (2022)


Tvedt, M. S., Virtanen, T. E., & Bru, E. (2022). Trajectory subgroups of perceived emotional support from teachers : Associations with change in mastery climate and intentions to quit upper secondary school. Learning and Instruction, 80, Article 101562. https://doi.org/10.1016/j.learninstruc.2021.101562


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatTvedt, Maren Stabel; Virtanen, Tuomo E.; Bru, Edvin

Lehti tai sarjaLearning and Instruction

ISSN0959-4752

eISSN1873-3263

Julkaisuvuosi2022

Volyymi80

Artikkelinumero101562

KustantajaElsevier

JulkaisumaaBritannia

Julkaisun kielienglanti

DOIhttps://doi.org/10.1016/j.learninstruc.2021.101562

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusOsittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/78695


Tiivistelmä

The aims of this three-wave longitudinal study were to identify and describe trajectories of perceived emotional support from teachers and investigate whether these trajectories were related to the development of intentions to quit upper secondary school via change in perceived mastery climate. Among 1379 Norwegian upper secondary school students, three trajectory subgroups were identified: stable high (84.9%), decreasing (7.8%), and low increasing (7.3%). The subgroups differed in levels of achievement ambition and academic self-concept. Further, a parallel process latent growth curve model revealed essential associations with change in intentions to quit school. Specifically, students with high probabilities of membership in the decreasing emotional support subgroup appeared to be at particular risk, perceiving a decrease in mastery climate that was related to a worrying development of intentions to quit school. The results are discussed considering the importance of a sustained supportive learning environment for late adolescents.


YSO-asiasanatopettaja-oppilassuhdetunteethenkinen tukinuoretlukiolaisetopintomenestyskoulupudokkaat

Vapaat asiasanatemotional support; mastery climate; intentions to quit school; trajectory; upper secondary school


Liittyvät organisaatiot

JYU-yksiköt:


OKM-raportointiKyllä

Raportointivuosi2022

JUFO-taso3


Viimeisin päivitys 2024-26-03 klo 20:56