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 toimittajat: Tvedt, Maren Stabel; Virtanen, Tuomo E.; Bru, Edvin
Lehti tai sarja: Learning and Instruction
ISSN: 0959-4752
eISSN: 1873-3263
Julkaisuvuosi: 2022
Volyymi: 80
Artikkelinumero: 101562
Kustantaja: Elsevier
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1016/j.learninstruc.2021.101562
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Osittain 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-asiasanat: opettaja-oppilassuhde; tunteet; henkinen tuki; nuoret; lukiolaiset; opintomenestys; koulupudokkaat
Vapaat asiasanat: emotional support; mastery climate; intentions to quit school; trajectory; upper secondary school
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 3