Support for Autonomy at School Predicts Immigrant Adolescents' Psychological Well-being.
Background factors
Immigrant adolescents
Mental health
Psychological well-being
Teacher autonomy support
Journal
Journal of immigrant and minority health
ISSN: 1557-1920
Titre abrégé: J Immigr Minor Health
Pays: United States
ID NLM: 101256527
Informations de publication
Date de publication:
Aug 2019
Aug 2019
Historique:
pubmed:
19
11
2018
medline:
14
1
2020
entrez:
19
11
2018
Statut:
ppublish
Résumé
We investigated the relationship between teacher support at school intended to promote students' autonomy and immigrant adolescents' psychological well-being. A structural equation model was tested on 3130 immigrant adolescents who attended a representative sample of 654 Italian high schools. Gender, socioeconomic status, previous school achievement and immigrant generation were included in the analysis as control variables. Results showed that when teachers are perceived as adopting an approach that is supportive of autonomy, immigrant adolescents report significantly higher levels of psychological well-being. Gender appears to be the most relevant background factor, with girls being more at risk than boys as regards mental health. Overall, our findings suggest that interventions of enacted support by teachers at school that aim to foster students' autonomy would be an effective approach for protecting against mental illness in immigrant adolescents.
Identifiants
pubmed: 30448930
doi: 10.1007/s10903-018-0839-x
pii: 10.1007/s10903-018-0839-x
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
761-766Références
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