دورية أكاديمية
Teacher's Invisible Hands--The Association between Teacher-Student Relationship and Subjective Happiness among Left-Behind Children: The Chain Mediating Roles of Resilience and Learning Engagement
| العنوان: | Teacher's Invisible Hands--The Association between Teacher-Student Relationship and Subjective Happiness among Left-Behind Children: The Chain Mediating Roles of Resilience and Learning Engagement |
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| اللغة: | English |
| المؤلفون: | Jing Fang, Ruibo Xie (ORCID |
| المصدر: | Educational Psychology. 2024 44(1):40-58. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Student Relationship, Psychological Patterns, Resilience (Psychology), Learner Engagement, Foreign Countries, Predictor Variables, Rural Schools, Elementary School Students, Elementary School Teachers |
| مصطلحات جغرافية: | China |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale |
| DOI: | 10.1080/01443410.2023.2300688 |
| تدمد: | 0144-3410 1469-5820 |
| مستخلص: | In this study, we employed the chain mediation model to examine the associations between teacher-student relationships, resilience, learning engagement, and subjective happiness among left-behind children (LBC). A sample of 431 LBC from southwestern China was assessed at three different time points at six-month intervals. The Subjective Happiness Scale, Teacher-Student Relationship Scale, Connor-Davidson Resilience Scale, and Learning Engagement Questionnaire were utilised for measurement purposes. The findings revealed that the subjective happiness of LBC was influenced by their teacher-student relationships through the separate pathways of resilience and learning engagement. Moreover, the teacher-student relationship could predict LBC's subjective happiness either via a pathway from resilience to learning engagement or through a pathway from learning engagement to resilience. This study underscores the crucial role of teachers in facilitating positive development among LBC and highlights implications for policymakers to prioritise quality training for teachers in rural primary schools. By enhancing childhood teachers' understanding of key factors influencing children's positive development, appropriate strategies can be implemented effectively to support LBC. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1414513 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0144-3410 1469-5820 |
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| DOI: | 10.1080/01443410.2023.2300688 |