Support for Autonomy at School Predicts Immigrant Adolescents' Psychological Well-being

被引：32

作者：

Alivernini, Fabio ^{[1
]}

Cavicchiolo, Elisa ^{[1
]}

Manganelli, Sara ^{[1
]}

Chirico, Andrea ^{[2
]}

Lucidi, Fabio ^{[2
]}

机构：

[1] Natl Inst Evaluat Educ Syst INVALSI, Via Ippolito Nievo 35, I-00153 Rome, Italy

[2] Sapienza Univ Rome, Dept Dev & Social Psychol, Via Marsi 78, I-00185 Rome, Italy

来源：

JOURNAL OF IMMIGRANT AND MINORITY HEALTH | 2019年 / 21卷 / 04期

关键词：

Psychological well-being; Mental health; Teacher autonomy support; Background factors; Immigrant adolescents; NEGATIVE AFFECT; GENDER-DIFFERENCES; MENTAL-HEALTH; DEPRESSION; STUDENTS; CHILDREN; ANXIETY;

D O I：

10.1007/s10903-018-0839-x

中图分类号：

R1 [预防医学、卫生学];

学科分类号：

1004 ; 120402 ;

摘要：

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.

引用

页码：761 / 766

页数：6

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