The longitudinal development of students' well‐being in adolescence: The role of perceived teacher autonomy support

In: Journal of research on adolescence, Band 33, Heft 2, S. 496-513

Abstract

AbstractAlthough a decline in adolescents' well‐being has repeatedly been reported, longitudinal evidence for this development is rare and time‐varying factors like teacher autonomy support that could be associated with this trend have sparsely been investigated. Therefore, the present study examined how the temporal development of perceived autonomy support from their German language arts teachers is related to changes in four different facets of students' well‐being. Longitudinal data from 3446 adolescents from Germany (NSchools = 178) on five measurement points (Grades 5–9) were analyzed using latent growth curve models. Satisfaction with school, enjoyment of school, and self‐rated health decreased over time, while social integration remained stable. Perceived teacher autonomy support also declined between Grades 5 and 9. Furthermore, baseline levels of perceived teacher autonomy support and facets of well‐being were positively related. Finally and most importantly, our results indicated that changes in perceived teacher autonomy support were positively associated with the development of satisfaction with school, enjoyment of school, and self‐rated health, but not social integration. The findings suggest that perceived teacher autonomy support plays an important role in the development of students' well‐being in adolescence.