Swipe om te navigeren naar een ander artikel
The online version of this article (https://doi.org/10.1007/s10826-018-1250-x) contains supplementary material, which is available to authorized users.
Depression rates increase from 2% during childhood, to 22–27% during adolescence, and 50% during college. Previous studies showed an association between teaching behavior and students’ depressive symptoms; however, no research has examined whether all schoolteachers are equally influential in this relation. Social cognitive theory states that an observer’s perceived similarity to a model increases the observer’s ability to learn from that model. Thus, we hypothesized that the association between teaching behavior and students’ depressive symptoms would be strongest with schoolteachers that students perceived as most similar to them. In a retrospective study, a sample of 330 college freshmen aged 18 to 20 (M = 18.31; 56.7% female; 76.7% identifying as White, 9.7% as Black, 4.5% Asian American, 4.5% Latino/a, 3.9% Biracial, and 0.6% not providing information regarding race) completed the Teaching Behavior Questionnaire (TBQ) for the schoolteacher from throughout their schooling whom they perceived to be either most similar or least similar to themselves, and the Center for Epidemiological Studies – Depression Scale (CES-D). As predicted, path analyses showed that instructional (p < 0.01), organizational (p < 0.01), and socio-emotional teaching behaviors (p < 0.05) of the most similar schoolteachers were significantly related to students’ depressive symptoms, while these teaching behaviors from least similar schoolteachers were not. Conversely, negative teaching behavior was associated with depressive symptoms independent of teachers’ perceived similarity (p < 0.05). Future longitudinal and experimental studies are needed to replicate our findings.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: a theory-based subtype of depression. Psychological Bulletin, 96, 358–372.
American College Health Association (2013). National College Health Assessment: Spring 2013 Reference Group Executive Summary. Hanover, MD: American College Health Association.
Arbuckle, J. L. (1999). AMOS user’s guide. Chicago, IL: SmallWaters.
Bali, S., & Jiloha, R. C. (2008). Subsyndromal depression – a review. Delhi Psychiatry Journal, 11, 43–47.
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Barnard, A. D., Adelson, J. L., & Pössel, P. (2017). Associations between perceived teaching behaviors and affect in upper elementary school students. Early Child Development and Care, 187, 1795–1808. https://doi.org/10.1080/03004430.2016.1190921. CrossRef
Beck, A. T (1976). Cognitive therapy and the emotional disorders. New York, NY: International University Press.
Blanco, C., Okuda, M., Wright, C., Hasin, D. S., Grant, B. F., Liu, S., & Olfson, M. (2008). Mental health of college students and their non-college-attending peers: results from the national epidemiologic study on alcohol and related conditions. Archives of General Psychiatry, 65, 1429–1437. https://doi.org/10.1001/archpsyc.65.12.1429. 228-232. CrossRefPubMedPubMedCentral
Blount, T. H., & Epkins, C. C. (2009). Exploring modeling-based hypotheses in preadolescent girls’ and boys’ cognitive vulnerability to depression. Cognitive Therapy and Research, 33, 110–125. https://doi.org/10.1007.s10608-008-9195-9. CrossRef
Bufferd, S. J., Dougherty, L. R., Carlson, G. A., Rose, S., & Klein, D. N. (2012). Psychiatric disorders in preschoolers: continuity from ages 3 to 6. American Journal of Psychiatry, 169, 1157–1164. CrossRef
Cameron, C. E., Connor, C. D., & Morrison, F. J. (2005). Effects of variation in teacher organization on classroom functioning. Journal of School Psychology, 43, 61–85. https://doi.org/10.1016/j.jsp.2004.12.002. CrossRef
Cole, D. A. (1991). Change in self-perceived competence as a function of peer and teacher evaluation. Developmental Psychology, 27, 682–688. CrossRef
Connor, C. M., Morrison, F. J., Fishman, B. J., Ponitz, C. C., Glasney, S., Underwood, P. S., …, & Schatschneider,C. (2009). The ISI Classroom Observation System: examining the literacy instruction provided to individualstudents. Educational Researcher, 38, 85–99. https://doi.org/10.3102/0013189X09332373. CrossRef
Crosnoe, R., Johnson, M. K., & Elder, Jr., G. H. (2004). Intergenerational bonding in school: the behavioral and contextual correlates of student-teacher relationships. Sociology of Education, 77, 60–81. CrossRef
Deroma, V. M., Leach, J. B., & Leverett, J. P. (2009). The relationship between depression and college academic performance. College Student Journal, 43, 325–334.
Dozois, D. J. A., & Dobson, K. S. (2001). Information processing and cognitive organization in unipolar depression: specificity and comorbidity issues. Journal of Abnormal Psychology, 110, 236–246. https://doi.org/10.1037/0021-843X.110.2.236. CrossRefPubMed
Eccles, J. S., Midgley, C., Buchanan, C. M., Wigfield, A., Reuman, D., & MacIver, D. (1993). Development during adolescence: the impact of stage/environment fit. American Psychologist, 48, 90–101. CrossRef
Furr, R. S., Westefeld, S. J., McConnell, N. G., & Jenkins, M. J. (2001). Suicide and depression among college students: a decade later. Professional Psychology: Research and Practice, 32, 97–100. https://doi.org/10.1037//0735-7028.32.1.97. CrossRef
Gehlbach, H., Brinkworth, M. E., King, A. M., Hsu, L. M., McIntryre, J., & Rogers, T. (2016). Creating birds of similar feathers: leveraging similarity to improve teacher-student relationships and academic achievement. Journal of Educational Psychology, 108, 342–352. https://doi.org/10.1037/edu0000042. CrossRef
Hammen, C. (2005). Stress and depression. Annual Review of Clinical Psychology, 1, 293–319. https://doi.org/10.1146/annurev.clinpsy.1.102803.143938. CrossRef
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967. https://doi.org/10.1111/j.1467-8624.2005.00889.x. CrossRefPubMed
Kuiper, N. A., & Derry, P. A. (1982). Depressed and nondepressed content self-reference in mild depressives. Journal of Personality, 50, 67–80. CrossRef
Lee, M. J., Hasche, L. K., Choi, S., Proctor, E. K., & Morrow-Howell, N. (2013). Comparison of major depressive disorder and subthreshold depression among older adults in community long-term care. Aging & Mental Health, 17, 461–469. https://doi.org/10.1080/13607863.2012.747079. CrossRef
Levitt, M. J., Guacci-Franco, N., & Levitt, J. L. (1993). Convoys of social support in childhood and early adolescence: structure and function. Developmental Psychology, 29, 811–818. https://doi.org/10.1037/0012-1618.104.22.1681. CrossRef
Meade, A. W., Johnson, E. C., & Braddy, P. W. (2008). Power and sensitivity of alternative fit indices in tests of measurement invariance. Journal of Applied Psychology, 93, 568–592. https://doi.org/10.1037/0021-9010.93.3.568. CrossRefPubMed
O’Brien, K. M., & Vincent, N. K. (2003). Psychiatric comorbidity in anorexia and bulimia nervosa: nature, prevalence, and causal relationships. Clinical Psychology Review, 23, 57–74. https://doi.org/10.1016/S0272-7358(02)00201-5. CrossRefPubMed
Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System. Baltimore, MD: Brookes.
Pittard, C., Pӧssel, P., & Lau, T. (2017). Inferential style, school teachers, and depressive symptoms in college students. International Journal of Emotional Education, 9, 20–36.
Podsakoff, P., MacKenzie, S., Lee, J., & Podsakoff, N. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903. CrossRef
Pössel, P., Rudasill, K. M., Adelson, J. L., Bjerg, A. C., Wooldridge, D. T., & Winkeljohn Black, S. (2013). Teaching behavior and well-being in students: development and concurrent validity of an instrument to measure student-reported teaching behavior. International Journal of Emotional Education, 5, 5–30.
Rutter, M. (1982). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press.
Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15, 1–18. CrossRef
- Teaching Behavior and Emerging Adults’ Depressive Symptoms: Effect of Perceived Observer-Model Similarity
Rosamond J. Smith
- Springer US
Journal of Child and Family Studies
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843