Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Child and Family Studies 1/2019

15-09-2018 | Original Paper

Teaching Behavior and Emerging Adults’ Depressive Symptoms: Effect of Perceived Observer-Model Similarity

Auteurs: Patrick Pössel, Rosamond J. Smith

Gepubliceerd in: Journal of Child and Family Studies | Uitgave 1/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

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.

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
go back to reference Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: a theory-based subtype of depression. Psychological Bulletin, 96, 358–372. Abramson, L. Y., Metalsky, G. I., & Alloy, L. B. (1989). Hopelessness depression: a theory-based subtype of depression. Psychological Bulletin, 96, 358–372.
go back to reference American College Health Association (2013). National College Health Assessment: Spring 2013 Reference Group Executive Summary. Hanover, MD: American College Health Association. American College Health Association (2013). National College Health Assessment: Spring 2013 Reference Group Executive Summary. Hanover, MD: American College Health Association.
go back to reference Arbuckle, J. L. (1999). AMOS user’s guide. Chicago, IL: SmallWaters. Arbuckle, J. L. (1999). AMOS user’s guide. Chicago, IL: SmallWaters.
go back to reference Bali, S., & Jiloha, R. C. (2008). Subsyndromal depression – a review. Delhi Psychiatry Journal, 11, 43–47. Bali, S., & Jiloha, R. C. (2008). Subsyndromal depression – a review. Delhi Psychiatry Journal, 11, 43–47.
go back to reference Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
go back to reference Beck, A. T (1976). Cognitive therapy and the emotional disorders. New York, NY: International University Press. Beck, A. T (1976). Cognitive therapy and the emotional disorders. New York, NY: International University Press.
go back to reference 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 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
go back to reference 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. CrossRefPubMed 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. CrossRefPubMed
go back to reference Cole, D. A. (1991). Change in self-perceived competence as a function of peer and teacher evaluation. Developmental Psychology, 27, 682–688. CrossRef Cole, D. A. (1991). Change in self-perceived competence as a function of peer and teacher evaluation. Developmental Psychology, 27, 682–688. CrossRef
go back to reference 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​.​ 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​.​
go back to reference 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 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
go back to reference Deroma, V. M., Leach, J. B., & Leverett, J. P. (2009). The relationship between depression and college academic performance. College Student Journal, 43, 325–334. Deroma, V. M., Leach, J. B., & Leverett, J. P. (2009). The relationship between depression and college academic performance. College Student Journal, 43, 325–334.
go back to reference 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. 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. CrossRefPubMed
go back to reference 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 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
go back to reference Kuiper, N. A., & Derry, P. A. (1982). Depressed and nondepressed content self-reference in mild depressives. Journal of Personality, 50, 67–80. CrossRefPubMed Kuiper, N. A., & Derry, P. A. (1982). Depressed and nondepressed content self-reference in mild depressives. Journal of Personality, 50, 67–80. CrossRefPubMed
go back to reference Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System. Baltimore, MD: Brookes. Pianta, R. C., LaParo, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System. Baltimore, MD: Brookes.
go back to reference 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. 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.
go back to reference 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. CrossRefPubMed 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. CrossRefPubMed
go back to reference 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. 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.
go back to reference Rutter, M. (1982). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press. Rutter, M. (1982). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press.
go back to reference Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15, 1–18. CrossRef Wubbels, T., & Levy, J. (1991). A comparison of interpersonal behavior of Dutch and American teachers. International Journal of Intercultural Relations, 15, 1–18. CrossRef
Metagegevens
Titel
Teaching Behavior and Emerging Adults’ Depressive Symptoms: Effect of Perceived Observer-Model Similarity
Auteurs
Patrick Pössel
Rosamond J. Smith
Publicatiedatum
15-09-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Child and Family Studies / Uitgave 1/2019
Print ISSN: 1062-1024
Elektronisch ISSN: 1573-2843
DOI
https://doi.org/10.1007/s10826-018-1250-x