What makes a student feel vital?: Links between teacher-student relatedness and teachers’ engaging messages

• Autores: Elisa Santana Monagas, Juan L. Núñez, Juan F. Loro, Juan Antonio Moreno Murcia, Jaime León González-Vélez
• Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 38, Nº 3, 2023, págs. 1201-1226
• Idioma: inglés
• DOI: 10.1007/s10212-022-00642-9
• Enlaces
  • Texto completo
• Dialnet Métricas: 2 Citas
• Resumen

  • Recent studies suggest that teacher messages can affect students’ well-being. Using a multilevel, variable, and person-centred approach, this study aimed to identify profiles of students according to their teachers’ use of engaging messages and analyse the relation among these profiles and teacher-student relatedness and students’ subjective vitality. A total of 1209 students participated in the study. At the student-level, profile analysis indicated the existence of four different profiles: the few messages profile, the autonomous motivational appeals profile, the loss-framed messages profile, and the gain-framed messages profile. At the teacher level, profile analysis indicated the existence of two profiles: the variant and the invariant profiles. Results showed that overall, at both levels of analysis, teachers’ engaging messages related with teacher-student relatedness (either positively or negatively) with clear differences among profiles. Moreover, also at both levels of analysis, teacher-student relatedness related with students’ subjective vitality. Main findings and implications for practice are discussed.

• Referencias bibliográficas
  • Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students’ sense of school belonging. Journal...
  • Bakadorova, O., & Raufelder, D. (2018). The essential role of the teacher-student relationship in students’ need satisfaction during adolescence....
  • Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School...
  • Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thogersen-Ntoumani, C., & Vlachopoulos, S. (2018). Beware of your teaching...
  • Behzadnia, B. (2020). The relations between students’ causality orientations and teachers’ interpersonal behaviors with students’ basic need...
  • Belcher, J., Wuthrich, V. M., & Lowe, C. (2021).Teachers use of fear appeals: Association with student and teacher mental health. British...
  • Berlin, K. S., Williams, N. A., & Parra, G. R. (2014). An introduction to latent variable mixture modeling (Part 1): Overview and cross-sectional...
  • Blackwell, J., Miksza, P., Evans, P., & McPherson, G. E. (2020). Student vitality, teacher engagement, and rapport in studio music instruction....
  • Caldarella, P., Larsen, R. A. A., Williams, L., Downs, K. R., Wills, H. P., & Wehby, J. H. (2020). Effects of teachers’ praise-to-reprimand...
  • Castillo, I., Tomás, I., & Balaguer, I. (2017). The Spanish-version of the subjective vitality scale: Psychometric properties and evidence...
  • Chatzisarantis, N. L. D., Ada, E. N., Ahmadi, M., Caltabiano, N., Wang, D., Thogersen-Ntoumani, C., & Hagger, M. S. (2019). Differential...
  • Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being...
  • Choi, C., Lee, J., Yoo, M. S., & Ko, E. (2019). South Korean children’s academic achievement and subjective well-being: The mediation...
  • Codina, N., Valenzuela, R., Pestana, J. V., & Gonzalez-Conde, J. (2018). Relations between student procrastination and teaching styles:...
  • Collie, R. J., Malmberg, L., Martin, A., Sammons, P., & Morin, A. J. S. (2020). A multilevel person-centered examination of teachers’...
  • Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In...
  • DuBois, D. L., & Silverthorn, N. (2005). Characteristics of natural mentoring relationships and adolescent adjustment: Evidence from a...
  • Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1),...
  • Felicetti, V. L., & Cabrera, A. F. (2022). Students’ experiences with graduate education in Brazil. A confirmatory factor analysis approach....
  • Flintcroft, D., Woods, K., & Putwain, D. W. (2017). Developing school practice in preparing students for high-stake examinations in English...
  • Froiland, J. M., Worrell, F. C., & Oh, H. (2019). Teacher–student relationships, psychological need satisfaction, and happiness among...
  • Furrer, C. J., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational...
  • Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement...
  • García-Moya, I., Brooks, F., Morgan, A., & Moreno, C. (2015). Subjective well-being in adolescence and teacher connectedness: A health...
  • Greenglass, E. R. (2006). Vitality and vigor: Implications for healthy functioning. In P. Buchwald (Ed.), Stress and anxiety application to...
  • Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Vande Broek, G., Goris, W., & Aelterman, N. (2018). Different...
  • Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development,...
  • Heene, M., Hilbert, S., Draxler, C., Ziegler, M., & Bühner, M. (2011). Masking misfit in confirmatory factor analysis by increasing unique...
  • Hughes, J. N., Luo, W., Kwok, O.-M., & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal...
  • Justice, L. M., Petscher, Y., Schatschneider, C., & Mashburn, A. (2011). Peer effects in preschool classrooms: Is children’s language...
  • Khalkhali, V., & Golestaneh, S. M. (2011). Examining the impact of teacher motivational style and competition result on students’ subjective...
  • King, R. B. (2015). Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study. Contemporary Educational...
  • La Guardia, J. G., & Ryan, R. M. (2002). A self-determination theory perspective on development within families, school, and society....
  • Lavigne, G. L., Vallerand, R. J., & Crevier-Braud, L. (2011). The fundamental need to belong: On the distinction between growth and deficit-reduction...
  • León, J., Domínguez, E., Núnez, J. L., Pérez, A., & Martín-Albo, J. (2011). Traducción y validación de la versión espanola de la Échelle...
  • León, J., & Liew, J. (2017). Profiles of adolescents’ peer and teacher relatedness: Differences in wellbeing and academic achievement...
  • León, J., Medina-Garrido, E., & Núnez, J. L. (2017). Teaching quality in math class: The development of a scale and the analysis of its...
  • León, J., Núnez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated...
  • Liu, J., Bartholomew, K. J., & Chung, P. K. (2017). Perceptions of teachers’ interpersonal styles and well-being and ill-being in secondary...
  • Liu, Y., Li, X., Chen, L., & Qu, Z. (2015). Perceived positive teacher-student relationship as a protective factor for Chinese left-behind...
  • Lo, Y., Mendell, N. R., & Rubin, D. B. (2001). Testing the number of components in a normal mixture. Biometrika, 88(3), 767–778. https://...
  • Lubke, G. H., & Muthén, B. (2005). Investigating population heterogeneity with factor mixture models. Psychological Methods, 10(1), 21–39....
  • Lüdtke, O., Robitzsch, A., Trautwein, U., & Kunter, M. (2009). Assessing the impact of learning environments: How to use student ratings...
  • MacDonald, G., & Leary, M. R. (2005). Why does social exclusion hurt? The relationship between social and physical pain. Psychological...
  • MacGeorge, E. L., Feng, B., & Thompson, E. (2008). “Good” and “bad” advice: How to advise more effectively. In M. T. Motle (Ed.), Studies...
  • Mäkikangas, A., Tolvanen, A., Aunola, K., Feldt, T., Mauno, S., & Kinnunen, U. (2018). Multilevel latent profile analysis with covariates:...
  • Manzano, D. (2022). Prediction of resilience in school students through the promotion of responsibility: a study through the self-determination...
  • Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Morin, A. J. S., Abduljabbar, A. S., & Köller, O. (2012). Classroom climate and...
  • Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions:...
  • Marsh, H. W., Seaton, M., Trautwein, U., Lüdtke, O., Hau, K. T., O’Mara, A. J., & Craven, R. G. (2008). The big-fish-little-pond-effect...
  • Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues,...
  • Martínez-Zelaya, G., Ramírez, M. B., & Rovira, D. P. (2022). Good is stronger than bad for eudaimonic well-being. Revista de Psicologia,...
  • McNeish, D. (2018). Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23(3), 412– 433. https:// doi. org/ 10. 1037/...
  • Moreno-Murcia, J. A., Pintado, R., Huéscar, E., & Marzo, J. C. (2018). Interpersonal style controller and perception of competence in...
  • Morin, A. J. S., Boudrias, J. S., Marsh, H. W., McInerney, D. M., Dagenais-Desmarais, V., Madore, I., & Litalien, D. (2017). Complementary...
  • Morin, A. J. S., Marsh, H. W., Nagengast, B., & Scalas, L. F. (2014). Doubly latent multilevel analyses of classroom climate: An illustration....
  • Morin, A. J. S., Meyer, J. P., Creusier, J., & Biétry, F. (2016). Multiple-group analysis of similarity in latent profile solutions. Organizational...
  • Mouratidis, A., Lens, W., & Vansteenkiste, M. (2010). How you provide corrective feedback makes a difference: The motivating role of communicating...
  • Mouratidis, A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Vitality and interest-enjoyment as a function of class-to-class variation...
  • Muthen, L. K., & Muthén, B. O. (1998–2017). MPlus user’s guide (8th ed). Muthen & Muthen.
  • Neel, C. G. O., & Fuligni, A. (2013). A longitudinal study of school belonging and academic motivation across high school. Child Development,...
  • Nicholson, L. J., Putwain, D. W., Nakhla, G., Porter, B., Liversidge, A., & Reece, M. (2019). A person- centered approach to students’...
  • OECD. (2014). Indicator D1: How much time do students spend in the classroom? In Education at a Glance 2014: OECD Indicators (pp. 427–440)....
  • Oostdam, R. J., Koerhuis, M. J. C., & Fukkink, R. G. (2019). Maladaptive behavior in relation to the basic psychological needs of students...
  • Poulou, M., & Norwich, B. (2020). Psychological needs, mixed self-perceptions, well-being and emotional, and behavioral difficulties:...
  • Putwain, D. W., & Remedios, R. (2014). The scare tactic: Do fear appeals predict motivation and exam scores? School Psychology Quarterly,...
  • Putwain, D. W., & Symes, W. (2011). Teachers’ use of fear appeals in the Mathematics classroom: Worrying or motivating students? British...
  • Putwain, D. W., & Symes, W. (2016). Expectancy of success, subjective task-value, and message frame in the appraisal of value-promoting...
  • Putwain, D. W., Symes, W., & McCaldin, T. (2019). Teacher use of loss-focused, utility value messages, prior to high-stakes examinations,...
  • Putwain, D. W., Symes, W., Nicholson, L. J., & Remedios, R. (2021). Teacher motivational messages used prior to examinations: What are...
  • Putwain, D. W., Symes, W., & Wilkinson, H. M. (2017). Fear appeals, engagement, and examination performance: The role of challenge and...
  • Raufelder, D., Hoferichter, F., Schneeweiss, D., & Wood, M. A. (2015). The power of social and motivational relationships for test-anxious...
  • Rothman, A. J., & Salovey, P. (1997). Shaping perceptions to motivate healthy behavior: The role of message framing. Psychological Bulletin,...
  • Ryan, R. M., & Deci, E. L. (2008). From ego depletion to vitality: Theory and findings concerning the facilitation of energy available...
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford...
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory,...
  • Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well-being. Journal...
  • Ryan, R. M., & Martela, F. (2016). Eudaimonia as a way of living: Connecting Aristotle with self-determination theory. In J. Vitterso...
  • Salama-Younes, M. (2011). Positive mental health, subjective vitality and satisfaction with life for French Physical Education students. World...
  • Santana-Monagas, E., Núnez, J. L., Loro, J. F., Huéscar, E., & León, J. (2022a). Teachers’ engaging messages: The role of perceived autonomy,...
  • Santana-Monagas, E., Putwain, D. W., Núnez, J. L., Loro, J. F., & León, J. (2022b). Do teachers’ engaging messages predict motivation...
  • Schwab, S., Markus, S., & Hassani, S. (2022). Teachers’ feedback in the context of students’ social acceptance, students’ well-being in...
  • Sheldon, K. M., Abad, N., & Omoile, J. (2009). Testing self-determination theory via Nigerian and Indian adolescents. International Journal...
  • Spilt, J. L., Hughes, J. N., Wu, J. Y., & Kwok, O. M. (2012). Dynamics of teacher-student relationships: Stability and change across elementary...
  • Stapleton, L. M., Yang, J. S., & Hancock, G. R. (2016). Construct meaning in multilevel settings. Journal of Educational and Behavioral...
  • Symes, W., & Putwain, D. W. (2016). The role of attainment value, academic self-efficacy, and message frame in the appraisal of value-promoting...
  • Taylor, I. M., & Ntoumanis, N. (2007). Teacher motivational strategies and student self-determination in physical education. Journal of...
  • Unkelbach, C., Fiedler, K., Bayer, M., Stegmüller, M., & Danner, D. (2008). Why positive information is processed faster: The density...
  • Vergara-Torres, A. P., Tristán, J., López-Walle, J. M., González-Gallegos, A., Pappous, A., & Tomás, I. (2020). Students’ perceptions...
  • Vermunt, J. K., & Magidson, J. (2005). Structural equation modeling: Mixture models. In B. S. Everitt & D. C. Howell (Eds.), Encyclopedia...
  • Wang, Y., King, R. B., Wang, F., & Leung, S. O. (2021). Need-supportive teaching is positively associated with students’ well-being: A...
  • Wubbels, T. (2017). A knowledge base for teachers on teacher-student relationships. In L. Florian & N. Pantić (Eds.), Teacher Education...
  • Zee, M., Koomen, H. M. Y., & Van der Veen, I. (2013). Student-teacher relationship quality and academic adjustment in upper elementary...
  • Zheng, F. (2022). Fostering students’ well-being: The mediating role of teacher interpersonal behavior and student-teacher relationships....