ArticleFrontiers in psychology2019
Shields for Emotional Well-Being in Chinese Adolescents Who Switch Schools: The Role of Teacher Autonomy Support and Grit.
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
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Who cites it
16 citing papers in PubMed, 37 citations in OpenAlex.
- Teacher Autonomy Support and Internalizing Problems of Adolescents from Divorced and Intact Families: Moderation by Personality Typologies.Child psychiatry and human development · 2024Article
- Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being.Frontiers in psychology · 2023Article
- The Effect of Parental Autonomy Support on Grit: The Mediating Role of Basic Psychological Needs and the Moderating Role of Achievement Motivation.Psychology research and behavior management · 2023Article
- School educational models and child mental health among K-12 students: a scoping review.Child and adolescent psychiatry and mental health · 2022Article
- Teacher autonomy support and externalizing problems: Variations based on growth mindset toward personality and ethnicity.Frontiers in psychology · 2022Article
- A Comprehensive and Person-Centered View of the Association Between the Dark Triad and Youth Mental Health.Frontiers in psychiatry · 2022Article
- Parental Attachment and Problematic Internet Use among Chinese Adolescents: The Moderating Role of Gender and Grit.International journal of environmental research and public health · 2020Article
- Uncovering the Moderating Role of Grit and Gender in the Association between Teacher Autonomy Support and Social Competence among Chinese Undergraduate Students.International journal of environmental research and public health · 2020Article
- Meaning of Success: perception of medical students, and faculty-A Qualitative Study from a medical school in Mauritius.Nepal journal of epidemiology · 2020Article
- The Moderating Role of Autonomy Support Profiles in the Association Between Grit and Externalizing Problem Behavior Among Family-Bereaved Adolescents.Frontiers in psychology · 2020Article
- A Structural Equation Model of Perceived Autonomy Support and Growth Mindset in Undergraduate Students: The Mediating Role of Sense of Coherence.Frontiers in psychology · 2020Article
- The Associations of Parental Harsh Discipline, Adolescents' Gender, and Grit Profiles With Aggressive Behavior Among Chinese Early Adolescents.Frontiers in psychology · 2020Article
- COVID-19 Infection Risk and Depressive Symptoms Among Young Adults During Quarantine: The Moderating Role of Grit and Social Support.Frontiers in psychology · 2020Article
- The Relation Between Health and Earnings in Self-Employment.Frontiers in psychology · 2020Article
- The Moderating Role of Social Identity and Grit in the Association Between Parental Control and School Adjustment in Chinese Middle School Students.Frontiers in psychology · 2020Article
- Peer Attachment and Academic Procrastination in Chinese College Students: A Moderated Mediation Model of Future Time Perspective and Grit.Frontiers in psychology · 2019Article
Corrections and comments
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Authors and funding
2 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although prior research has demonstrated that switching schools poses a risk for academic and behavioral functioning among adolescents, relatively little is known about their emotional adjustment, or how it affects emotional well-being. Moreover, the cumulative effects of multiple risk and protective factors on their emotional well-being are even less covered in the existing literature. Guided by a risk and resilience ecological framework, the current study compared emotional well-being, operationalized as positive affect and negative affect, between Chinese adolescents who had switched schools and their non-switch counterparts, and examined the direct and interactive effects of teacher autonomy support and two facets of grit (i.e., perseverance and consistency) on emotional well-being in both groups. A propensity score matching analysis was used to balance the two groups in terms of sociodemographic characteristics (i.e., age, gender, and socioeconomic status). A total of 371 adolescents who had switched schools and 742 non-switch counterparts aged from 13 to 18 years were involved in this study. Results indicated that adolescents who had switched schools reported higher levels of negative affect than their non-switch counterparts. Moreover, for adolescents who had switched schools, those who possessed higher levels of perseverance had a significantly negative association between teacher autonomy support and negative affect; however, the corresponding association was independent of perseverance for their non-switch counterparts. The current findings indicate that switching schools is a disadvantage for adolescents' emotional states. However, teacher autonomy support and perseverance can protect adolescents who switch schools as critical stress-buffering factors against these negative feelings.
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