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ERIC Number: EJ786908
Record Type: Journal
Publication Date: 2007-Sep
Pages: 17
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0303-8300
Student Perception as Moderator for Student Wellbeing
Van Petegem, Karen; Aelterman, Antonia; Rosseel, Yves; Creemers, Bert
Social Indicators Research, v83 n3 p447-463 Sep 2007
Student motivation as well as student perception of interpersonal teacher behaviour are linked to the sense of wellbeing at student level. However, while most of the variance in the measurement of student wellbeing was situated at student level, eleven percent of variance was found at classroom level. In this article we focus on this variance at classroom level and the moderating role that student perception of interpersonal teacher behaviour has. From an interpersonal perspective on teaching, the relationship between teacher wellbeing, perceptions of interpersonal teacher behaviour, and student wellbeing is examined. Grade 9 students of technical and vocational training schools are participating in this study. In the analyses a distinction is made between teaching academic subjects and teaching vocational subjects. There appears to be a direct link between the wellbeing of the teachers of academic subjects and the wellbeing of their students. Students who perceive their academic teacher as leading, helpful and friendly score higher on wellbeing, while wellbeing decreases when an academic teacher is perceived as strict and admonishing. The relationship between the teacher of vocational subjects who typifies himself as strict and admonishing, and the wellbeing of his students, is moderated by student perceptions of teacher interpersonal behaviour. A direct relationship between the wellbeing of the vocational teacher and the wellbeing of students is not found. Only when the vocational teacher's wellbeing is high and student perceptions of uncertain or dissatisfied interpersonal teacher behaviour is low, does student wellbeing increase. We conclude that for vocational subjects, student perceptions of interpersonal teacher behaviour are crucial moderators. Finally, students who are highly motivated to learn practical subjects, have a higher score on student wellbeing. By contrast, the fact that education is inherently obligatory has a negative influence on student wellbeing.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A