What makes a student feel vital? Links between teacher-student relatedness and teachers’ engaging messages |
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Authors: | Santana-Monagas Elisa Núñez Juan L Loro Juan F Moreno-Murcia Juan A León Jaime |
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Institution: | 1.Department of Psychology, Sociology, and Social Work, University of Las Palmas de Gran Canaria, C/. Santa Juana de Arco, 1. 35004, Las Palmas, Spain ;2.Department of Clinical Sciences, University of Las Palmas de Gran Canaria, C/ Blas Cabrera Felipe s/n, 35016, Las Palmas, Spain ;3.Sports Research Center, Miguel Hernández University of Elche, Avda. de La Universidad, s/n, 03130, Elche, Spain ;4.Department of Education, University of Las Palmas de Gran Canaria, C/. Santa Juana de Arco 1, 35004, Las Palmas, Spain ; |
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Abstract: | 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. |
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