Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study

Abstract Grounded in stage–environment fit theory, this study adopts a longitudinal design to examine the contribution of autonomy support from teachers to reducing adolescent anxiety and depression. A total of 236 Chinese adolescents (57.38% females, Mage  = 14.34) completed questionnaires on teach...

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Bibliographic Details
Published in:Journal of adolescence (London, England.) England.), 2016-06, Vol.49 (1), p.115-123
Main Authors: Yu, Chengfu, Li, Xian, Wang, Shujun, Zhang, Wei
Format: Article
Language:English
Subjects:
Adolescent
Adolescents
Anxiety
Anxiety - etiology
Anxiety - prevention & control
Anxiety and depression
Autonomy
Basic psychological needs satisfaction
Child
Depression - etiology
Depression - prevention & control
Female
Females
Humans
Interpersonal Relations
Interpersonal relationship satisfaction
Longitudinal Studies
Male
Mental depression
Needs
Pediatrics
Personal Autonomy
Personal Satisfaction
Psychological distress
Satisfaction
School engagement
School Teachers - psychology
Social support
Students - psychology
Surveys and Questionnaires
Teacher autonomy support
Teachers
Teenagers
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Summary:Abstract Grounded in stage–environment fit theory, this study adopts a longitudinal design to examine the contribution of autonomy support from teachers to reducing adolescent anxiety and depression. A total of 236 Chinese adolescents (57.38% females, Mage  = 14.34) completed questionnaires on teacher autonomy support, basic psychological needs satisfaction, school engagement, anxiety, and depression in the fall and spring semesters of their 7th and 8th grade years. The results showed that teacher autonomy support in the fall of 7th grade boosted basic psychological needs satisfaction in the spring of 7th grade; this, in turn, increased school engagement in the fall of 8th grade, which subsequently decreased anxiety and depression in the spring of 8th grade. These findings demonstrated the significant effect of teacher autonomy support on reducing adolescent anxiety and depression; furthermore, it highlighted the mediating roles of basic psychological needs satisfaction and school engagement in this relationship.
ISSN:0140-1971
1095-9254
DOI:10.1016/j.adolescence.2016.03.001