Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents.

Autor: Afzali L; Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran. l.afzali@alzahra.ac.ir., Hosseinian S; Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran., Nooripour R; Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.; Department of Counseling, Qazvin Branch, Islamic Azad University, Qazvin, Iran.
Jazyk: angličtina
Zdroj: BMC psychology [BMC Psychol] 2024 Oct 15; Vol. 12 (1), pp. 553. Date of Electronic Publication: 2024 Oct 15.
DOI: 10.1186/s40359-024-02011-1
Abstrakt: Background: Academic resilience is crucial for adolescents as it enables them to overcome challenges and achieve educational success, yet the mechanisms underlying its development remain inadequately understood. This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents.
Methods: This descriptive correlational study was conducted between June 2022 and December 2022. The statistical population for this study encompassed all high school students in Tehran. To ensure the representativeness of the sample, a stratified random sampling technique was employed, involving a total of 400 high school students. Data were collected using online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). Descriptive statistics (e.g., mean, standard deviation, correlation matrix) and inferential statistics (e.g., path analysis) were used to analyze the data through SPSS-23 and LISREL version 8.7.2.
Results: The findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05).
Conclusion: This study underscores the pivotal role of supportive and engaging teaching styles in fostering academic resilience among adolescents. By significantly enhancing students' academic competence, these teaching approaches contribute to their overall well-being. These findings offer valuable insights for educators and policymakers to develop strategies that cultivate both academic skills and emotional strength, ultimately leading to improved educational outcomes.
(© 2024. The Author(s).)
Databáze: MEDLINE
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