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Support for Autonomy at School Predicts Immigrant Adolescents’ Psychological Well-being

by Alivernini, Fabio , Cavicchiolo, Elisa , Chirico, Andrea , Lucidi, Fabio , Manganelli, Sara

in Academic achievement / Academic Success / Adolescence / Adolescent / Adolescents / Antisocial Behavior / Autonomy / Boys / Child and Adolescent Health / Comparative Law / Emigrants and Immigrants - psychology / Employment Level / Female / Gangs / Gender / Girls / Health education / Health promotion / Humans / Immigrants / International & Foreign Law / Interpersonal Relationship / Italy / Learning Strategies / Male / Measurement Techniques / Medicine / Medicine & Public Health / Mental disorders / Mental health / Migrant Children / Migrant Education / Model testing / Noncitizens / Original Paper / Personal Autonomy / Private International Law / Professional Autonomy / Psychological factors / Psychological well being / Psychology, Adolescent / Public Health / Schools / Secondary schools / Sex Factors / Social Support / Social Support Groups / Socioeconomic Factors / Socioeconomic status / Socioeconomics / Sociology / Standardized Tests / Structural equation modeling / Student teacher relationship / Students / Students - psychology / Teacher Promotion / Teachers / Teaching Styles / Teenagers / Well being

2019

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Support for Autonomy at School Predicts Immigrant Adolescents’ Psychological Well-being

by Alivernini, Fabio , Cavicchiolo, Elisa , Chirico, Andrea , Lucidi, Fabio , Manganelli, Sara

2019

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Support for Autonomy at School Predicts Immigrant Adolescents’ Psychological Well-being

by Alivernini, Fabio , Cavicchiolo, Elisa , Chirico, Andrea , Lucidi, Fabio , Manganelli, Sara

2019

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Journal Article

Support for Autonomy at School Predicts Immigrant Adolescents’ Psychological Well-being

Alivernini, Fabio,

Cavicchiolo, Elisa,

Chirico, Andrea,

Lucidi, Fabio,

Manganelli, Sara

2019

Overview

We investigated the relationship between teacher support at school intended to promote students’ autonomy and immigrant adolescents’ psychological well-being. A structural equation model was tested on 3130 immigrant adolescents who attended a representative sample of 654 Italian high schools. Gender, socioeconomic status, previous school achievement and immigrant generation were included in the analysis as control variables. Results showed that when teachers are perceived as adopting an approach that is supportive of autonomy, immigrant adolescents report significantly higher levels of psychological well-being. Gender appears to be the most relevant background factor, with girls being more at risk than boys as regards mental health. Overall, our findings suggest that interventions of enacted support by teachers at school that aim to foster students’ autonomy would be an effective approach for protecting against mental illness in immigrant adolescents.

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Publisher

Springer Science + Business Media,Springer US,Springer Nature B.V

Subject

/ Antisocial Behavior

/ Autonomy