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The Association Between Teacher Connection and Flourishing Among Early Adolescents in 25 Countries

The Journal of Early Adolescence, Ahead of Print.
We aimed to determine whether early adolescents who report higher levels of teacher connection have a greater prevalence of flourishing and whether this association is present across levels of parent connection. We analyzed cross-sectional data, collected in the International Survey of Children’s Well-Being (2016–2019), from 33,269 11- to 13-year-olds in 25 countries. The teacher connection score, analyzed as quartiles, asked about care, support, and respect from teachers. The flourishing score (range 0–10) was based on items about self-acceptance, purpose in life, positive relations, growth, environmental mastery, and autonomy. The prevalence (95% confidence interval) of flourishing (score > 8) was 66.0% (65.4%, 66.5%). The covariate-adjusted difference in flourishing prevalence between those in highest and lowest quartiles of teacher connection was 26.8% (25.2%, 28.5%). This difference was similar across groups with varying levels of parent connection. Teacher connection may contribute to adolescent flourishing, in addition to academic achievement and the avoidance of negative outcomes.

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Posted in: Journal Article Abstracts on 09/12/2023 | Link to this post on IFP |
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