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Publication
A latent class analysis on students' beliefs about teachers' practices enhancing their well-being
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Advisor(s)
Abstract(s)
ABSTRACT: Student well-being and student voice are two interrelated concepts that can play
a critical role in education. While Student well-being refers to the overall state
of students’ physical, mental, and emotional health, student voice represents the
active involvement and participation of students in shaping their own educational
experiences. Notwithstanding the intimate association, there is a limited body of
research that explores how students’ distinct perceptions of teachers’ practices
that promote their well-being influence students’ actual well-being levels. To
address this research gap, a study was conducted involving 486 students. The
participants, with an average age of 13.5 years, completed a questionnaire.
Among the participants, 51.1% identified as female, and 13.6% had experienced
academic retention. The latent class results classified the 7–9 grade student’s
beliefs about teacher’s practices into “few times,” sometimes’ and “often.” The
model fitting results were as follows: Akaike Information Criterion (AIC) was
2,555.904, Bayesian Information Criterion (BIC) was 2,610.244, Adjusted Bayesian
Information Criterion (aBIC) was 2,568.983, and Entropy was 0.802. Compared
with the “few times” and “sometimes” class, the “often” class was more prevalent
in 8th grade (p = 0.05) and among male students (p = 0.04). Findings show
that class membership is a predictor of student well-being (interpersonal, life
satisfaction and perceived competence). Students who feel that their teachers
are attentive, supportive, and address their needs more frequently are more likely
to experience enhanced well-being.
Description
Keywords
Teacher practices Students well-being Teacher dierentiated practices Students perceptions Teacher responsivenes
Citation
Gaitas, S., Silva, J. C., & Poças, A. (2024). A latent class analysis on students’ beliefs about teachers’ practices enhancing their well-being. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1252222
Publisher
Frontiers Media SA