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A latent class analysis on students' beliefs about teachers' practices enhancing their well-being

2024Journal article Open access
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dc.contributor.authorGaitas, Sérgio
dc.contributor.authorSilva, José Castro
dc.contributor.authorPoças, António
dc.date.accessioned2024-09-10T18:39:51Z
dc.date.available2024-09-10T18:39:51Z
dc.date.issued2024
dc.description.abstractABSTRACT: 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.pt_PT
dc.description.sponsorshipFundação para a Ciência e Tecnologia - FCTpt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationGaitas, 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.2024.1252222pt_PT
dc.identifier.doi10.3389/feduc.2024.1252222pt_PT
dc.identifier.issn2504284X
dc.identifier.urihttp://hdl.handle.net/10400.12/9922
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherFrontiers Media SApt_PT
dc.relationUIDB/04853/2020pt_PT
dc.relationUIDP/04853/2020pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectTeacher practicespt_PT
dc.subjectStudents well-beingpt_PT
dc.subjectTeacher dierentiated practicespt_PT
dc.subjectStudents perceptionspt_PT
dc.subjectTeacher responsivenespt_PT
dc.titleA latent class analysis on students' beliefs about teachers' practices enhancing their well-beingpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceSwitzerlandpt_PT
oaire.citation.titleFrontiers in Educationpt_PT
oaire.citation.volume9pt_PT
person.familyNameGaitas
person.familyNameCastro Silva
person.familyNamePoças
person.givenNameSérgio
person.givenNameJosé
person.givenNameAntónio
person.identifier2303113
person.identifier.ciencia-id2616-F6BA-1C17
person.identifier.ciencia-id8C1F-EBA8-760A
person.identifier.orcid0000-0002-7367-2321
person.identifier.orcid0000-0002-0209-3728
person.identifier.orcid0000-0003-0360-6676
person.identifier.scopus-author-id57200236950
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication99e68be0-af41-4e5a-b64c-f9251c1c2def
relation.isAuthorOfPublication456b0a0f-e338-4fc0-8de7-d6d691ca9df0
relation.isAuthorOfPublication977987cf-d122-4a94-8bdf-4acb17546747
relation.isAuthorOfPublication.latestForDiscovery977987cf-d122-4a94-8bdf-4acb17546747

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