Citation link: http://dx.doi.org/10.25819/ubsi/10321
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Dokument Type: Article
metadata.dc.title: Experiences with teachers in childhood and their association with wellbeing in adulthood
Authors: Dittmann, Christian 
Forstmeier, Simon 
Institute: Fakultät V - Lebenswissenschaftliche Fakultät 
Free keywords: Experiences with teachers, Well-being, Self-esteem, Teacher-student relationship, Meaningful experiences
Dewey Decimal Classification: 150 Psychologie
GHBS-Clases: HWB
HWD
HTB
IAEC
Issue Date: 2022
Publish Date: 2023
Source: BMC psychology ; 10, article number 283. - https://doi.org/10.1186/s40359-022-01000-6
Abstract: 
Background: Prior research mainly focussed on the impact of the teacher-student relationship on teachers emotions and wellbeing. Current data shows a relationship between the quality of the teacher-student relationship and children’s mental health. Unfortunately, it has not yet been investigated whether meaningful experiences with teachers also have an impact on students’ well-being and whether an effect can still be found in adulthood. This work examines the impact of meaningful experiences with teachers during childhood and adolescence on the well-being of adults.
Methods: The data in this study was collected by using a questionnaire. The current well-being of the participants was assessed with measures of life satisfaction, resilience, anxiety, stress, depressiveness, and self-esteem. Also, participants were asked to briefly write about their most meaningful experiences with teachers and rate them regarding their valence. These experiences were categorized into seven categories using a summarizing content analysis. We then conducted a statistical analysis with the data obtained.
Results: The results showed a highly significant correlation between the participants’ self-esteem and the valence ratings of their experiences. Furthermore, the experience category had a substantial effect on individual self-esteem. Overall, this study demonstrated that a relationship exists between the well-being of adults and their experiences with teachers during childhood and adolescence.
Conclusion: The results of this study call for a reflective, fair, authentic, and empathetic approach to students. Accordingly, teachers should be intensively trained to establish a relationship with their students that is characterized by appreciation and empathy.
Description: 
Finanziert im Rahmen der DEAL-Verträge durch die Universitätsbibliothek Siegen
DOI: http://dx.doi.org/10.25819/ubsi/10321
URN: urn:nbn:de:hbz:467-25140
URI: https://dspace.ub.uni-siegen.de/handle/ubsi/2514
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