Teacher Support as a Moderator of Behavioral Outcomes for Youth Exposed to Stressful Life Events | Zendy

Rebekah S. Huber | Zendy; Sarah K. Sifers | Zendy; Daniel Houlihan | Zendy; Rachel Youngblom | Zendy

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Teacher Support as a Moderator of Behavioral Outcomes for Youth Exposed to Stressful Life Events

Author(s) -

Rebekah S. Huber,

Sarah K. Sifers,

Daniel Houlihan,

Rachel Youngblom

Publication year - 2012

Publication title -

education research international

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.29

H-Index - 5

eISSN - 2090-4002

pISSN - 2090-4010

DOI - 10.1155/2012/130626

Subject(s) - moderation , psychology , social support , personality , stress (linguistics) , developmental psychology , clinical psychology , big five personality traits , social psychology , linguistics , philosophy

The present study examined the relationship between teacher support, life stress, and behavioral outcomes in 103 youth. Participants completed questionnaires regarding life events, social support, personality, and behavior. Moderated regression analyses were conducted using youth perceptions of teacher support and negative life events to predict externalizing and internalizing problems. Results revealed a significant interaction between teacher support and life stress, indicating teacher support successfully moderated the effect of stress on externalizing problems. Main effects for life stress were consistent with previous literature suggesting that higher amounts of stress predict greater externalizing and internalizing problems. Implications for teacher support are discussed

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