Pettignano, Marina and Benini, Sara and Stevanovic, Tanja and Marcionetti, Jenny (2022) Psychological wellbeing in Swiss Italian middle school: exploring the impact of gender and mastery goal orientation on resilience, anxiety, self-esteem and life satisfaction. In: Semaine internationale de l’éducation – 12-16 septembre 2022 – Université de Lausanne. (Unpublished)
Full text not available from this repository.Abstract
In the literature, there is evidence of a link between students’ mastery-goal orientation and a stronger task persistence when facing difficulties (Dweck, 1986). Consistently with the above, there is evidence that mastery-goal orientation has a positive effect on resilience, which is the ability that permits to adapt successfully despite challenging or threatening circumstances (Jowkar et al., 2014). Liu et al. (2014) on the other hand showed a positive impact of resilience on life satisfaction, both directly and mediated by self-esteem. A mastery-goal orientation seems also to be beneficial to reduce math anxiety (Furner & Gonzalez-DeHass, 2011). Given that girls seem to show more anxiety and less self-esteem compared to boys (Broberg et al., 2001), a mastery-goal orientation might thus be beneficial especially for them to reduce anxiety, increase self-esteem, and, consequently, enhance life satisfaction. However, the specific relationship between the perception of a mastery-oriented teaching style and the development of resilience among adolescents appears to be less studied in the literature and so the relation of both these variableswith well-being. The present study aimed to explore this gap. Through a SEM longitudinal model (two times of measure), the relationships between gender, perception of mastery-oriented teaching style, resilience, self-esteem, math anxiety, and life satisfaction were tested in a sample of 515 adolescents. Results show that a perception of a mastery-oriented teaching style has a positive impact on resilience, which is predictive of higher self-esteem and life satisfaction. However, a relationship between mastery-oriented teaching style and math anxiety was not found. As expected, girls showed lower resilience, self-esteem and life satisfaction and higher math anxiety comparing to boys. Given the impact that perception of teaching style has on variables related to students’ well-being, it is argued that it would be important to extend the study of the practical implications of teaching mastery-goal orientation. To make an even greater impact, teachers could promote this teaching style by combining it with activities aimed at enhancing students' personal resources and strengths, therefore promoting their well-being. This could be particularly relevant for girls, for whom the analyses highlighted a disadvantage in almost every personal variable considered. Further research on how to specifically act on anxiety in mathematics is still needed.
| Item Type: | Article in conference proceedings or Presentation at a conference (Speech) |
|---|---|
| Subjects: | Biological Sciences > Psychology Education > Academic studies in education > Academic studies in secondary education |
| Department/unit: | Dipartimento formazione e apprendimento > Centro competenze innovazione e ricerca sui sistemi educativi |
| Depositing User: | Marina Pettignano |
| Date Deposited: | 15 Sep 2022 08:16 |
| Last Modified: | 15 Sep 2022 08:34 |
| URI: | http://repository.supsi.ch/id/eprint/13554 |
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