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dc.contributor.authorKrane, Vibeke
dc.contributor.authorKarlsson, Bengt
dc.contributor.authorNess, Ottar
dc.contributor.authorKim, Hesook Suzie
dc.date.accessioned2017-03-30T13:19:45Z
dc.date.available2017-03-30T13:19:45Z
dc.date.issued2016-07-02
dc.identifier.issn1894-5570
dc.identifier.urihttps://hdl.handle.net/1956/15620
dc.description.abstractThe purpose of this study was to assess the status of knowledge regarding the association between teacher–student relationship (TSR), dropout from upper secondary school, and student mental health. A literature search was conducted in Eric, PsycInfo, Medline, Scopus, Norart, and Idunn covering the period spanning 2000 to 2015. Sixteen articles were identified for review. These articles were analyzed via thematic analysis. The results indicate that the TSR in upper secondary school is associated with students’ dropout and their mental health. We suggest that the TSR in upper secondary school, identified with key attributes, might be both a protective as well as a risk factor for student mental health and dropout. Finally, we present some future directions for research and practice.en_US
dc.language.isoengeng
dc.publisherPsykologiforbundeteng
dc.relation.ispartof<a href="http://hdl.handle.net/1956/15635" target="blank">Lærer-elev-relasjoner, elevers psykiske helse og frafall i videregående skole. En eksplorerende studie om samarbeid og den store betydningen av de små ting</a>
dc.subjectdropouteng
dc.subjectmental healtheng
dc.subjectteacher–student relationshipeng
dc.subjectupper secondary schooleng
dc.titleTeacher–student relationship, student mental health, and dropout from upper secondary school: A literature revieweng
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.rights.holderCopyright the authors and the publishereng
dc.source.articlenumbere11
dc.identifier.doihttps://doi.org/10.15714/scandpsychol.3.e11
dc.identifier.cristin1365795
dc.source.journalScandinavian Psychologist
dc.source.403


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