dc.contributor.author | Lekve Brandseth, Oda | |
dc.contributor.author | Torstveit Håvarstein, Malin | |
dc.contributor.author | Urke, Helga Bjørnøy | |
dc.contributor.author | Haug, Ellen | |
dc.contributor.author | Larsen, Torill Marie Bogsnes | |
dc.date.accessioned | 2020-08-11T09:00:09Z | |
dc.date.available | 2020-08-11T09:00:09Z | |
dc.date.issued | 2019 | |
dc.Published | Lekve Brandseth, Torstveit Håvarstein, Urke HB, Haug E, Larsen TMB. Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging. Norsk Epidemiologi. 2019;28(1-2):49-58 | eng |
dc.identifier.issn | 0803-4206 | |
dc.identifier.uri | https://hdl.handle.net/1956/23637 | |
dc.description.abstract | Knowledge about factors in school that can promote adolescents’ mental health is of great value for national health policies and health promotion work. This cross-sectional study investigated levels of mental wellbeing measured with the Warwick-Edinburgh Mental Well-being Scale and the relationship with teacher support and class belonging among 574 Norwegian high school students, aged 16-17 (55.1% boys). The data stem from the COMPLETE-project. Results showed that students reported an average mental wellbeing of 3.50 (SD 0.88, range 1-5), with significant differences across gender, study specialization area and socioeconomic status groups. Class belonging partially mediated the observed relationship between teacher support and mental well-being after adjusting for covariates. The findings indicate that a supportive teacher may be a significant factor for both students’ class belonging and mental well-being, and suggests that school policies and programs should include a focus on promoting teachers’ supportive behavior. | en_US |
dc.language.iso | eng | eng |
dc.publisher | Norwegian Epidemiological Association | eng |
dc.rights | Attribution CC BY | eng |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0 | eng |
dc.title | Mental well-being among students in Norwegian upper secondary schools: the role of teacher support and class belonging | eng |
dc.type | Peer reviewed | |
dc.type | Journal article | |
dc.date.updated | 2020-01-21T13:12:55Z | |
dc.description.version | publishedVersion | |
dc.rights.holder | Copyright 2019 The Author(s) | eng |
dc.identifier.doi | https://doi.org/10.5324/nje.v28i1-2.3050 | |
dc.identifier.cristin | 1769462 | |
dc.source.journal | Norsk Epidemiologi, Supplement | |