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Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints
Umeå University, Faculty of Social Sciences, Department of Social Work.ORCID iD: 0000-0001-6008-2296
Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden.ORCID iD: 0000-0002-7385-845X
2024 (English)In: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 92, article id 101937Article in journal (Refereed) Published
Abstract [en]

Background: Despite extensive research on the relationship between teaching practices and learning outcomes, limited attention has been given to their potential links with students’ mental health.

Aims: This study investigates the relationships between three teaching practice types – teacher-centered, student-centered, and student-dominated – and both student mental health complaints and academic achievement. It furthers explores variations in these associations based on students’ socioeconomic status (SES).

Sample: The analysis includes 4573 grade 9 students (aged 15–16 years) in the Swedish comprehensive school system.

Methods: Employing structural equation modelling techniques, we analyze a dataset comprising students’cognitive test scores, their perceptions of classroom processes, self-reported mental health complaints, as well as register data on teacher-assigned grades and parental education.

Results: Teacher-centered practices are positively associated with academic achievements but lack robust linkswith mental health complaints. Conversely, student-centered practices are positively associated with academicachievements and correlate with lower mental health complaint frequencies. However, student-dominated practices demonstrate poor relationships with both mental health and academic achievements. Limited variations based on students’ social background reveal only two differing associations between low and high SES students: teacher-centered teaching shows stronger academic achievement associations for low SES students, while student-dominated teaching is more adversely linked to low SES students’ mental health.

Conclusions: The results affirm the benefits of both teacher- and student-centered teaching practices for academic achievement while cautioning against excessive self-directed teaching. Importantly, the study highlights the role of instructional approaches in shaping not only academic outcomes but also students’ mental health.

Place, publisher, year, edition, pages
Elsevier, 2024. Vol. 92, article id 101937
Keywords [en]
Teaching practices, Schools, Students, Mental health, Academic achievement
National Category
Educational Sciences Pedagogy Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:umu:diva-223985DOI: 10.1016/j.learninstruc.2024.101937Scopus ID: 2-s2.0-85191955584OAI: oai:DiVA.org:umu-223985DiVA, id: diva2:1856065
Funder
Helge Ax:son Johnsons stiftelse , F22-0241Clas Groschinski Memorial Foundation, SF2232Available from: 2024-05-05 Created: 2024-05-05 Last updated: 2024-05-20Bibliographically approved

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Bortes, Cristian

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CiteExportLink to record
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