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dc.contributor.authorBotellero, Violeta
dc.contributor.authorEkornes, Stine Margrethe
dc.contributor.authorGamlem, Siv Therese Måseidvåg
dc.contributor.authorTorrissen, Wenche
dc.contributor.authorLøvoll, Helga Synnevåg
dc.date.accessioned2023-09-11T15:16:39Z
dc.date.available2023-09-11T15:16:39Z
dc.date.created2023-02-06T14:29:49Z
dc.date.issued2023
dc.identifier.citationCogent Education. 2023, 10:2164648 1-24.en_US
dc.identifier.issn2331-186X
dc.identifier.urihttps://hdl.handle.net/11250/3088722
dc.description.abstractHow teacher support is perceived in secondary school was a main purpose for examination. As teacher support is a multidimensional construct, we conducted an integrative review to identify and analyze longitudinal and cross-sectional research trends, common practices, and general results in the field of perceived teacher support in secondary education. Following the PRISMA guidelines, a total of 198 articles were analyzed by abstract/methods and 95 by full-text. Our results suggest that teacher support is strongly related to academic motivation, health, and wellbeing but several gaps in the research literature needs attention. Subject topics are rarely reported, except for science, technology, engineering, and mathematics (STEM) and physical education, which make the body of research insensitive for various learning situations and teacher competence. The research is mainly quantitative, addressing the need for more qualitative studies. The teacher perspective is also sparse. The literature has mainly focused on three types of support: social/emotional, autonomy, and academic support. The research in the area has grown steadily since 1980, with a marked increase in publications and research quality since 2009. More research using qualitative and mixed methods and focusing on teachers’ perspectives is needed in addition to more adherence to APA guidelines.en_US
dc.language.isoengen_US
dc.titlePerceived teacher support in secondary education from 1980 to 2019: An integrative reviewen_US
dc.title.alternativePerceived teacher support in secondary education from 1980 to 2019: An integrative reviewen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber1-24en_US
dc.source.volume10:2164648en_US
dc.source.journalCogent Educationen_US
dc.identifier.doi10.1080/2331186X.2022.2164648
dc.identifier.cristin2123357
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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