The association between teacher acceptance and sense of authenticity as mediated by peer acceptance in Japanese adolescent boys and girls
Adolescents’ sense of authenticity is a pervasive urge in positive youth development. Empirical evidence on the correlates of adolescents’ sense of authenticity in the school settings is still scarce. This study examined the relationship between teacher acceptance and a sense of authenticity i...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/17151/ http://journalarticle.ukm.my/17151/1/591-2256-1-PB.pdf |
| Summary: | Adolescents’ sense of authenticity is a pervasive urge in positive youth development. Empirical
evidence on the correlates of adolescents’ sense of authenticity in the school settings is still
scarce. This study examined the relationship between teacher acceptance and a sense of
authenticity in adolescent students, as mediated by peer acceptance. A total of 603 Japanese
junior high school students (61% boys; Mage = 13.95 years, SD= 0.85) responded to the Child
version of Teacher Acceptance-Rejection Questionnaire (Child TARQ), the Peer Acceptance
Scale, and the Sense of Authenticity Scale. The structural equation modeling analyses showed
that teacher acceptance contributed to students’ sense of authenticity directly, and peer
acceptance partially mediated this relationship. These relationships were invariant across
adolescent boys and girls. Our findings suggest that increased attention, care, nurturance, and
support from teachers can lead to more peer acceptance in school, which in turn promotes
adolescents’ sense of authenticity. These findings provide useful indications for school
professionals and the design of intervention programs for adolescents. |
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