Abstract
This chapter provides the conclusion to the book. It presents the key concepts and investigation results explored in Chaps. 2–6, followed by the key recommendations, a statement of the contribution of the book and future research directions and limitation. The chapter begins with a discussion of the philosophical beliefs encountered in the classical literature, acknowledging social support as a positive virtue that can help one enjoy a well-lived life. It further discusses the decline of social network systems, and the social values that continue to undermine the healthy development of youngsters in our twenty-first century, knowledge-based society. The rising trend of poor mental health worldwide is outlined, which supplies the background to suggest a renewed interest of social support in education. A synthesised report of the key content of the book is presented. It begins with the description of various social support assumptions and their functions, and the research issues related to social support. It further describes teachers’ social support and other social support resources in the classroom as reviewed in the book. Based on the review of social support across the fields of health psychology and education, a meta-theory is derived suggesting that social bonds, relationships and a supportive environment are crucial factors to support learning in schools. The results of studies on expert teachers’ social support behaviour are reported. Social support is realised as an important and crucial trait that enhances teacher’s teaching expertise, and the triad of teaching expertise is recommended as a potential topic for further investigation regarding teaching expertise. The results of studies of social support givers in the role of teacher are discussed. It suggests that social support giving is positively associated with teachers’ self-efficacy, and that teachers’ self-efficacy can drive their career advancement and overcome the pressure teachers may experience in teaching. The results suggest that ‘love for students’ is a trait of good teachers, and social support as the behaviour driven by the love for students helps teachers develop teaching expertise, and also leads to teachers’ better career development. Recommendations derived from the book are then discussed. They suggest the core values for establishing a supportive social environment to support student learning, and proposes directions for teacher training and professional development, and ways to enhance teacher-efficacy in the organisational context. On the basis of its content, this chapter discusses the contributions the book makes to the academic community, makes suggestions for further investigation and discusses the book’s limitations.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Change history
26 February 2019
∎∎∎
References
Adams, R. (2018). Why teachers in England are suffering from so much stress. The Guardian. Retrieved from https://www.theguardian.com/education/2018/jan/11/teachersengland-suffering-from-so-muchstress-explainer.
Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based Cognitive Tutor. Cognitive Science, 26(2), 147–179.
Ambrose, M. L. (2002). Contemporary justice research: A new look at familiar questions. Organizational Behavior and Human Decision Processes, 89(1), 803–812.
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. USA: Wiley.
Anderson, C. A., & Bushman, B. J. (2002). Human aggression. Annual Review of Psychology, 53, 27–51.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., … & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.
Arnett, J. J. (2002). The psychology of globalization. American Psychologist, 57(10), 774–783.
Arun, P., & Chavan, B. (2009). Stress and suicidal ideas in adolescent students in Chandigarh. Indian Journal of Medical Sciences, 63(7), 281.
Asad, E. M. M., & Hassan, R. B. (2013). The characteristics of an ideal technical teacher in this modern Era. International Journal of Social Science and Humanities Research, 1(1), 1–6.
Azevedo, R. (2005). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychologist, 40(4), 199–209.
Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.
Barbara, L. M. (2004). The learner-centered psychological principles: A framework for balancing academic achievement and social-emotional learning outcomes. In E. Z. Joseph, R. W. Roger, C. W. Margaret, & J. W. Herbert (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 23–39). New York: Teachers College Press.
Barrera, M. (1986). Distinctions between social support concepts, measures, and models. American Journal of Community Psychology, 14(4), 413–445.
Bauer, M. A., Wilkie, J. E., Kim, J. K., & Bodenhausen, G. V. (2012). Cuing consumerism: Situational materialism undermines personal and social well-being. Psychological Science, 23(5), 517–523.
Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behaviour Research and Therapy, 42(10), 1129–1148.
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519–539.
Blackmore, J. (2004). Leading as emotional management work in high risk times: The counterintuitive impulses of performativity and passion. School Leadership & Management, 24(4), 439–459.
Bowlby, J. (1988). A secure base: Parent–child attachment and healthy human development. New York: Basic Books.
Boxall, M. (2002). Nurture groups in school: Principles & practice. Sage.
Brannon, L. (2011). Gender: Psychological Perspectives (6th ed.). Boston: Allyn & Bacon.
Bray, M. (2017). Benefits and tensions of shadow education: Comparative perspectives on the roles and impact of private supplementary tutoring in the lives of Hong Kong students. Journal of International and Comparative Education, JICE, 18–30.
Brutus, S., & Donia, M. B. (2010). Improving the effectiveness of students in groups with a centralized peer evaluation system. Academy of Management Learning & Education, 9(4), 652–662.
Caporeal, L. R. (1997). The evolution of truly social cognition: The core configuration model. Personality and Social Psychology Review, 1(4), 276–298.
Caprara, G. V., & Steca, P. (2005). Self–efficacy beliefs as determinants of prosocial behavior conducive to life satisfaction across ages. Journal of Social and Clinical Psychology, 24(2), 191–217.
Carlson, J., Watts, R., & Maniacci, M. (2006). Adlerian therapy. Washington, DC: American Psychological Association.
Cheung, E. & Chiu, P. (2016, March 12). Students at breaking point: Hong Kong announces emergency measures after 22 suicides since the start of the academic year. The South China Morning Post. Retrieved from http://www.scmp.com/news/hong-kong/health-environment/article/1923465/students-breaking-point-hong-kong-announces.
Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching and Teacher Education, 25(5), 767–777.
Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50(1), 58–77.
Coan, J. A. (2008). Toward a neuroscience of attachment. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (2nd ed., pp. 241–265). New York: The Guilford Press.
Cohen, D. B. (2017). Managing change—before it drives you out of teaching. Educational Leadership: Gearing up for Change, 74, 34–38. Retrieved from http://www.ascd.org/publications/educational-leadership/jun17/vol74/num09/Managing-Change%E2%80%94Before-It-Drives-You-Out-of-Teaching.aspx.
Curriculum Development Council (2014). Basic Education Curriculum Guide—To Sustain, Deepen and Focus on Learning to Learn (Primary 1—6). Retrieved from http://www.edb.gov.hk/attachment/en/curriculum-development/doc-reports/guide-basic-edu-curriculum/BECG_2014_en.pdf.
Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423–443.
Day, C., & Gu, Q. (2009). Veteran teachers: Commitment, resilience and quality retention. Teachers and Teaching: Theory and Practice, 15(4), 441–457.
de Grood, J. A., & Wallace, J. E. (2011). In sickness and in health: An exploration of spousal support and occupational similarity. Work & Stress, 25(3), 272–287.
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62(1), 119–142.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185.
Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471–490.
Department for Education and Skills. (2005). Departmental Report 2005. Retrieved from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/272106/6522.pdf.
Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819–828.
Durkheim, E. (2013). Durkheim: The rules of sociological method: And selected texts on sociology and its method. UK: Palgrave Macmillan.
Education Commission. (2000). Review of education system reform proposals. Retrieved from http://www.e-c.edu.hk/doc/en/publications_and_related_documents/consultation_documents/e_ABR.pdf.
Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal of Career Assessment, 16(2), 256–279.
Fowers, B. J. (2012). Placing virtue and the human good in psychology. Journal of Theoretical and Philosophical Psychology, 32(1), 1–9.
Frasure-Smith, N., Lespérance, F., Gravel, G., Masson, A., Juneau, M., Talajic, M., et al. (2000). Social support, depression, and mortality during the first year after myocardial infarction. Circulation, 101(16), 1919–1924.
Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300–319.
Fredrickson, B. L. (2004). The broaden-and-build theory of positive emotions. Philosophical Transactions of the Royal Society B: Biological Sciences, 359(1449), 1367.
Fredrickson, B. L., & Branigan, C. (2001). Positive emotions. In T. J. Mayne & G. A. Bonnano (Eds.), Emotion: Current issues and future directions (pp. 123–151). New York: Guilford Press.
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148–162.
Furrow, J. L., King, P. E., & White, K. (2004). Religion and positive youth development: Identity, meaning, and prosocial concerns. Applied Developmental Science, 8(1), 17–26.
Galea, S., Ahern, J., Resnick, H., Kilpatrick, D., Bucuvalas, M., Gold, J., et al. (2002). Psychological sequelae of the September 11 terrorist attacks in New York City. New England Journal of Medicine, 346, 982–987.
Gillies, R. M. (2014). Cooperative learning: Developments in research. International Journal of Educational Psychology, 3(2), 125–140.
Gliatto, M. F., & Rai, A. K. (1999). Evaluation and treatment of patients with suicidal ideation. American Family Physician, 59(6), 1500–1506.
Goldstein, H. (2013). Circle of Friends. In Encyclopedia of Autism Spectrum Disorders (pp. 641–645). New York: Springer.
Gottfredson, M. R., & Hirschi, T. (1990). A general theory of crime. Stanford: Stanford University Press.
Graham, A., & Phelps, R. (2003). ‘Being a teacher’: Developing teacher identity and enhancing practice through metacognitive and reflective learning processes. Australian Journal of Teacher Education, 27(2), 2.
Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.
Haslam, S. A., Reicher, S. D., & Levine, M. (2012). When other people are heaven, when other people are hell: How social identity determines the nature and impact of social support. In J. Jetten, C. Haslam, & S. A., Haslam (Eds.), The social cure: Identity, health and well-being (pp. 157–174). London, New York: Psychology Press.
Hattie, J. (1999, August 2). Influences on student learning. Inaugural Lecture: Professor of Education, University of Auckland.
Hattie, J. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Australian Council for Educational Research Annual Conference on Building Teacher Quality, Melbourne.
Hegarty, S. (2000). Teaching as a knowledge-based activity. Oxford Review of Education, 26(3–4), 451–465.
Hong Kong Institute of Asia-Pacific Studies (2016). Survey findings on views on “winning at the starting line” in Hong Kong. Retrieved from http://www.cuhk.edu.hk/hkiaps/tellab/pdf/telepress/16/SP_Press_Release_20160808.pdf.
Huber, M., Knottnerus, J. A., Green, L., van der Horst, H., Jadad, A. R., Kromhout, D., … & Schnabel, P. (2011). How should we define health?. BMJ: British Medical Journal (Online), 343. http://dx.doi.org/10.1136/bmj.d4163.
Hursthouse, R. (2001). On Virtue Ethics. Oxford: Oxford University Press.
Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120–134.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600.
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative Learning: Increasing College Faculty Instructional Productivity. ASHE-ERIC Higher Education Report No.4. School of Education and Human Development, The. Washington, DC: George Washington University.
Jørgensen, I. S., & Nafstad, H. E. (2005). Positive psychology: Historical, philosophical, and epistemological perspectives. Tidsskr Nor Psykol, 42(10), 885–896.
Kasser, T., & Ahuvia, A. (2002). Materialistic values and well-being in business students. European Journal of Social Psychology, 32(1), 137–146.
Kasser, T., & Ryan, R. M. (2001). Be careful what you wish for: Optimal functioning and the relative attainment of intrinsic and extrinsic goals. In P. Schmuck, Peter & K. M. Sheldon (Eds.), Life goals and well-being: Towards a positive psychology of human striving (pp. 116–131). Ashland, OH, US: Hogrefe & Huber Publishers.
Kiemer, K., Gröschner, A., Pehmer, A. K., & Seidel, T. (2015). Effects of a classroom discourse intervention on teachers’ practice and students’ motivation to learn mathematics and science. Learning and Instruction, 35, 94–103.
King, R. B., & Datu, J. A. D. (2017). Materialism does not pay: Materialistic students have lower motivation, engagement, and achievement. Contemporary Educational Psychology, 49, 289–301.
King, M. B., & Newmann, F. M. (2000). Will teacher learning advance school goals? Phi Delta Kappan, 81(8), 576.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
Kontos, S., & Wilcox-Herzog, A. (1997). Teachers’ interactions with children: Why are they so important? Research in Review. Young Children, 52(2), 4–12.
Lam, B. H. (2011a). Constructivist Perspectives on Learning. In S. N. Pillipson & B. H. Lam (Eds.), Learning and teaching in the Chinese classroom—responding to individual needs. Hong Kong: Hong Kong University Press.
Lam, B. H. (2011b). A Reflective account of a pre-service teacher’s effort to implement progressive curriculum in field practice Schools. Studies Education, 8(1), 22–39.
Lam, B. H. (2015). There is no fear in love—the giving of social support to students enhances teachers’ career development. In R. Osbourne (Ed.), Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (pp. 73–96). Hauppauge, NY: Nova Science Publishers.
Lam, B. H., & Yan, H. F. (2011). Beginning teachers’ job satisfaction: The impact of school-based factors. Teacher Development, 15(3), 333–348.
Larson, R. W. (2002). Globalization, societal change, and new technologies: What they mean for the future of adolescence. Journal of Research on Adolescence, 12(1), 1–30.
Latham, G. P., & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology, 56(1), 485–516.
Lee, T. H. C. (2000). Education in traditional China: A history. Boston: Brill.
Lewis, M. (1993). Self-conscious emotions: Embarrassment, pride, shame, and guilt. In M. Lewis & J. M. Haviland (Eds.), Handbook of emotions (pp. 563–573). New York: Guilford Press.
Lin, N. (2017). Building a network theory of social capital. In Social capital (pp. 3–28). UK: Routledge.
Lortie, D. (1975). School teacher: A sociological analysis. Chicago: University of Chicago.
Martin, A. J., Collie, R. J., & Frydenberg, E. (2017). Social and emotional learning: Lessons learned and opportunities going forward. In E. Frydenbert, A., Martin, & R. Collie (Eds.), Social and Emotional Learning in Australia and the Asia-Pacific (pp. 459–471). Singapore: Springer.
Matud, M. P. (2004). Gender differences in stress and coping styles. Personality and Individual Differences, 37(7), 1401–1415.
McKenzie, K., Whitley, R., & Weich, S. (2002). Social capital and mental health. The British Journal of Psychiatry, 181(4), 280–283.
Morrison, B. (2002). Bullying and victimisation in schools: A restorative justice approach. Australian Institute of Criminology: trends & issues in crime and criminal justice, 219. Retrieved from http://www.aic.gov.au.
Mosley, J. (2005). Circle time for young children. UK: Routledge.
Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293–306.
Nias, J., Southworth, G., & Yeomans, R. (1989). Staff relationships in the primary school: A study of organizational cultures. Mansell.
Noddings, N. (2003). Happiness and education. Cambridge, UK: Cambridge University Press.
Noddings, N. (2013). Caring: A relational approach to ethics and moral education. Berkeley and Los Angeles, California: University of California Press.
O’ Brennan, L., Pas, E., & Bradshaw, C. (2017). Multilevel examination of burnout among high school staff: Importance of staff and school factors. School Psychology Review, 46(2), 165–176.
Okasha, A. (2005). Globalization and mental health: A WPA perspective. World Psychiatry, 4(1), 1–2.
Omoto, A. M., Malsch, A. M., & Barraza, J. A. (2009). Compassionate acts: Motivations for and correlates of volunteerism among older adults. In B. Fehr, S., Sprecher, & L., G., Underwood (Eds.), The science of compassionate love: Theory, research, and applications (pp. 257–282). Singapore: Blackwell Publishing Ltd.
Patrick, H., & Pintrich, P. R. (2001). Conceptual change in teachers’ intuitive conceptions of learning, motivation, and instruction: The role of motivational and epistemological beliefs. In B. Torff & R. J., Sternberg (Eds.), Understanding and teaching the intuitive mind: Student and teacher learning (pp. 117–143). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
Piliavin, J. A., & Siegl, E. (2007). Health benefits of volunteering in the Wisconsin longitudinal study. Journal of Health and Social Behavior, 48(4), 450–464.
Rebora, A. (2017). Perspectives/ Working with change in schools. Educational Leadership: Gearing up for Change, 74, 5. Retrieved from http://www.ascd.org/publications/educational-leadership/jun17/vol74/num09/Working-With-Change-in-Schools.aspx.
Reddy, R., Rhodes, J. E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15(1), 119–138.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175.
Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. Big theories revisited, 4, 31–60.
Russell, S. L. (2012). Individual-and classroom-level social support and classroom behavior in middle school. Ph.D. dissertation. University of Maryland, College Park, ProQuest Dissertations Publishing.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52(1), 141–166.
Sachs, J. (2003). The activist teaching profession. Buckingham: Open University Press.
Sacks, A. (2017). Empowering teaches to respond to change. Educational Leadership: Gearing up for Change, 74, 40–45. Retrieved from http://www.ascd.org/publications/educational-leadership/jun17/vol74/num09/Empowering-Teachers-to-Respond-to-Change.aspx.
Schwartz, C. E., & Sendor, R. M. (1999). Helping others helps oneself: response shift effects in peer support. Social Science & Medicine, 48(11), 1563–1575.
Scott, C., Stone, B., & Dinham, S. (2001). International patterns of teacher discontent. Education Policy Analysis Archives, 9(28), 1–16.
Seligman, M. E. (2002). Positive psychology, positive prevention, and positive therapy. Handbook of Positive Psychology, 2, 3–12.
Sharma, S., & Sharma, M. (2010). Globalization, threatened identities, coping and well-being. Psychological Studies, 55(4), 313–322.
Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work? Anales de Psicología/Annals of Psychology, 30(3), 785–791.
Smith, M. K. (2001). Donald Schon: learning, reflection and change. Retrieved from http://infed.org/mobi/donald-schon-learning-reflection-change/.
Snyder, T. D., Tan, A. G., and Hoffman, C. M. (2006). Digest of Education Statistics 2005 (NCES 2006–030). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
Sriprakash, A. (2013). New learner subjects? Reforming the rural child for a modern India. Discourse: Studies in the Cultural Politics of Education, 34(3), 325–337.
Suldo, S. M., Shaffer, E. J., & Riley, K. N. (2008). A social-cognitive-behavioral model of academic predictors of adolescents’ life satisfaction. School Psychology Quarterly, 23(1), 56–69.
Taylor, S. E. (2007). Social support. In H. S. Friedman & R. C. Silver (Eds.), Foundations of health psychology (pp. 145–171). Oxford: Oxford University Press.
Taylor, S. E. (2011). Social support: A review. In S. F., Howard (Ed.), The handbook of health psychology (pp. 189–214). Oxford: Oxford University Press.
Thiers, N. (2017) Making progress possible: A conversation with Michael Fullan. Educational Leadership: Gearing up for Change, 74, 8–14. Retrieved from http://www.ascd.org/publications/educational-leadership/jun17/vol74/num09/Making-Progress-Possible@-A-Conversation-with-Michael-Fullan.aspx.
Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental health. Journal of Health and Social Behavior, 52(2), 145–161.
Trivers, R. L. (1971). The evolution of reciprocal altruism. The Quarterly Review of Biology, 46(1), 35–57.
Tsang, K. K. (2011). Emotional labor of teaching. Educational Research, 2(8), 1312–1316.
Turner, R. B. (2013). Expert teaching: Knowledge and pedagogy to lead the profession. UK: Routledge.
Twenge, J. M., & Kasser, T. (2013). Generational changes in materialism and work centrality, 1976–2007: Associations with temporal changes in societal insecurity and materialistic role modeling. Personality and Social Psychology Bulletin, 39(7), 883–897.
UNESCO (2008). First collection of good practices for quality education. Paris: UNESCO. Retrieved at: http://unesdoc.unesco.org/images/0016/001627/162766e.pdf.
Ursano, A. M., Kartheiser, P. H., & Ursano, R. J. (2007). The teaching alliance: A perspective on the good teacher and effective learning. Psychiatry: Interpersonal and Biological Processes, 70(3), 187–194.
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory: An historical overview, emerging trends, and future directions. In T. C., Urdan & S. A., Karabenick (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (pp. 105–165). Emerald Group Publishing Limited.
Vavrus, M. (2008). Culturally responsive teaching. 21st Century Education: A Reference Handbook, 2, 49–57. Retrieved from https://static1.squarespace.com/static/55a68b71e4b075daf6b2aa0b/t/55a7322ae4b0a573ba71de46/1437020714535/CulturallyResponsiveTeaching.pdf.
Verschueren, K., Doumen, S., & Buyse, E. (2012). Relationships with mother, teacher, and peers: Unique and joint effects on young children’s self-concept. Attachment & Human Development, 14(3), 233–248.
Vohs, K. D., Mead, N. L., & Goode, M. R. (2006). The psychological consequences of money. Science, 314(5802), 1154–1156.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34–41.
Walberg, H. J., & Paik, S. J. (2000). Effective Educational Practices. Educational Practices Series–3. Brussels: International Academy of Education.
Wang, Y. (2007). Analysis of teacher attrition. Chinese Education & Society, 40(5), 6–10.
Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83(3), 877–895.
Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. Journal of Personality and Social Psychology, 64(4), 678–691.
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193–202.
World Health Organization (2001 October). Mental disorders affect one in four people (World health report). Retrieved from http://www.who.int/whr/2001/media_centre/press_release/en/.
World Health Organization (2014). Preventing suicide: A global imperative. Retrieved from http://apps.who.int/iris/bitstream/10665/131056/1/9789241564779_eng.pdf?ua=1&ua=1.
World Health Organization (2017 April). Mental disorders fact sheet. Retrieved from http://www.who.int/mediacentre/factsheets/fs396/en/.
Yeung, A. S., & Liu, W. P. (2007). Workload and psychological wellbeing of Hong Kong teachers. Fremantle: Paper presented at the the Australian Association for Research in Education.
Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56–65.
Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
LAM, Bh. (2019). Constructing a Supportive Environment for Student Learning and Teacher Development. In: Social Support, Well-being, and Teacher Development. Springer, Singapore. https://doi.org/10.1007/978-981-13-3577-8_7
Download citation
DOI: https://doi.org/10.1007/978-981-13-3577-8_7
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-3575-4
Online ISBN: 978-981-13-3577-8
eBook Packages: EducationEducation (R0)