A Literature Review of Teacher Support Expectations and Associated Concepts Among Middle and High School Students

Abstract

The purpose of this study was to identify research trends in teacher support expectations of middle and high school students through a literature review, and to identify issues that teachers should consider when working with students and issues that need to be considered in the future. Forty-eight articles were collected from the Central Journal of Medicine Web and PubMed, and concepts related to teachers' support expectations for middle and high school students were extracted. We found that the number of articles increased rapidly after 2010, when the importance of social support for adolescents became widely recognized in society. Subsequently, the extracted concepts were classified based on similarity of semantic content, and categories were generated. As a result, 19 subcategories were generated from the 89 extracted concepts, which were grouped into five categories: [action], [cognition], [attribute], [sentiment], and [peace of mind]. The results of this study suggest that teachers' support expectations may be effective for the five categories, and teachers of middle and high school students need to understand this and relate to their students. In addition, the results indicate the need for further research on concepts related to teacher support expectations other than the categories generated in this study.