The Swiss teaching style questionnaire (STSQ) and adolescent problem behaviors

Based on evidence on parenting, the aim of the study was to develop a teaching questionnaire and to examine links to adolescent problem behaviors. Exploratory and confirmatory factor analysis, cluster analysis, and hierarchical linear modeling was used based on self-reports of 340 teachers (mean age 44.7 years, SD = 10.7) and their 5904 students (mean age 15.9 years, SD = 0.9). The three-dimensional factor structure could be confirmed. The dimension warmth and support was negatively associated with bullying in the class taught, and interaction between warmth and support and rides and control was negatively associated with cigarette smoking, cannabis use, and delinquency. On the other hand, psychological pressure was associated with low academic achievement. Although indications of the importance of teaching styles in the prevention of multiple adolescent problem behaviors were found, differences between teaching and parenting make further research necessary.