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Benner AD, Harrington MK, Kealy C, Nwafor CE. The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38509818 DOI: 10.1111/jora.12935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/27/2024] [Accepted: 02/29/2024] [Indexed: 03/22/2024]
Abstract
The COVID-19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well-being during the pandemic. Our findings suggest that young people commonly reported declines in their academic-related outcomes and school-based relationships due to the COVID-19 pandemic. Internal assets (e.g., intrinsic motivation and self-efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well-being during the pandemic. Next steps for research on young people's academic well-being during the pandemic are suggested.
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Affiliation(s)
- Aprile D Benner
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Madeline K Harrington
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Carmen Kealy
- School of Education, University of Galway, Galway, Ireland
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Cheong Y, Zhu Q, Wang C, Patel A, Ye Y. The roles of parenting, resilience, and interpersonal relationships on adolescents' mental health and stress-related growth during COVID-19. J Adolesc 2023; 95:1641-1652. [PMID: 37583052 DOI: 10.1002/jad.12232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 07/22/2023] [Accepted: 08/02/2023] [Indexed: 08/17/2023]
Abstract
BACKGROUND The present longitudinal study investigated parenting style as a precursor for Chinese adolescents' stress-related growth and mental health difficulties during the COVID-19 pandemic, as well as the mediating roles of intrapersonal resilience and interpersonal relationships (i.e., peer and parent-adolescent). METHODS Chinese adolescents in a middle school (7th grade) and their parents in Beijing, China, were invited to complete a survey at two time points (T1: September 2020, T2: June 2021). A total of 206 adolescents (52.9% boys; Mage = 12.90 years, SDage = 0.33) and parents (17.5% fathers, 82.4% mothers; Mage = 43.50 years, SDage = 4.76 years) were included in this study. RESULTS Results showed that Chinese parents' authoritarian, not authoritative parenting, predicted adolescents' mental health difficulties nine months later. In addition, parent-adolescent relationships, but not peer relationships nor resilience, mediated the relations between parenting style and stress-related growth. Adolescents' resilience predicted fewer mental health difficulties. CONCLUSION It is important to target multiple ecologies (e.g., family) of adolescents for promoting positive adjustment.
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Affiliation(s)
- Yeram Cheong
- Asian American Studies Program, University of Maryland, College Park, USA
| | - Qianyu Zhu
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, USA
| | - Cixin Wang
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, USA
| | - Ami Patel
- Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, USA
| | - Yijun Ye
- TsingHua University High School, Beijing, China
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Ju C, Xue J, Zhang W, Jiang X, Li Z. From Strength-Based Parenting to Subjective Well-Being of College Students: A Chain Mediating Role of Personal Growth Initiative and Strengths Use. Psychol Rep 2023:332941231181656. [PMID: 37300806 DOI: 10.1177/00332941231181656] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
Previous research demonstrated a positive relationship between strength-based parenting (SBP) and subjective well-being (SWB). However, the underlying mechanisms still need further research. Based on the social cognitive theory and developmental assets framework, we investigated the influence of SBP on college students' SWB through the mediating role of personal growth initiative (PGI) and strengths use. A total of 621 Chinese college students were recruited. Participants completed self-report scales about the SBP, PGI, strengths use and SWB. The results showed that SBP had a positive impact on college students' SWB. On the one hand, PGI and strengths use mediated the above relationship respectively. On the other hand, SBP influenced SWB through the chain mediating effect of PGI and strengths use. The findings indicate that exploring the relationship between SBP and SWB has positive implications for family education and youth development.
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Affiliation(s)
- Changting Ju
- School of Psychology, Central China Normal University, Hubei, China; Mental Health Education Center, Anyang Institute of Technology, Henan, China
| | - Jinfeng Xue
- School of Psychology, Central China Normal University, Hubei, China; Medical School, Hunan University of Chinese Medicine, Hunan, China
| | - Wei Zhang
- School of Psychology, Central China Normal University, Hubei, China
| | - Xu Jiang
- Department of Psychological Studies in Education, Temple University, Philadelphia, PA, USA
| | - Ziyi Li
- School of Psychology, Central China Normal University, Hubei, China
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Papastaikoudis F, Collins R, Collins D. Blank canvas or under construction? Examining the pre-academy experiences of young developing professional team sports athletes. Front Sports Act Living 2023; 5:990617. [PMID: 37008628 PMCID: PMC10050735 DOI: 10.3389/fspor.2023.990617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2022] [Accepted: 02/14/2023] [Indexed: 03/17/2023] Open
Abstract
IntroductionExtensive research has been carried out on Talent Development (TD) environments and an increasing amount of work shows the development of psychological characteristics as an important formal part of the academy experience. Importantly, however, very little attention has been paid to what types of skills, if any, young players arrive with. In other words, there seems to be an assumption that young athletes arrive at the academy as a blank canvas.MethodsAs such, to investigate whether players' arrive with these psychological characteristics, we looked across a sample of young footballers' and rugby players' personal experiences (such as, family input, sporting background or personal challenges) prior joining the academy. Individual semi-structured interviews were conducted, and data were analysed via thematic analysis.ResultsOur findings suggested that young athletes acquired an aptitude from general experiences, whereby they had already started to develop and deploy specific skills (such as, reflective practice, mental skills or seeking social support) to navigate particular challenges, prior to arriving at the academy.ConclusionImplications include the need for coaches and psychologists to assess young athletes' skillsets and pre-academy experiences upon arrival and use this as a starting point for developing tailored and individualised pathways that would enable them maximise their potential.
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Affiliation(s)
- Foivos Papastaikoudis
- Department of Sport, Health Sciences and Social Work, Oxford Brookes University, Oxford, United Kingdom
- Correspondence: Foivos Papastaikoudis
| | - Rosie Collins
- Department of Sport, Health Sciences and Social Work, Oxford Brookes University, Oxford, United Kingdom
- Grey Matters Performance Ltd., London, United Kingdom
| | - Dave Collins
- Grey Matters Performance Ltd., London, United Kingdom
- Moray Hopuse School of Education and Sport, University of Edinburgh, Edinburgh, United Kingdom
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Tang H, Lyu J, Xu M. Direct and Indirect Effects of Strength-Based Parenting on Depression in Chinese High School Students: Mediation by Cognitive Reappraisal and Expression Suppression. Psychol Res Behav Manag 2022; 15:3367-3378. [PMID: 36452030 PMCID: PMC9701780 DOI: 10.2147/prbm.s390790] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2022] [Accepted: 11/10/2022] [Indexed: 12/01/2023] Open
Abstract
PURPOSE A growing amount of research has been dedicated to the protective role of strength-based parenting in psychological distress. Strength-based parenting is a style of parenting in which parents are conscious of their children's strengths, and encourage them to develop and make use of those strengths. However, the mechanisms linking strength-based parenting to depression are not well known. Drawing on the social-emotional learning model, this study examined the association between strength-based parenting and depression and the indirect role of emotion regulation (ie, cognitive reappraisal and expression suppression). MATERIALS AND METHODS A total of 750 Chinese middle school students from two middle schools completed questionnaires comprising the Strength-based Parenting Scale, the Emotion Regulation Scale, the Center for Epidemiologic Studies Depressive Scale, and sociodemographic characteristics. A total of 695 students provided accurate responses to the two validity check questions, and were thus retained in the final study sample. Of the final sample, 348 (50.1%) were girls, and the respondents overall had an average age of 16.22 years. The direct and indirect paths from strength-based parenting to depression were analyzed using structural equation modeling. RESULTS The results showed that strength-based parenting negatively predicted depression and cognitive reappraisal, while strength-based parenting positively predicted depression. Strength-based parenting indirectly predicted depression through cognitive reappraisal and expression suppression. CONCLUSION These findings suggest an underlying process by which high strength-based parenting resists depression by increasing cognitive reappraisal and decreasing expression suppression. It is necessary to implement a comprehensive intervention strategy that focuses on strength-based parenting and emotion regulation (eg, cognitive reappraisal).
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Affiliation(s)
- Hui Tang
- School of Education, Zhaoqing University, Zhaoqqing, People’s Republic of China
| | - Junxue Lyu
- School of Education, Zhaoqing University, Zhaoqqing, People’s Republic of China
| | - Meiyan Xu
- Division of Biology, Dawang High School, Zhaoqqing, People’s Republic of China
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Arslan G. Psychological maltreatment and substance use among college students: Psychological distress, belongingness, and social support. J Ethn Subst Abuse 2022:1-24. [PMID: 36129727 DOI: 10.1080/15332640.2022.2122098] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Substance use in college students is an important public health problem associated with substantial consequences. It is a critical step to examine risk and protective factors associated with substance use to develop prevention and intervention strategies for promoting college students' healthy development and well-being. The present cross-sectional study aimed to examine the mediating role of psychological distress in the relationship between childhood psychological maltreatment and substance use and the moderating effect of social support and belongingness in this association among college students. The sample of this cross-sectional study included 382 emerging adults. Participants included 56.8% female and 43.2% male, and they ranged in age between 20 and 29 years (M = 22.05, SD = 2.17). Findings from the study first confirmed that psychological maltreatment was a significant predictor of social support, belongingness, psychological distress, and substance use. Subsequent results revealed that psychological distress mediated the association between psychological maltreatment and college students' substance use. Also, belongingness and social support had a buffering effect on this association. The findings suggest that psychological maltreatment is a significant risk factor in developing substance use behavior and that belongingness and social support services can serve as protective resources. Based on these results, prevention and intervention services focusing on improving the feeling of belonging and social support could be conducive to the decreased substance use of psychologically maltreated emerging adults.
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Affiliation(s)
- Gökmen Arslan
- Department of Psychological Counseling and Guidance, Mehmet Akif Ersoy University, Burdur, Turkey
- Centre for Wellbeing Science, University of Melbourne, Melbourne, Australia
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Tan CY, Pan Q, Zhang Y, Lan M, Law N. Parental Home Monitoring and Support and Students' Online Learning and Socioemotional Well-Being During COVID-19 School Suspension in Hong Kong. Front Psychol 2022; 13:916338. [PMID: 35719585 PMCID: PMC9201526 DOI: 10.3389/fpsyg.2022.916338] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2022] [Accepted: 05/18/2022] [Indexed: 11/13/2022] Open
Abstract
Contextualized in the prolonged period of COVID-19-related school suspension in Hong Kong, the present study unravels relationships among socioeconomic status (SES), parental involvement, and learning outcomes for a matched sample of 186 primary and 932 secondary school students and their parents who participated in the eCitizen Education 360 survey. Three-step latent profile analysis (LPA) revealed different types of parental involvement at home and in school. For the primary school sample, students' SES did not predict membership in the parental involvement typology, but students whose parents provided more home monitoring and support had the highest level of online self-efficacy. As for the secondary student sample, students whose parents provided more home monitoring and support tended to have access to more home learning resources. Students whose parents provided home monitoring and support had the highest levels of online self-efficacy, acquisition of digital skills, and cognitive-emotional regulation, and were the least worried about school resumption. The study underscores complex patterns of parental involvement and identifies effective parental involvement practices that contribute to students' home online learning during the school suspension.
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Affiliation(s)
- Cheng Yong Tan
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
| | - Qianqian Pan
- National Institute of Education, Nanyang Technological University, Singapore, Singapore
| | - Yuxiao Zhang
- Department of Educational Studies, College of Education, Purdue University, West Lafayette, IN, United States
| | - Min Lan
- College of Teacher Education, Zhejiang Normal University, Jinhua, China
| | - Nancy Law
- Faculty of Education, The University of Hong Kong, Hong Kong, Hong Kong SAR, China
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