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Tobon S, Lozano-Salmorán EF. Socioformative pedagogical practices and academic performance in students: Mediation of socioemotional skills. Heliyon 2024; 10:e34898. [PMID: 39170493 PMCID: PMC11336286 DOI: 10.1016/j.heliyon.2024.e34898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Revised: 07/17/2024] [Accepted: 07/18/2024] [Indexed: 08/23/2024] Open
Abstract
This study analyzes the mastery level of educators regarding eight socioformative pedagogical practices and their impact on the academic performance of their students, aiming to identify mediating factors within a longitudinal design framework. A total of 282 university teachers from Ecuador participated, with instruments applied at two points in time: during the pandemic and at its end. Convenience sampling was employed. The results indicate an acceptable level in the development of socioformative pedagogical practices among participants, as well as in their socio-emotional skills. Regression analysis revealed the influence of various variables on socioformative pedagogical practices, such as socio-emotional skills, continuous training, academic degree, and economic level. The structural equation model established a positive association between socioformative pedagogical practices assessed during the pandemic and the academic performance of students in terms of achieving learning outcomes evaluated one year after the COVID-19 pandemic. It was also found that socioformative pedagogical practices are influenced by socio-emotional skills. The conclusion is that teachers possess a medium level in the development of their pedagogical practices but need to strengthen them to achieve an advanced level through continuous training and by obtaining higher academic degrees. Moreover, enhancing socio-emotional skills is essential for improved performance.
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2
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Poteat VP, Calzo JP, Richburg A, Marx RA, Yoshikawa H. How Gender-Sexuality Alliances cultivate a sense of school belonging from week to week for LGBTQ+ youth. J Sch Psychol 2024; 105:101329. [PMID: 38876548 DOI: 10.1016/j.jsp.2024.101329] [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: 04/24/2023] [Revised: 05/29/2024] [Accepted: 05/30/2024] [Indexed: 06/16/2024]
Abstract
School belonging can facilitate positive youth development and educational outcomes. Given that LGBTQ+ youth face marginalization in schools, there is a need to identify school supports that could still promote their sense of school belonging. We considered Gender-Sexuality Alliances (GSAs) as LGBTQ+ affirming school clubs. Among 92 LGBTQ+ student members of GSAs in nine states who completed weekly diary surveys over an 8-week period (Mage = 15.83 years, SD = 1.29; 50% youth of color; 51% trans or non-binary), we considered whether a youth's GSA experiences from meeting to meeting predicted their relative levels of school belonging in days following these meetings. There was significant within-individual (37%) and between-individual (63%) variability in youth's sense of school belonging during this time. Youth reported relatively higher school belonging on days following GSA meetings where they perceived greater group support (p = .04) and took on more leadership (p = .01). Furthermore, youth who, on average, reported greater advisor responsiveness (p = .01) and leadership (p = .01) in GSA meetings over the 8-week period reported greater school belonging than others. Findings showcase the dynamic variability in LGBTQ+ youth's sense of school belonging from week to week and carry implications for how schools and GSAs can support LGBTQ+ youth and sustain their ties to school.
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Affiliation(s)
- V Paul Poteat
- Boston College, 140 Commonwealth Ave., Campion Hall 307, Chestnut Hill, MA 02467, United States of America.
| | - Jerel P Calzo
- San Diego State University, United States of America
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3
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Brown B, Browne DT. Youth mental health in a Canadian community sample during COVID-19: Exploring the role of perceived sense of belonging. JOURNAL OF COMMUNITY PSYCHOLOGY 2024; 52:720-738. [PMID: 38843405 DOI: 10.1002/jcop.23125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2024] [Accepted: 05/07/2024] [Indexed: 07/18/2024]
Abstract
Research has linked broad societal changes related to the COVID-19 pandemic and poorer mental health in young people. There remains a pressing need for studies examining the factors that are associated with better mental health and well-being. The current study addresses this gap using a community-based survey called the Waterloo Region Youth Impact Survey. It was designed in partnership with local youth and the Canadian Index of Well-Being in accordance with United Nations International Children's Emergency Fund guidelines. Using a convenience sampling methodology, this survey was developed to explore the domains, rates, and correlates of well-being and mental health among youth during the pandemic (N = 297). Confirmatory factor analysis was used to identify dimensions related to children's social environment (friends, school, family), sense of belonging, mental health, and well-being. Subsequently, a mediation model was tested. The relationship between children's environments and mental health and well-being operated via perceived sense of belonging. Findings shed light on patterns of youth mental health and well-being during the pandemic, illustrating the role of belonging as a promotive factor with public health relevance.
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Affiliation(s)
- Benjamin Brown
- Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada
| | - Dillon T Browne
- Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada
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4
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Poteat VP, Marx RA, Richburg A, Calzo JP, Bliss CC, Yoshikawa H, Lipkin A. Gender-Sexuality Alliance Experiences and LGBTQ+ Inclusive School Policies and Practices Predict Youth's School Belonging. J Youth Adolesc 2024:10.1007/s10964-024-02060-0. [PMID: 39060820 DOI: 10.1007/s10964-024-02060-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2024] [Accepted: 07/17/2024] [Indexed: 07/28/2024]
Abstract
Gender-Sexuality Alliances (GSAs) and inclusive school policies and practices that affirm youth with minoritized sexual orientations or gender identities (e.g., lesbian, gay, bisexual, transgender, queer youth; LGBTQ+ youth) are two sources of support for LGBTQ+ youth that could promote school belonging. The current study tested a three-level multilevel model in which youth's GSA experiences and the degree to which their schools implemented LGBTQ+ inclusive policies and practices predicted their school belonging over a six-month period. Participants included 627 youth (87% LGBQ+ youth, 45% transgender or nonbinary youth, 48% youth of color) ages 11-22 (Mage = 15.13) in 51 GSAs. At the within-individual level, youth reported greater school belonging on occasions following months when they felt their peers and advisors were more responsive to their needs and when they had taken on more leadership in the GSA. At the between-individual level, youth who generally felt their peers were more responsive over the study period reported greater school belonging than others. At the between-GSA level, GSA members in schools that more thoroughly implemented LGBTQ+ inclusive policies and practices reported greater school belonging over the study period. These findings underscore the relevance of GSAs and inclusive policies and practices in establishing welcoming school environments.
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Affiliation(s)
- V Paul Poteat
- Department of Counseling, Developmental and Educational Psychology, Boston College, Campion Hall 307, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA.
| | - Robert A Marx
- Child and Adolescent Development, Lurie College of Education, San Jose State University, Sweeney Hall 319, San Jose, CA, 95192, USA
| | - Abigail Richburg
- Department of Applied Psychology, New York University, 627 Broadway, Room 815, New York, NY, 10012, USA
| | - Jerel P Calzo
- Division of Health Promotion and Behavioral Science, School of Public Health, San Diego State University, 5500 Campanile Dr., San Diego, CA, 92182, USA
| | - Cayley C Bliss
- Department of Counseling, Developmental, and Educational Psychology, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA
| | - Hirokazu Yoshikawa
- Department of Applied Psychology, New York University, 627 Broadway, Room 815, New York, NY, 10012, USA
| | - Arthur Lipkin
- Department of Counseling, Developmental, and Educational Psychology, Boston College, 140 Commonwealth Ave, Chestnut Hill, MA, 02467, USA
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5
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Sergi I, Ariemma L, Gallucci M, Gnisci A, Marcone R, Perugini M, Senese VP, Mottola F. How HEXACO personality traits are involved in school performance of middle school adolescents (10-14 years). Acta Psychol (Amst) 2024; 247:104319. [PMID: 38761755 DOI: 10.1016/j.actpsy.2024.104319] [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: 01/24/2024] [Revised: 05/07/2024] [Accepted: 05/10/2024] [Indexed: 05/20/2024] Open
Abstract
This paper aimed at investigating the relationship between HEXACO personality traits and academic performance in two samples of Italian 10-14 years old middle-school adolescents (N = 714 and N = 1093) using Multilevel Mixed Models. The main results show that: 1) Conscientiousness and Openness to Experience were the most important predictors of school performance, followed by Honesty-Humility; 2) a modest effect was present also for eXtraversion and Emotionality; 3) these influences occurred net of the influence of gender and class and could be generalized to male and female adolescents across 6th, 7th and 8th grade; 5) Perfectionism, Diligence and Prudence within Conscientiousness, Inquisitiveness within Openness, and Sincerity within Honesty-Humility were the facets more correlated with school performance; 6) results were replicated in two studies. Results are discussed and conclusions are drawn.
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Affiliation(s)
- Ida Sergi
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Lucia Ariemma
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Marcello Gallucci
- Department of Psychology, University of Milan-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy
| | - Augusto Gnisci
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy.
| | - Roberto Marcone
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Marco Perugini
- Department of Psychology, University of Milan-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy
| | - Vincenzo Paolo Senese
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Francesca Mottola
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
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Gharaei N, Fleischmann F, Phalet K. National Identity Development Among Minority Youth: Longitudinal Relations with National Fit Perceptions and School Belonging. J Youth Adolesc 2024:10.1007/s10964-024-02036-0. [PMID: 38896353 DOI: 10.1007/s10964-024-02036-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 06/11/2024] [Indexed: 06/21/2024]
Abstract
Across Western Europe, immigrant-origin minority youth often struggle to belong socially and to develop national self-identification. Yet, almost no research to-date has asked how these youth perceive the cultural contents of the national identity in their residence country-or rather, to what extent they perceive youth like them to (mis)fit the national identity. The present study addressed this research gap by centering schools as developmental contexts of evolving belonging and national self-identification and newly inquiring into minority youth's perceptions of national (mis)fit as critical levers of their national identity development. Drawing on data from two annual waves of the Leuven-Children of Immigrants Longitudinal Study (Leuven-CILS), a sample of 942 Moroccan- and Turkish-origin youth (Mage-T1 = 14.98, SD = 1.22; 52% female) in 62 Belgian schools was used. Cross-lagged analysis combined repeated measures of school belonging and national self-identification with vignette measures of the perceived national fit of (imagined) culturally different peers. While school belonging and national self-identification were unrelated over time, earlier perceived national fit uniquely enabled more national self-identification one year later, over and above evolving school belonging. These findings suggest that experiencing belonging in school does not suffice for minority youth to develop national self-identification. Schools may, however, promote national identity development through redefining national identities to include cultural diversity-thereby signaling to minority youth that they can fit the national identity.
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Affiliation(s)
- Nadya Gharaei
- German Centre for Integration and Migration Research (DeZIM), Mauerstraße 76, 10117, Berlin, Germany.
- Center for Social and Cultural Psychology, University of Leuven, Tiensestraat 102-box 3727, 3000, Leuven, Belgium.
| | - Fenella Fleischmann
- Department of Sociology, University of Amsterdam, Postbus 15508, 1001 NA, Amsterdam, The Netherlands
| | - Karen Phalet
- Center for Social and Cultural Psychology, University of Leuven, Tiensestraat 102-box 3727, 3000, Leuven, Belgium
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Tsou YT, Nasri M, Li B, Blijd-Hoogewys EMA, Baratchi M, Koutamanis A, Rieffe C. Social connectedness and loneliness in school for autistic and allistic children. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241259932. [PMID: 38888149 DOI: 10.1177/13623613241259932] [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: 06/20/2024]
Abstract
LAY ABSTRACT Many previous studies reported that autistic children have fewer social connections. Yet, recent studies also show that autistic children more often feel lonely in school than allistic (i.e. non-autistic) children. This outcome seems to go against the traditional view that autistic children do not desire to have social connections. Therefore, this study aimed to find out how autistic and allistic children feel about their social connections. We included 47 autistic and 52 neurodiverse-allistic children from two special education primary schools (aged 8-13 years). We tested their social connections and loneliness in school, through a new approach. This new approach includes questionnaires, and sensors for tracking social contacts on playgrounds during school breaks. We found that allistic children felt more loneliness when they spent little time in social contacts during school breaks. Yet, autistic children felt more loneliness when their peers did not like to play with them. For these autistic children, feelings of loneliness may go beyond face-to-face contacts. Being liked as part of a peer group was key. Understanding differences in children's needs can lead to a more effective design for a welcoming school climate.
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Affiliation(s)
- Yung-Ting Tsou
- Leiden University, The Netherlands
- Vrije Universiteit Amsterdam, The Netherlands
| | | | - Boya Li
- Leiden University, The Netherlands
| | | | | | | | - Carolien Rieffe
- Leiden University, The Netherlands
- University of Twente, The Netherlands
- University College London, UK
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8
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Lim HJ, Yoo JE, Rho M, Ryu JJ. Exploration of Variables Predicting Sense of School Belonging Using the Machine Learning Method-Group Mnet. Psychol Rep 2024; 127:1502-1526. [PMID: 36219194 DOI: 10.1177/00332941221133005] [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] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to explore variables related to school belonging from a holistic perspective, including a large number of variables in one model, different to the traditional analytical method. Using 2015 data from the Program for International Student Assessment (PISA), we sought to identify variables related to school belonging by searching for hundreds of predictors in one model using the group Mnet machine learning technique. The study repeated 100 rounds of model building after random data splitting. After exploring 504 variables (384 student and 99 parent), 32 variables were finally selected after selection counts. Variables predicting a sense of school belonging were categorized as individual/parent variables (e.g. motivation to achieve, tendency to cooperative learning, parental support) and school-related variables (e.g. school satisfaction, peer/teacher relationship, learning/physical activities). The significance and implications of the study as well as future research topics were discussed.
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Affiliation(s)
- Hyo Jin Lim
- Seoul National University of Education, Seoul, Korea
| | - Jin Eun Yoo
- Korea National University of Education, Cheongju, Korea
| | - Minjeong Rho
- Korea National University of Education, Cheongju, Korea
| | - Jae Jun Ryu
- Seoul National University of Education, Seoul, Korea
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9
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Kozina A. Anxiety in a COVID-19 school year context: three-way longitudinal study on Slovenian adolescent sample. ANXIETY, STRESS, AND COPING 2024; 37:318-333. [PMID: 38049932 DOI: 10.1080/10615806.2023.2269858] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Accepted: 10/06/2023] [Indexed: 12/06/2023]
Abstract
BACKGROUND AND OBJECTIVES We investigated the trajectories of anxiety, general anxiety and more specifically COVID-19 anxiety in the period of school closure in Slovenia using a longitudinal design with three time points: at the beginning, in the middle and at the end of the school year. DESIGN AND METHODS We have used data from a representative adolescent sample for Slovenia (n = 1233) and two anxiety scales: the LAOM Anxiety Scale and the COVID-19 Anxiety Scale. The findings from latent growth curve models show a significant difference in initial levels and a decrease in both types of anxiety as well as an interaction effect between the initial level and the rate of change of COVID-19 anxiety. In addition to investigating the change in time, we were interested in covariates. RESULTS AND CONCLUSIONS The findings show significant effects of: (a) gender, school level and academic achievement on initial levels of COVID-19 anxiety; (b) gender and school level on initial levels of anxiety; (c) gender on the rate of change in anxiety; (d) academic achievement on the rate of change in COVID-19 anxiety; and, additionally, (e) the significant but different role that school belongingness plays in anxiety and in particular COVID-19 anxiety.
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Affiliation(s)
- Ana Kozina
- Educational Research Institute, Ljubljana, Slovenia
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10
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Mellinger C, Fritzson A, Park B, Dimidjian S. Developing the Sense of Belonging Scale and Understanding Its Relationship to Loneliness, Need to Belong, and General Well-Being Outcomes. J Pers Assess 2024; 106:347-360. [PMID: 37970817 DOI: 10.1080/00223891.2023.2279564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Accepted: 10/29/2023] [Indexed: 11/19/2023]
Abstract
The construct of belonging has played a central role in psychological theories for many years, prompting research that benefits many people. However, there is little consensus for how to measure sense of belonging. We developed an 8-item measure of belonging that is easily adapted to specific contexts. The items capture a sense of being valued, accepted, included/connected, and fitting into a social environment. Study 1 examined candidate items and facilitated item selection. Study 2 demonstrated internal consistency and convergent validity of the scale. Loneliness and belonging were inversely correlated but each made independent contributions predicting general measures of well-being. Together, they fully mediated the effect of positive social contact on three of the four well-being measures. Study 3 experimentally demonstrated the differential sensitivity of specific (belonging at your university) and global (belonging in general) forms of the scale. Participants who wrote about an experience of inclusion relevant to a specific context reported more belonging than participants who wrote about an exclusion experience, but only on the specific, and not global, scale. The measure of belonging reported here is validated in adult samples; it is a flexible tool for research on the sense of belonging, its antecedents, and consequences.
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Affiliation(s)
| | - Anne Fritzson
- Renée Crown Wellness Institute, University of Colorado Boulder
| | - Bernadette Park
- Renée Crown Wellness Institute, University of Colorado Boulder
| | - Sona Dimidjian
- Renée Crown Wellness Institute, University of Colorado Boulder
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11
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Peng A, Patterson MM, Joo S. What Fosters School Connectedness? The Roles of Classroom Interactions and Parental Support. J Youth Adolesc 2024; 53:955-966. [PMID: 38015352 DOI: 10.1007/s10964-023-01908-1] [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: 07/14/2023] [Accepted: 11/14/2023] [Indexed: 11/29/2023]
Abstract
Although research has identified the impact of school connectedness on a variety of outcomes for adolescents, much less work has focused on identifying its precursors. This study examined the relative influences of classroom interactions and parental support on elements of school connectedness among a sample of 4838 students (Mage = 15.84, SD = 0.29; 49.1% female) in the United States from the Programme for International Student Assessment (PISA) 2018 data. The results showed that three domains of classroom interactions (i.e., classroom management, instructional support, and emotional support) and parental support played unique roles in predicting school connectedness (i.e., teacher support and school belonging). Specifically, classroom management positively predicted both teacher support and school belonging; instructional support, especially directed instruction, positively predicted teacher support; emotional support was unrelated to teacher support and school belonging. Parental support positively predicted school belonging, but not teacher support. Overall, these findings highlight the roles of both teachers and parents in providing developmentally appropriate support to facilitate school connectedness.
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Affiliation(s)
- Anqi Peng
- Department of Educational Psychology, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA.
| | - Meagan M Patterson
- Department of Educational Psychology, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA
| | - Sean Joo
- Department of Educational Psychology, University of Kansas, 1122 West Campus Road, Lawrence, KS, 66045, USA
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12
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Zhang Z, Wang Y, Wu H, Zhou Y, Peng C. Direct and indirect effects of father-child attachment on academic burnout in college students. Front Psychol 2024; 15:1345590. [PMID: 38533219 PMCID: PMC10963511 DOI: 10.3389/fpsyg.2024.1345590] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 03/01/2024] [Indexed: 03/28/2024] Open
Abstract
The study aims to investigate the multiple mediating roles of core self-evaluation and sense of school belonging in the relationship between father-child attachment and academic burnout in college students. A sample of 418 college students completed the father-child attachment scale, the scale of sense of school belonging, core self-evaluation scale, and academic burnout scale. After controlling for variables such as mother-child attachment, gender, age, and grade, the results showed: (1) father-child attachment was significantly and negatively correlated with academic burnout, and positively correlated with core self-evaluation and sense of school belonging; both core self-evaluation and sense of school belonging were significantly and negatively correlated with academic burnout. (2) The multiple mediating model of father-child attachment influencing academic burnout in college students was established. Both core self-evaluation and sense of school belonging played a partial mediating role between father-child attachment and academic burnout. The direct effect of father-child attachment on academic burnout accounts for 33.3% of the total effect. The indirect effects of core self-evaluation and sense of school belonging between father-child attachment and academic burnout account for 50.0 and 16.7% of the total effect, respectively. These findings identify the internal mechanisms through which father-child attachment affects academic burnout in college students from personal traits and interpersonal perspectives.
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Affiliation(s)
- Zhenyun Zhang
- School of Computer and Information Science, Hubei Engineering University, Xiaogan, China
| | - Yuhua Wang
- School of Education and Psychology, Hubei Engineering University, Xiaogan, China
- Research Center for Psychology and Behavior, Hubei Engineering University, Xiaogan, China
| | - Huifen Wu
- School of Education and Psychology, Hubei Engineering University, Xiaogan, China
- Research Center for Psychology and Behavior, Hubei Engineering University, Xiaogan, China
| | - Yuqin Zhou
- School of Foreign Languages, Hubei Engineering University, Xiaogan, China
| | - Cong Peng
- School of Education and Psychology, Hubei Engineering University, Xiaogan, China
- Research Center for Psychology and Behavior, Hubei Engineering University, Xiaogan, China
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13
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McCabe EM, Kaskoun J, Bennett S, Meadows-Oliver M, Schroeder K. Addressing School Connectedness, Belonging, and Culturally Appropriate Care for Newly Immigrated Students and Families. J Pediatr Health Care 2024; 38:233-239. [PMID: 38429035 PMCID: PMC10977599 DOI: 10.1016/j.pedhc.2023.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/06/2023] [Revised: 09/07/2023] [Accepted: 10/02/2023] [Indexed: 03/03/2024]
Abstract
School connectedness is the degree to which students experience acceptance, inclusion, and care by school personnel and peers. A sense of belonging incorporates an emotional connection to the community. School connectedness and belonging are protective factors that promote student engagement, accomplishment, and community performance. Despite the rise in students from immigrant families in the United States, belonging and connectedness for youth from diverse cultural and linguistic experiences are understudied. School-based nurses, our term, is inclusive of advanced practice pediatric, family, and psychiatric nurse practitioners, are well-positioned to support school connectedness for youth who may encounter hurdles to health care because of cultural and linguistic differences. We present practice suggestions for language, culture, and inclusion using three health conditions experienced by youth: anxiety, asthma, and obesity. School-based nurses and other school personnel who provide linguistic and culturally appropriate care can support students in feeling connected and included in their school communities.
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14
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Huang X, Li Q, Hao Y, An N. The Relationship between a Competitive School Climate and School Bullying among Secondary Vocational School Students in China: A Moderated Mediation Model. Behav Sci (Basel) 2024; 14:129. [PMID: 38392482 PMCID: PMC10886260 DOI: 10.3390/bs14020129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2024] [Revised: 02/05/2024] [Accepted: 02/08/2024] [Indexed: 02/24/2024] Open
Abstract
School bullying is widespread in countries around the world and has a continuous negative impact on the physical and mental health of students. However, few studies have explored the influence mechanism of a competitive school climate on school bullying among Chinese secondary vocational school students. This study aims to explore the relationship between a competitive school climate and bullying in secondary vocational schools in the Chinese context, as well as the mediating role of school belonging and the moderating role of gender. Logit regression analysis and a moderated mediation model were used to analyze 1964 secondary vocational students from China based on PISA 2018 data from Beijing, Shanghai, Zhejiang, and Jiangsu, China. (1) The detection rate of school bullying in secondary vocational schools in China is 17.8%, lower than the world average. (2) A competitive school climate is significantly and positively correlated with secondary vocational school students' exposure to school bullying. (3) A moderated mediation model suggests that school belonging is an important mechanism by which a competitive school climate influences the occurrence of school bullying, whereas gender moderates the direct effect of a competitive school climate and the indirect effect of school belonging, which mitigates the negative effects of a competitive school climate to some extent. The research results show that creating a healthy competitive climate in schools, cultivating students' sense of belonging, and facing up to gender differences are helpful to prevent school bullying in secondary vocational schools.
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Affiliation(s)
- Xuzhong Huang
- Normal School of Vocational Techniques, Hubei University of Technology, Wuhan 430068, China
| | - Qianyu Li
- Normal School of Vocational Techniques, Hubei University of Technology, Wuhan 430068, China
| | - Yipu Hao
- School of Education, Central China Normal University, Wuhan 430079, China
| | - Ni An
- Normal School of Vocational Techniques, Hubei University of Technology, Wuhan 430068, China
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15
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Li Z, Li Q. How Social Support Affects Resilience in Disadvantaged Students: The Chain-Mediating Roles of School Belonging and Emotional Experience. Behav Sci (Basel) 2024; 14:114. [PMID: 38392467 PMCID: PMC10886063 DOI: 10.3390/bs14020114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2024] [Revised: 01/29/2024] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
This study aims to utilize data from the Programme for International Student Assessment (PISA), 2018, conducted in four provinces and cities in China, to investigate the impact of social support on the resilience of disadvantaged students. It specifically focuses on the chain-mediated effects of school belonging and emotional experiences. To achieve this, the study selected 2997 disadvantaged students as participants and employed path analysis to examine the mediating effects. The results indicate that teacher support, parental support, school belonging, and positive emotional experiences significantly positively influence the resilience of disadvantaged students, while fear of failure significantly negatively affects resilience. Additionally, teacher and parental support indirectly impact the resilience of disadvantaged students through the chain-mediated effects of school belonging and positive emotional experiences. Similarly, teacher and parental support also influence the resilience of disadvantaged students through the chain-mediated effects of school belonging and fear of failure. To enhance the resilience development of disadvantaged students, it is recommended that teachers and parents provide active attention and support to these students. Simultaneously, there should be increased focus on the psychological well-being of disadvantaged students by strengthening their mental health education.
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Affiliation(s)
- Zhenyu Li
- Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Qiong Li
- Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China
- Academy of Plateau Science and Sustainability, People's Government of Qinghai Province & Beijing Normal University, Xining 810016, China
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16
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Rose ID, Lesesne CA, Sun J, Johns MM, Zhang X, Hertz M. The Relationship of School Connectedness to Adolescents' Engagement in Co-Occurring Health Risks: A Meta-Analytic Review. J Sch Nurs 2024; 40:58-73. [PMID: 35477342 DOI: 10.1177/10598405221096802] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
Abstract
School connectedness is an important factor in the lives of youth and are a leverage point for optimizing youth's social, emotional, and physical health. This study presents a meta-analysis examining the relationship between school connectedness and four health domains that are prevalent in adolescence, have implications for adult health, and often co-occur: mental health, sexual health, violence, and high-risk substance use. Ninety articles published between 2009 and 2019 were included in the analysis. The study found that school connectedness had a protective average effect size across all health domains (Hedges' g = -0.345, p-value<0.001). When examined separately, school connectedness had a significant protective relationship with substance use (g = -0.379, p < 0.001), mental health (Hedges' g = -0.358, p < 0.001), violence (Hedges' g = -0.318, p < 0.001), sexual health (Hedges' g = -0.145, p < 0.001), and with co-occurring risks (Hedges' g = -0.331, p < 0.001). These results provide strong evidence that school connectedness has the potential to prevent and mitigate multiple health risks during adolescence.
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Affiliation(s)
| | | | | | | | | | - Marci Hertz
- Centers for Disease Control and Prevention, Division of Adolescent and School Health, Atlanta, GA, USA
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17
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Arslan G. Strength-Based Parenting and Academic Motivation in Adolescents Returning to School After COVID-19 School Closure: Exploring the Effect of School Belonging and Strength Use. Psychol Rep 2023; 126:2940-2962. [PMID: 35574638 PMCID: PMC9111900 DOI: 10.1177/00332941221087915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The present study aimed to examine whether the level of strength-based parenting a student receives during remote learning affects their levels of academic motivation once returning to school. Additionally, the study sought to explore whether school belonging mediated the association between strength-based parenting and academic motivation and whether student strength use moderated this mediating relationship. The sample comprised of secondary school students who had recently returned back to campus, following a period of COVID-19 enforced remote learning (n = 404; age range: 11 to 18 years; M = 14.75, SD = 1.59; 50.2% female, and 3% non-/other gendered or declined to answer). Strength-based parenting had a significant predictive effect on student academic motivation with school belonging mediating the association between strength-based parenting and academic motivation. The mediating effect of school belonging on the association between strength-based parenting and academic motivation was moderated by strength use during remote learning. The results of the study are discussed using a positive education lens with implications for improving skills and strategies to foster positive student functioning in times of remote learning and crisis.
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Affiliation(s)
- Gökmen Arslan
- Gökmen Arslan, Department of Psychological
Counseling and Guidance, Faculty of Education, Mehmet Akif Ersoy University in
Burdur, Burdur 15100, Turkey. or
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18
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Dinesen TA, Blix BH, Gramstad A. Professional strategies in upper secondary school dropout management among youth in the Sami areas of Norway: a focus group study. Int J Circumpolar Health 2023; 82:2198112. [PMID: 37014958 PMCID: PMC10075505 DOI: 10.1080/22423982.2023.2198112] [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: 04/06/2023] Open
Abstract
The upper secondary school dropout rate is a challenge in many western countries, and measures have been taken to prevent dropout. The dropout rate in Norway is stable but is the highest among the northernmost counties. The aim of this study is to explore the strategies employed by upper secondary school teachers and their collaborators to prevent dropout from upper secondary school among Sami youth in northern Norway. This study is based on three focus group interviews with teachers, advisers, nurses, and counsellors in the Sami areas of northern Norway. The thematic analysis identified two main strategies, namely tracking the student and giving the student time. A transparent environments, cultural competence, and interdisciplinary collaboration were identified as prerequisites for successfully implementing the two strategies to prevent dropout from upper secondary school.
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Affiliation(s)
- Tone Aashild Dinesen
- Department of Social Education, Faculty of Health Sciences, UiT, The Arctic University of Norway, Harstad, Norway
| | - Bodil H Blix
- Department of health and care sciences, Faculty of Health Sciences, UiT, The Arctic University of Norway
- Department of education, arts and sports, Western Norway University of Applied Sciences
| | - Astrid Gramstad
- Department of health and care sciences, Faculty of Health Sciences, UiT, The Arctic University of Norway
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19
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Zhao J, Zhao H, Zhou A. Negative Parenting Styles and Psychological Crisis in Adolescents: Testing a Moderated Mediating Model of School Connectedness and Self-Esteem. Behav Sci (Basel) 2023; 13:929. [PMID: 37998676 PMCID: PMC10669031 DOI: 10.3390/bs13110929] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Revised: 10/28/2023] [Accepted: 11/10/2023] [Indexed: 11/25/2023] Open
Abstract
Little is known about how rejecting and controlling parenting styles may influence adolescent psychological crisis and what conditions may buffer the detrimental effects of psychological crisis. By integrating multiple theories, this study investigated self-esteem as an underlying mediator and school connectedness as a potential moderator to explain the link between negative parenting and the two psychological crises among Chinese adolescents. In this study, the questionnaire method is adopted to examine the combined mechanism of rejecting parenting style and controlling parenting style on the psychological crisis of adolescents. In total, 1863 adolescents were involved in this study, ranging from 13 to 17 years old. The results showed that both the rejecting parenting style and the controlling parenting style can significantly and positively predict the level of psychological crisis of adolescents, but the predictive power of the rejecting parenting style was stronger. Self-esteem partially mediates the relationship between rejecting parenting style, controlling parenting style, and psychological crisis. School connectedness moderates both the effects of rejecting parenting styles on self-esteem and the effects of self-esteem on the psychological crisis. This study identifies the internal mechanisms by which negative parenting styles affect adolescents' psychological crisis, and reveals the mediating and moderating roles of self-esteem and school connectedness, providing additional explanatory paths for the mechanisms of adolescents' psychological crisis.
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Affiliation(s)
| | | | - Aibao Zhou
- School of Psychology, Northwest Normal University, Lanzhou 730070, China; (J.Z.); (H.Z.)
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20
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Atalan Ergin D, Akgül G. School Belongingness as a Mediator in the Relationship Between Self-Reported PTSD and Cyber Victimization: Sex Differences. J Nerv Ment Dis 2023; 211:772-778. [PMID: 37549369 DOI: 10.1097/nmd.0000000000001699] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 08/09/2023]
Abstract
ABSTRACT The incidence of posttraumatic stress disorder (PTSD) has increased during the COVID-19 pandemic. Traumatized adolescents might cope with maladaptive strategies such as increased Internet usage, which might be a risk for cyber victimization. We investigated the relationship between self-reported PTSD and cyber victimization and the mediator role of school belongingness in this relationship. The sample consisted of 292 adolescents ages 11-14 years old (M = 12.53, SD = 0.71; nfemale = 165, 56.1%; nmale = 129, 43.9%). Results show that males are more likely to be cyber victims and have lower levels of school belongingness than females. In addition, results supported the association between higher levels of PTSD and higher levels of cyber victimization. Traumatized adolescents with high levels of school belongingness are less likely to be cyber victims. These findings highlight the importance of school-related personal and relational characteristics in promoting adolescent mental health.
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Affiliation(s)
| | - Gülendam Akgül
- Department of Educational Psychology, Ankara University, Ankara, Turkey
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21
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Hasty LM, Quintero M, Li T, Song S, Wang Z. The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement. J Sch Psychol 2023; 100:101242. [PMID: 37689439 DOI: 10.1016/j.jsp.2023.101242] [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: 04/22/2022] [Revised: 03/24/2023] [Accepted: 07/30/2023] [Indexed: 09/11/2023]
Abstract
Personal characteristics and classroom environment features both play important roles in predicting students' levels of classroom engagement. The present study took a person-environment transaction perspective to investigate how factors at both the personal (i.e., student externalizing behaviors) and relational (i.e., teacher-student relationships) levels jointly predict the development of classroom engagement behaviors in a sample of 784 elementary school students. Using a longitudinal cross-lagged model spanning across Grade 3 to Grade 5, we found a negative reciprocal association between teacher-student relationships and externalizing behaviors, such that a more positive teacher-student relationship predicted fewer externalizing behaviors in the subsequent academic year, and fewer externalizing behaviors predicted a more positive teacher-student relationship 1 year later. In addition, externalizing behaviors directly negatively predicted subsequent classroom engagement, whereas teacher-student relationships indirectly predicted subsequent classroom engagement by way of externalizing behaviors. Overall, students with more externalizing behaviors experienced more conflicts with and received less support from their teachers, which predicted the development of more externalizing behaviors and lower subsequent classroom engagement.
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Affiliation(s)
- Leslie M Hasty
- Department of Psychiatry, Texas Tech University Health Sciences Center, United States of America
| | | | - Tianyu Li
- Department of Psychological Science and Counseling, Austin Peay State University, United States of America
| | - Seowon Song
- Department of Human Development and Family Sciences, Texas Tech University, United States of America
| | - Zhe Wang
- Department of Educational Psychology, Texas A&M University, United States of America.
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22
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Slob H, van Geest P, Commandeur H. Caring for relations and organizational success-conceptualization of an Augustinian leadership scale. Front Psychol 2023; 14:1170855. [PMID: 37434885 PMCID: PMC10331605 DOI: 10.3389/fpsyg.2023.1170855] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 06/06/2023] [Indexed: 07/13/2023] Open
Abstract
While making great strides in recent decades to connect leadership and human flourishing, the positive leadership literature has yet to focus on the aspect of the communal. Based on a close reading of Augustine's works, this paper examines Augustinian leadership and emphasizes the importance of a view on leadership that aims at community building and contains an ethical framework characterized by veracity. This leadership style is founded on caritas (Gr.: agape, Eng.: love) as the main motive for leaders. Based on Augustine's thinking, this kind of love is defined as a way to attain knowledge. We identify four subconstructs to constitute an Augustinian leadership scale: Centrality of the community, Veracity, Empathy and Success (through temperance). We provide theoretical grounds for the distinctiveness of this leadership construct as compared with neighboring constructs. Finally, we propose a testable framework of Augustinian leadership with a direct effect on affective commitment as well as a mediated effect, and with a sense of belonging as the mediating variable. We provide ideas for future research and present practical implications of the theoretical insights on Augustinian leadership.
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Affiliation(s)
- Henri Slob
- Erasmus School of Philosophy, Erasmus University Rotterdam, Rotterdam, Netherlands
- Erasmus Economics & Theology Institute, Erasmus Institute for Business Economics, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Paul van Geest
- Erasmus School of Philosophy, Erasmus University Rotterdam, Rotterdam, Netherlands
- Erasmus Economics & Theology Institute, Erasmus Institute for Business Economics, Erasmus University Rotterdam, Rotterdam, Netherlands
- Department of Biblical Sciences and Church History, Tilburg School of Catholic Thought, Tilburg University, Tilburg, Netherlands
| | - Harry Commandeur
- Erasmus Economics & Theology Institute, Erasmus Institute for Business Economics, Erasmus University Rotterdam, Rotterdam, Netherlands
- Department of Applied Economics, Erasmus School of Economics, Erasmus University Rotterdam, Rotterdam, Netherlands
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23
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Espelage DL, Harper CR, Ingram KM, Basile KC, Leemis RW, Nickodem KK. Hostile home environment predicting early adolescent sexual harassment perpetration and potential school-related moderators. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:530-546. [PMID: 36564897 PMCID: PMC10880809 DOI: 10.1111/jora.12823] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Revised: 08/04/2022] [Accepted: 11/29/2022] [Indexed: 05/25/2023]
Abstract
Using family systems theory, this longitudinal study of middle school youth examined the effects of abuse, family conflict, and sibling aggression on sexual harassment perpetration (N = 1563; Mage 11.2, 51% boys; 39% Hispanic, 29% Black, and 19% White). Boys reported more sexual harassment than girls; perpetration increased for both. The association between a hostile home environment and sexual harassment perpetration was moderated by school experiences. School belonging buffered effects of hostile home environment on baseline sexual harassment perpetration for boys who experienced abuse and White adolescents with high sibling aggression. Academic grades moderated change in perpetration over time, but effects differed by sex and race. It is important to understand how early violence exposures relate to sexual violence perpetration during early adolescence.
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Affiliation(s)
- Dorothy L. Espelage
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Christopher R. Harper
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Katherine M. Ingram
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Kathleen C. Basile
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Ruth W. Leemis
- Division of Violence Prevention, National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, Atlanta, Georgia, USA
| | - Kyle K. Nickodem
- University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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24
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Nalipay MJN, Chai CS, Jong MSY, King RB, Mordeno IG. Positive mental health literacy for teachers: adaptation and construct validation. CURRENT PSYCHOLOGY 2023:1-11. [PMID: 37359647 PMCID: PMC10152013 DOI: 10.1007/s12144-023-04694-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2023] [Indexed: 06/28/2023]
Abstract
Mental health promotion has been gaining recognition as an important teacher competency. Hence, it is imperative that teachers have adequate mental health literacy (MHL). However, most studies and programs on teacher MHL focus on teachers' knowledge of mental disorders, whereas very few have explored their knowledge of positive mental health, perhaps due to the lack of measures for this construct. In this study, we adapted and validated the Mental Health-Promoting Knowledge Scale (MHPKS), a measure of positive MHL, for teachers. We looked into its factor structure and examined its relationships with knowledge of mental disorders, and mental health and teaching-related outcomes. The sample included 470 Filipino preservice teachers. Results of the confirmatory factor analysis provided support for the single-factor model of the MHPKS. Positive MHL was found to be positively associated with knowledge of mental disorders, well-being, teaching engagement, and teaching satisfaction. It predicted well-being, teaching engagement, and teaching satisfaction above and beyond the variance accounted for by knowledge of mental disorders, indicating construct validity. MHPKS is a valid tool that can be used to complement measures of knowledge of mental disorders for a more holistic assessment of teacher mental health knowledge.
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Affiliation(s)
- Ma. Jenina N. Nalipay
- Department of Curriculum & Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Ching-Sing Chai
- Department of Curriculum & Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Morris Siu-Yung Jong
- Department of Curriculum & Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Ronnel B. King
- Department of Curriculum & Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong SAR, China
| | - Imelu G. Mordeno
- Department of Professional Education, Mindanao State University-Iligan Institute of Technology, Iligan City, Philippines
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25
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Van Gaasbeek EK, Tassé MJ. Constructing a preliminary model of school belonging for students with intellectual disability. JOURNAL OF INTELLECTUAL DISABILITIES : JOID 2023:17446295231164438. [PMID: 37060351 DOI: 10.1177/17446295231164438] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
The construct of belonging has been studied in many marginalised student groups yet has been understudied among students with intellectual disability. The present study used a large dataset from the United States to quantitatively investigate the construct of belonging among 7th to 12th grade students with the educational classification of "intellectual disability" (n = 670) who responded to a set of questions related to belonging in a nationally representative survey. The purpose of the study was twofold: (1) to identify the latent factors of belonging among students with intellectual disability to create a preliminary model and (2) use the preliminary model to compare belonging among students with intellectual disability with different demographic factors (e.g., race, sex, English proficiency). Exploratory factor analysis revealed a four-factor model of belonging and confirmatory factor analysis suggested the model was a good fit for the data, χ2 = 622.81, p < .001, RMSEA = .049, CFI = 0.879, TLI = 0.868. The study has implications for future avenues of research, including measurement development, exploring the developmental pathway of belonging, and the consequences of not belonging.
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Affiliation(s)
| | - Marc J Tassé
- Nisonger Center, The Ohio State University, Columbus, OH, USA
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26
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Guedes FB, Cerqueira A, Gaspar S, Gaspar T, Moreno C, de Matos MG. Quality of Life and Well-Being of Adolescents in Portuguese Schools. CHILD INDICATORS RESEARCH 2023; 16:1-14. [PMID: 37363704 PMCID: PMC9989572 DOI: 10.1007/s12187-023-10021-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/13/2023] [Indexed: 06/28/2023]
Abstract
The quality of the school environment is associated with greater school involvement and academic success and improved levels of well-being/quality of life. In this sense, this study intends to explore the relationship between the quality of life of Portuguese adolescents and school. 8215 adolescents participated in this study, 52.7% of which were female, aged between 10 and 22 years and an average age of 14.36 years (SD = 2.28). The sample was collected as part of the Health Behavior in School-aged Children (HBSC) study. The results show that girls like school, teachers, school breaks (between classes) and classes more than boys and present less concerns/difficulties with school. Compared to boys, they report more pressure with the schoolwork and a better perception of safety at school. On the other hand, boys have a better relationship with their peers and teachers, miss more classes on purpose and report a higher perception of quality of life. An above-average QoL is statistically and significantly related with liking school, peers, teachers, school breaks (between classes) and classes. It is also related with feeling less pressure with the schoolwork, a better perception of school success and of safety in the school environment. Additionally, having an above-average QoL is statistically significantly associated with having a better relationship with peers and teachers and less concerns/difficulties with school. This is an important message for the reorganization of schools in terms of their practices and curricula. The need to develop strategies to promote greater identification of students with school is reinforced.
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Affiliation(s)
- Fábio Botelho Guedes
- Institute of Environmental Health (ISAMB)/Aventura Social, Faculty of Medicine, University of Lisbon (FMUL), Lisbon, Portugal
- Faculty of Human Kinetics, University of Lisbon/FMH-UL, Lisbon, Portugal
- Lusíada Center for Research in Social Work and Social Intervention (CLISSIS), Lusíada University of Lisbon, Lisbon, Portugal
| | - Ana Cerqueira
- Institute of Environmental Health (ISAMB)/Aventura Social, Faculty of Medicine, University of Lisbon (FMUL), Lisbon, Portugal
- Faculty of Human Kinetics, University of Lisbon/FMH-UL, Lisbon, Portugal
| | - Susana Gaspar
- Institute of Environmental Health (ISAMB)/Aventura Social, Faculty of Medicine, University of Lisbon (FMUL), Lisbon, Portugal
- High School of Health, Beja Polytechnic Institute, Beja, Portugal
| | - Tania Gaspar
- Institute of Environmental Health (ISAMB)/Aventura Social, Faculty of Medicine, University of Lisbon (FMUL), Lisbon, Portugal
- Lusófona University/HEI-LAB, Lisbon, Portugal
| | | | - Margarida Gaspar de Matos
- Institute of Environmental Health (ISAMB)/Aventura Social, Faculty of Medicine, University of Lisbon (FMUL), Lisbon, Portugal
- APPSYci, ISPA – University Institute, Lisbon, Portugal
- CENC – Centre for Electroencephalography and Clinical Neurophysiology, Lisbon, Portugal
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Teachers are frontliners too: Promoting mental health literacy among teachers in low-and middle-income countries. Asian J Psychiatr 2023; 81:103407. [PMID: 36525888 DOI: 10.1016/j.ajp.2022.103407] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 12/07/2022] [Accepted: 12/10/2022] [Indexed: 12/15/2022]
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28
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Lan X. Does peer acceptance promote active academic engagement in early adolescence? A robust investigation based on three independent studies. PERSONALITY AND INDIVIDUAL DIFFERENCES 2023. [DOI: 10.1016/j.paid.2022.112012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
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29
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Zhao Y, Luo Y, Zhang R, Zheng X. The impact of COVID-19 pandemic on emotional and behavioral problems of children with autism spectrum disorder and developmental delay aged 1-6 years in China. Front Psychiatry 2023; 14:1134396. [PMID: 36911121 PMCID: PMC9998531 DOI: 10.3389/fpsyt.2023.1134396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Accepted: 02/06/2023] [Indexed: 02/26/2023] Open
Abstract
Introduction The COVID-19 pandemic outbreak have caused increased levels of emotional and behavioral problems, particularly among people with pre-existing mental health conditions. Young individuals with autism spectrum disorders (ASD) and developmental delay (DD) are particularly at risk due to their vulnerability. The purpose of this study was to look into the different effects of the COVID-19 pandemic on 1-6-year-old children with ASD and DD. Methods Parents and guardians of children with ASD completed an online survey that included questions about their children's socio-demographics characteristics, the effects of the COVID-19 outbreak on their health, and what they needed in order to deal with the conditions of the pandemic. Results This study compared 4,138 children with ASD to 711 children with DD. Children with ASD had a higher risk of having more emotional and behavioral problems than children with DD (OR 1.38, 95% CI 1.12-1.70). Compared to parent-oriented rehabilitation at home, discontinuing rehabilitation had a higher likelihood of negative emotional and behavioral change (OR 1.67, 95% CI 1.41-1.98). Having teachers' online support had a higher likelihood of negative emotional and behavioral change for ASD children (OR 1.26, 95% CI 1.03-1.54). Conclusions This article provided evidence that children with developmental disabilities, particularly ASD, were at risk for a variety of challenges to their emotional functioning during the COVID-19 period, and that online support was not an ideal way for children with ASD to receive effective educational intervention in China.
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Affiliation(s)
- Yanan Zhao
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences/Peking Union Medical College, Beijing, China
- China Center for Health Development Studies, Peking University, Beijing, China
- Asia-Pacific Economic Cooperation Health Sciences Academy, Peking University, Beijing, China
| | - Yanan Luo
- Department of Global Health, School of Public Health, Peking University, Beijing, China
| | - Rong Zhang
- Neuroscience Research Institute, Peking University, Beijing, China
- Key Laboratory for Neuroscience of the Ministry of Education, Key Laboratory for Neuroscience of the Ministry of National Health Commission, Department of Neurobiology, School of Basic Medical Sciences, Peking University Health Science Center, Beijing, China
- Autism Research Centre, Peking University Health Science Centre, Beijing, China
| | - Xiaoying Zheng
- School of Population Medicine and Public Health, Chinese Academy of Medical Sciences/Peking Union Medical College, Beijing, China
- Asia-Pacific Economic Cooperation Health Sciences Academy, Peking University, Beijing, China
- Autism Research Centre, Peking University Health Science Centre, Beijing, China
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30
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McDiarmid S, Osman F, Sarkadi A, Durbeej N. Associations between social factors and school belonging among newcomer and non-newcomer youth in Sweden. PLoS One 2023; 18:e0280244. [PMID: 36735695 PMCID: PMC9897537 DOI: 10.1371/journal.pone.0280244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Accepted: 12/26/2022] [Indexed: 02/04/2023] Open
Abstract
Feeling a sense of belonging at school is associated with important positive outcomes for youth and requires youth to engage in positive social relationships. Yet there is a limited understanding of the social factors most associated with youths' school belonging and limited evidence about whether correlates of school belonging vary for marginalized groups like newcomers compared to majority groups. Sweden provides an important context for investigation of these issues because, over the past two decades, the country has experienced an influx of asylum seekers and educational reforms that have altered the composition and functioning of Swedish secondary schools. This study addresses these gaps by (1) investigating which of eight social factors are associated with school belonging among diverse Swedish youth, and (2) examining whether newcomer status moderates the relationship between social factors and school belonging. Hierarchical regression and moderation analyses were used to analyze data from 14 to 19 year-old (n = 233) newcomers and non-newcomers in Sweden. An exploratory factor analysis revealed that the school belonging measure contained two factors: positive perceptions and negative perceptions (reverse coded). For both, stronger school belonging was associated with lower perceived ethnic discrimination. Positive perceptions of school belonging were also associated with more prosocial behaviours and lower emotional problems. Negative perceptions of school belonging were associated with more peer problems. Notably, quantity and quality of peer relationships were not associated with school belonging. There was no consistent evidence of newcomer status moderating the relationship between social factors and school belonging. These results highlight factors associated with school belonging which are modifiable and amenable to intervention or impact by policy-ethnic discrimination, prosocial behaviour, and emotional and peer problems. The absence of moderation by newcomer status suggests that school belonging interventions or related policies are likely to affect newcomer and non-newcomer students similarly.
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Affiliation(s)
- Serena McDiarmid
- Department of Psychology, University of Waterloo, Waterloo, Canada
| | - Fatumo Osman
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
- School of Health and Welfare, Dalarna University, Falun, Sweden
| | - Anna Sarkadi
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Natalie Durbeej
- Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
- * E-mail:
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Disruption to Education During COVID-19: School Nonacademic Factors Are Associated with Children's Mental Health. J Dev Behav Pediatr 2023; 44:e95-e103. [PMID: 36534475 DOI: 10.1097/dbp.0000000000001157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Accepted: 10/04/2022] [Indexed: 12/24/2022]
Abstract
OBJECTIVE Few studies have examined aspects of the school environment, beyond modality, as contributors to child and youth mental health during the coronavirus pandemic. We investigated associations between nonacademic school experiences and children's mental health. METHODS Parents of children ages 6 to 18 years completed online surveys about school experiences (November 2020) and mental health (February/March 2021). Parent-reported and child-reported school experiences (i.e., nonacademic factors) included school importance, adapting to public health measures, and school connectedness. Children's mental health symptoms of depression, anxiety, inattention, and hyperactivity were collected using standardized parent-reported measures. RESULTS Children's (N = 1052) self-reported and parent-reported nonacademic factors were associated with mental health outcomes, after adjusting for demographics and previous mental health. Lower importance, worse adapting to school changes, and less school connectedness were associated with greater depressive symptoms ( B = -4.68, CI [-6.04, -3.67] to - 8.73 CI [-11.47, 5.99]). Lower importance and worse adapting were associated with greater anxiety symptoms ( B = - 0.83 , CI [-1.62, -0.04] to -1.04 CI [-1.60, -0.48]). Lower importance was associated with greater inattention (B = -4.75, CI [-6.60, -2.90] to -6.37, CI [-11.08, -7.50]). Lower importance and worse adapting were associated with greater hyperactivity (B = -1.86, CI [-2.96, -0.77] to -4.71, CI [-5.95, -3.01]). CONCLUSION Schools offer learning opportunities that extend beyond curriculum content and are a primary environment where children and youth develop connections with others. These aspects of school, beyond academics, should be recognized as key correlates of child and youth mental health.
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Zabek F, Meyers J, Rice KG, Ashby JS, Kruger AC. Can a school climate survey accurately and equitably measure school quality? Examining the multilevel structure and invariance of the Georgia School Climate Scale. J Sch Psychol 2022; 95:1-24. [PMID: 36371120 DOI: 10.1016/j.jsp.2022.08.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2021] [Revised: 05/16/2022] [Accepted: 08/15/2022] [Indexed: 12/15/2022]
Abstract
School climate measures are increasingly utilized as one indicator of school quality within educational accountability systems. However, concerns have been raised about the accuracy of these indicators given that school climate surveys are often not validated using multilevel methods. Further, cross-school comparisons in climate may not be trustworthy because the school-level invariance of climate surveys has not been investigated. There is a need to examine the validity of school-level climate constructs and to determine if surveys measure climate equitably for schools that serve underrepresented populations. The aim of the current study was to examine the multilevel factor structure of a statewide school climate survey to determine whether it measured climate equitably for students of different races/ethnicities and across schools with varying racial/ethnic and socioeconomic compositions. Participants included 259,778 students from 427 middle schools throughout a southeastern U.S. state. Cross-level invariance analyses revealed that the climate constructs were measured differently across levels of analysis, and school-level climate could not be interpreted as merely the aggregate of individual-level climate. Student- and school-level factorial invariance was tested using multilevel modeling procedures. Results revealed item bias with respect to student and school characteristics, and the relationships between school climate and student and school demographics changed after accounting for identified bias. As more educational agencies consider including school climate surveys in their accountability systems, these findings suggest that multilevel validation procedures and school-level invariance analyses are necessary to ensure accurate and equitable measurement.
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Affiliation(s)
- Faith Zabek
- Department of Counseling and Psychological Services, Georgia State University, USA.
| | - Joel Meyers
- Department of Counseling and Psychological Services, Georgia State University, USA
| | - Kenneth G Rice
- Department of Counseling and Psychological Services, Georgia State University, USA
| | - Jeffrey S Ashby
- Department of Counseling and Psychological Services, Georgia State University, USA
| | - Ann Cale Kruger
- Department of Learning Sciences, Georgia State University, USA
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Garnow T, Garmy P, Edberg AK, Einberg EL. Deeply lonely in the borderland between childhood and adulthood - Experiences of existential loneliness as narrated by adolescents. Int J Qual Stud Health Well-being 2022; 17:2132653. [PMID: 36204822 PMCID: PMC9553172 DOI: 10.1080/17482631.2022.2132653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/28/2022] Open
Abstract
BACKGROUND Adolescence is associated with different feelings and experiences that can negatively affect adolescents' health and well-being. In the transition between childhood and adulthood, experiences of loneliness are common. A deep form of loneliness is described as existential loneliness. Studies among adults have shown that existential loneliness often arises in connection with transitions and is related to suffering, but may lead to positive experiences when acknowledged and addressed. Therefore, the aim of this study was to explore adolescents' experiences of existential loneliness. METHODS This was an exploratory-descriptive qualitative study based on narrative interviews with 16 adolescents (median age 17.5). The data were analysed inductively using qualitative content analysis. FINDINGS Existential loneliness among adolescents was related to experiences of social exclusion and "in-betweenness". To alleviate their suffering, the adolescents tried to avoid burdensome feelings and thoughts, and they chose between sharing or not sharing their inner lives with someone else. CONCLUSIONS It is important to support adolescents' sense of belonging, and they may need assistance in dealing with existential loneliness, as well as with finding constructive and healthy ways of recuperating from the suffering. Professionals need knowledge of existential loneliness to promote adolescents' existential health and well-being.
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Affiliation(s)
- Tide Garnow
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden,CONTACT Tide Garnow Faculty of Health Sciences, Kristianstad University, KristianstadSE-291 88Sweden
| | - Pernilla Garmy
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden,WHO-CC Clinical Health Promotion Centre, Lund University, Malmö, Sweden
| | - Anna-Karin Edberg
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
| | - Eva-Lena Einberg
- Faculty of Health Sciences, Kristianstad University, Kristianstad, Sweden
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Raniti M, Rakesh D, Patton GC, Sawyer SM. The role of school connectedness in the prevention of youth depression and anxiety: a systematic review with youth consultation. BMC Public Health 2022; 22:2152. [PMID: 36424575 PMCID: PMC9694921 DOI: 10.1186/s12889-022-14364-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 10/07/2022] [Indexed: 11/26/2022] Open
Abstract
Background School connectedness reflects the quality of students’ engagement with peers, teachers, and learning in the school environment. It has attracted attention from both the health and education sectors as a potentially modifiable protective factor for common mental health problems. However, the extent to which school connectedness may prevent the onset of youth depression or anxiety or promote their remission is unclear. This systematic review examined evidence for prospective relationships between school connectedness and depression and anxiety, and the effect of interventions to improve school connectedness on depression and anxiety. Methods We searched MEDLINE, PsycINFO, PubMed, and ERIC electronic databases for peer-reviewed quantitative longitudinal, or intervention studies published from 2011–21 in English examining relationships between school connectedness and anxiety and/or depression. Participants were 14–24 years old when depression and anxiety outcomes were assessed in any education setting in any country. We partnered with five youth advisers (aged 16–21 years) with lived experience of mental health problems and/or the schooling system in Australia, Indonesia, and the Philippines to ensure that youth perspectives informed the review. Results Our search identified 3552 unique records from which 34 longitudinal and 2 intervention studies were ultimately included. Studies were primarily from the United States of America (69.4%). Depression and anxiety outcomes were first measured at 14 years old, on average. Most studies found a significant protective relationship between higher levels of school connectedness and depressive and/or anxiety symptoms; more measured depression than anxiety. A few studies found a non-significant relationship. Both intervention studies designed to increase school connectedness improved depression, one through improvements in self-esteem and one through improvements in relationships at school. Conclusions These findings suggest that school connectedness may be a novel target for the prevention of depression and anxiety. We were not able to determine whether improving school connectedness promotes remission in young people already experiencing depression and anxiety. More studies examining anxiety, diagnostic outcomes, and beyond North America are warranted, as well as intervention trials. Trial registration PROSPERO 2021 CRD42021270967. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-022-14364-6.
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An Organizing Framework for Teaching Practices that Can “Expand” the Self and Address Social Identity Concerns. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09715-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
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López F, González N, Hutchings R, Delcid G, Raygoza C, López L. Race-reimaged self-determination theory: Elucidating how ethnic studies promotes student identity and learning outcomes using mixed-methods. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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37
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Marchante M, Alexandre Coelho V, Maria Romão A. The influence of school climate in bullying and victimization behaviors during middle school transition. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102111] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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38
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Wong D, Allen KA, Gallo Cordoba B. Examining the Relationship Between Student Attributional Style, Perceived Teacher Fairness, and Sense of School Belonging. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Whiting EF, Hinton AE, Jensen B. Loving lunch in junior high: Lunchtime activities and a sense of belonging in school. JOURNAL OF COMMUNITY PSYCHOLOGY 2022; 50:2973-2992. [PMID: 35112377 DOI: 10.1002/jcop.22809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 12/17/2021] [Accepted: 01/12/2022] [Indexed: 06/14/2023]
Abstract
We explore student lunchtime experiences as they relate to student sense of belonging. We use SPSS Two-Step cluster analysis and logistic regression of data from a schoolwide survey (n = 830) in the United States. Stepwise modeling is used to determine the importance of clusters representing lunchtime activity preferences and love of lunch on belonging scores. Loving lunch significantly positively affects school belonging. Students naturally group into five distinct different activity profiles based on lunchtime preferences. These profiles are significantly related to a sense of belonging. Being active with peers during lunch was most strongly correlated with sense of belonging. Lunchtime warrants more attention for fostering a sense of belonging in the school community. Broadening lunchtime activity options, especially in schools where there are few available ways for socializing and being active, has the potential to support the diverse needs of students and increase belonging.
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Affiliation(s)
| | - Anna E Hinton
- Department of Teacher Education, Brigham Young University, Provo, Utah, USA
| | - Bryant Jensen
- Department of Teacher Education, Brigham Young University, Provo, Utah, USA
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Does Anybody Care? Conceptualization and Measurement Within the Contexts of Teacher-Student and Peer Relationships. EDUCATIONAL PSYCHOLOGY REVIEW 2022. [DOI: 10.1007/s10648-022-09702-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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41
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Zhou C, Gao M, Shi X, Zhang Z. Suicidal behavior, depression and loneliness among college students: the role of school belonging. PSYCHOL HEALTH MED 2022:1-7. [PMID: 35980293 DOI: 10.1080/13548506.2022.2113105] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
Suicide among college students, as a subgroup of young people, has received increasing attention in recent years. Exploring the determination of protective and risk factors related to suicide is imperative to understanding the reason for committing suicide and how to take action. We examined loneliness and school belonging as predictors of suicide risk (viz., suicidal behavior and depression) in college students in China by a cross-sectional study. In total, 393 college students participated in the study. The results of hierarchical regression analyses that controlled for age and sex indicated that school belonging buffers the negative effects of loneliness on suicidal behavior and depression. Evidence of a significant loneliness × school belonging interaction as a predictor of both suicidal behavior and depression was found. The present findings show that school belonging represents a positive psychological resource that should be considered in understanding suicide risk among college students in China. More attention should be given to improving the school belonging of college students.
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Affiliation(s)
- Chunfen Zhou
- Mental Health Center, West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, China
| | - Meng Gao
- Mental Health Education Center, University of Electronic Science and Technology of China, Chengdu, China
| | - Xiaoting Shi
- Glasgow College of University of Electronic Science and Technology of China, Chengdu, China
| | - Zhuoqiu Zhang
- Mental Health Center, West China Hospital, Sichuan University/West China School of Nursing, Sichuan University, Chengdu, China
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42
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Zhang C, Jiang Y, Zhu C, Li M, Quan X, Chen F. Parent-child relationship and problematic smartphone use among chinese adolescents: a moderated mediation model. CURRENT PSYCHOLOGY 2022; 42:1-15. [PMID: 35967488 PMCID: PMC9364301 DOI: 10.1007/s12144-022-03556-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 07/01/2022] [Accepted: 07/22/2022] [Indexed: 11/28/2022]
Abstract
To explore the influence and mechanism of parent-child relationship on adolescents' problematic smartphone use, a sample of 3355 Chinese adolescents (M age=16.93, SD = 0.49, range: 14-19 years old; 48% boys) is recruited to measure parent-child relationship, problematic smartphone use, personal growth initiative, and school belonging. The results are as follows. (1) After controlling for gender, age and time spent online per day, parent-child relationship is negatively correlated with problematic smartphone use, and the negative association between parent-child relationship and problematic smartphone use is mediated by the personal growth initiative. (2) The association between parent-child relationship and problematic smartphone use, the association between parent-child relationship and personal growth initiative, and the association between personal growth initiative and problematic smartphone use are all moderated by school belonging and are stronger in adolescents with a high level of school belonging. The present study highlights the mediating role of personal growth initiative and the moderating role of school belonging in the association between parent-child relationship and problematic smartphone use. This study also contributes to a better understanding of the effects, paths, and conditions of parent-child relationship on the problematic smartphone use of adolescents and provides constructive suggestions for preventing adolescents' problematic smartphone use in the mobile Internet era.
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Affiliation(s)
- Cai Zhang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, 100875 Beijing, PR China
| | - Yiru Jiang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, 100875 Beijing, PR China
| | - Chengwei Zhu
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, 100875 Beijing, PR China
| | - Mian Li
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, 100875 Beijing, PR China
| | - Xi Quan
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, 100875 Beijing, PR China
| | - Fumei Chen
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, No. 19 Xinjiekouwai Street, 100875 Beijing, PR China
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Eoh Y, Lee E, Park SH. The Relationship between Children's School Adaptation, Academic Achievement, Happiness, and Problematic Smartphone Usage: A Multiple Informant Moderated Mediating Model. APPLIED RESEARCH IN QUALITY OF LIFE 2022; 17:3579-3593. [PMID: 35813891 PMCID: PMC9257116 DOI: 10.1007/s11482-022-10080-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Revised: 05/09/2022] [Accepted: 06/20/2022] [Indexed: 06/15/2023]
Abstract
UNLABELLED The school environment is a primary realm of life for school-aged children and thus their adaptation to school and academic performance may affect their degree of happiness. The age of smartphone users has declined, and problematic smartphone usage has widely expanded such that young children are also affected by such devices. This study assessed adaptation to school, academic achievement, problematic smartphone usage, and general happiness in a panel data sample of 695 Korean 10-year-old children and their teachers and mothers, and a moderated mediation model of these variables was tested. Results revealed that school adaptation affected general happiness of children through academic performance, and problematic smartphone usage demonstrated significant moderating effects on the relationship between school adaptation and academic achievement. Specifically, in children with a high level of adaptation to school life, the difference in problematic smartphone usage did not affect academic performance. However, lower level of adaptation led to greater differences in academic performance depending on problematic smartphone usage, and children with high problematic smartphone usage showed poorer academic performance. This study is meaningful because variables related to adaptation of 10-year-old children were collected from multiple informants. In addition, this study focused on general happiness, a positive factor, as the outcome variable to test the effects of variables related to school and problematic smartphone usage. Limitations include that a causal relationship cannot be examined, and qualitative differences in smartphone usage were not measured. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s11482-022-10080-w.
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Affiliation(s)
- Yookyung Eoh
- Department of Psychology, Yonsei University, 50 Yonsei-ro, Suhdaemun-gu, 03722 Seoul, Republic of Korea
| | - Eunsik Lee
- Department of Psychology, Yonsei University, Seoul, Korea
| | - Soo Hyun Park
- Department of Psychology, Yonsei University, Seoul, Korea
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The impact of COVID-19 on children's lives in the United States: Amplified inequities and a just path to recovery. Curr Probl Pediatr Adolesc Health Care 2022; 52:101181. [PMID: 35400596 PMCID: PMC8923900 DOI: 10.1016/j.cppeds.2022.101181] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
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Dutcher JM, Lederman J, Jain M, Price S, Kumar A, Villalba DK, Tumminia MJ, Doryab A, Creswell KG, Riskin E, Sefdigar Y, Seo W, Mankoff J, Cohen S, Dey A, Creswell JD. Lack of Belonging Predicts Depressive Symptomatology in College Students. Psychol Sci 2022; 33:1048-1067. [PMID: 35735353 DOI: 10.1177/09567976211073135] [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: 11/16/2022] Open
Abstract
Feeling a sense of belonging is a central human motivation that has consequences for mental health and well-being, yet surprisingly little research has examined how belonging shapes mental health among young adults. In three data sets from two universities (exploratory study: N = 157; Confirmatory Study 1: N = 121; Confirmatory Study 2: n = 188 in winter term, n = 172 in spring term), we found that lower levels of daily-assessed feelings of belonging early and across the academic term predicted higher depressive symptoms at the end of the term. Furthermore, these relationships held when models controlled for baseline depressive symptoms, sense of social fit, and other social factors (loneliness and frequency of social interactions). These results highlight the relationship between feelings of belonging and depressive symptoms over and above other social factors. This work underscores the importance of daily-assessed feelings of belonging in predicting subsequent depressive symptoms and has implications for early detection and mental health interventions among young adults.
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Affiliation(s)
| | | | - Megha Jain
- Department of Psychology, Carnegie Mellon University
| | - Stephen Price
- Department of Psychology, Carnegie Mellon University
| | - Agam Kumar
- Department of Psychology, Carnegie Mellon University
| | | | | | - Afsaneh Doryab
- School of Engineering and Applied Sciences, The University of Virginia
| | | | - Eve Riskin
- Paul G. Allen School of Computer Science and Engineering, University of Washington
| | - Yasaman Sefdigar
- Paul G. Allen School of Computer Science and Engineering, University of Washington
| | - Woosuk Seo
- School of Information, University of Michigan
| | - Jennifer Mankoff
- Paul G. Allen School of Computer Science and Engineering, University of Washington
| | - Sheldon Cohen
- Department of Psychology, Carnegie Mellon University
| | - Anind Dey
- Information School, University of Washington
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Bullying Victimization and Mental Health among Migrant Children in Urban China: A Moderated Mediation Model of School Belonging and Resilience. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127135. [PMID: 35742383 PMCID: PMC9222438 DOI: 10.3390/ijerph19127135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Revised: 05/06/2022] [Accepted: 06/08/2022] [Indexed: 11/23/2022]
Abstract
School bullying victimization among children is a significant public health issue that may negatively influence their mental health. However, few studies have been conducted on the bullying of migrant children in urban China. A positive psychological perspective has rarely been adopted in examining the mechanisms through which bullying victimization influences mental health, and the protective factors remain understudied. This research investigates the factors that may contribute to reducing the negative effects of bullying victimization on mental health, focusing on the protective roles of school belonging and resilience in the association between bullying victimization and mental health. Data were collected from 1087 school-aged migrant children in Shanghai and Nanjing, China. The PROCESS macro was used to conduct moderated mediation analyses to test the hypothesized models. The results of moderated mediation modeling revealed that bullying victimization (β = −0.386, p < 0.001) was negatively linked with mental health through decreased school belonging (β = 0.398, p < 0.001). Moreover, resilience buffered the indirect negative effects of bullying victimization on migrant children’s mental health via school belonging (β = −0.460, p < 0.01). Specifically, lower resilience was clearly associated with stronger indirect effects. Our findings suggest that school belonging and resilience must be incorporated into mental health prevention and intervention programs targeting migrant children with bullying victimization experiences.
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Sobitan T. Understanding the experiences of school belonging amongst secondary school students with refugee backgrounds (UK). EDUCATIONAL PSYCHOLOGY IN PRACTICE 2022. [DOI: 10.1080/02667363.2022.2084042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Tunde Sobitan
- South Tyneside Educational Psychology Service (EPS), South Shields, UK
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Chen S, Alers-Rojas F, Benner A, Gleason M. Daily Experiences of Discrimination and Ethnic/Racial Minority Adolescents' Sleep: The Moderating Role of Social Support. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2022; 32:596-610. [PMID: 34850482 PMCID: PMC10782844 DOI: 10.1111/jora.12693] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Using data from a 14-day diary study of 95 ethnic/racial minority adolescents, this study examined the within-person effect of daily discrimination tied to multiple social identities on adolescents' daily sleep quality and duration and whether daily support from important others (i.e., friends, parents, and teachers) would moderate these links. We found that daily discrimination was a low-frequency, but high-impact event associated with shorter sleep duration. Results pointed to the nuanced roles of daily support. Support from friends was negatively related to sleep duration, whereas support from parents appeared to be promotive to sleep quality. Support from teachers protected adolescents from the negative effects of discrimination on sleep duration. Implications for future interventions targeting sleep disturbances associated with discrimination are discussed.
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Graves SL, Wang Y. It’s Not That They Are Big, It’s Just That They Are Black: The Impact of Body Mass Index, School Belonging, and Self Esteem on Black Boys’ School Suspension. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2072693] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Mooney A, Redmond G, Kaambwa B. Does socioeconomic status impact the relationship between school absence and outcomes? AUSTRALIAN EDUCATIONAL RESEARCHER 2022; 50:941-964. [PMID: 35602325 PMCID: PMC9112251 DOI: 10.1007/s13384-022-00535-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/19/2021] [Accepted: 04/26/2022] [Indexed: 06/15/2023]
Abstract
Absence from school, especially frequent or prolonged absence, is acknowledged as a potential factor in school dropout and suboptimal academic achievement. The issue of absence from school took on added significance in 2020 with the onset of the COVID-19 crisis, which resulted in schooling interruptions in several jurisdictions. However, there is little agreement in the literature on the exact relationship between absence and school outcomes as a function of socioeconomic status (SES). Using nationally representative pre-COVID longitudinal data of young Australians aged 12-13 and 14-15, this paper examines the relationship between absence from school on the one hand and school belonging and academic achievement (numeracy and reading test scores) on the other. The paper also examines whether SES intersects this relationship. Controlling for gender, prior educational achievement, computer access, and time spent doing homework, the study finds that absence impacts belonging, but that SES does not significantly influence this relationship. The effect of absence on reading is not significant either. However, absence is associated with numeracy outcomes, with the strongest associations among low SES young people at age 14. Policy implications of these findings are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s13384-022-00535-2.
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Affiliation(s)
- Anna Mooney
- Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, Australia
| | - Gerry Redmond
- College of Government, Business and Law, Flinders University, Adelaide, Australia
| | - Billingsley Kaambwa
- Health Economics, College of Medicine and Public Health, Flinders University, Adelaide, Australia
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