1
|
Troop-Gordon W, Thomas J, Brigham EF, Xu J, Rudolph KD. The contribution of chronic peer victimization in elementary school to depressive symptoms in adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38946334 DOI: 10.1111/jora.12997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 06/13/2024] [Indexed: 07/02/2024]
Abstract
Throughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early-emerging depression growth trajectories, continued victimization into adolescence, and stress-amplification at the middle school transition. Self-reported depressive symptoms and teacher-reported and self-reported peer victimization were obtained from 636 youth (338 girls; Mage = 7.96 years, 66.7% White, 21.7% Black, 11.6% other) in the 2nd-9th grades. Latent growth curve analyses revealed that, by 7th grade, chronic childhood peer victimization was associated with depressive symptoms only through an indirect association with peer victimization in adolescence, underscoring how interrelated historical and ongoing interpersonal stressors contribute to adolescent psychopathology.
Collapse
Affiliation(s)
| | | | | | - Jianjie Xu
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Karen D Rudolph
- The University of Illinois at Urbana-Champaign, Champaign, Illinois, USA
| |
Collapse
|
2
|
Zhang J, Liu D, Ding L, Du G. Prevalence of depression in junior and senior adolescents. Front Psychiatry 2023; 14:1182024. [PMID: 38152357 PMCID: PMC10752610 DOI: 10.3389/fpsyt.2023.1182024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Accepted: 11/23/2023] [Indexed: 12/29/2023] Open
Abstract
Background Depression affects the development of adolescents and makes it difficult for them to adapt to future life. The purpose of this study was to elucidate the population characteristics of adolescent depression. Methods This study measured depression based on the Patient Health Questionnaire-9 items and sociodemographic questionnaire. A total of 8,235 valid questionnaires were collected from six schools in Haikou and Qionghai, Hainan Province, covering the ages of 13 to 18. The questionnaires included high schools with multiple levels, including general high schools, key high schools, and vocational high schools. Latent category analysis (LCA) was used to identify potential categories of depressive symptoms among adolescents. Latent Class Analysis (LCA) was used for determining depressive symptom latent categories and their proportional distribution among adolescents. Results LCA analysis divided the data into 3 categories, namely no depression, low depression, and high depression groups. The percentage of the high depression group was 10.1%, and that of the low depression group was 48.4%. The Jorden index was greatest for a PHQ-9 score of 14.5. The 1st grade of junior middle school students entered the high and low depression groups 1.72 and 1.33 times more often than seniors. The number of the 1st grade of high school students included in the high and low depression groups was 1.55 and 1.42 times of the 3rd grade of high school students group. The detection rate of the high depression group of vocational school adolescents was 13.5%, which was significantly higher than that of key high schools (9.6%) and general high schools (9.0%). Conclusion This study found that 1st grade of junior middle school students and the 1st grade of high school students were more likely to fall into depressive conditions. Moreover, Adolescent girls require more attention than boys. Vocational school students need more psychological guidance.
Collapse
Affiliation(s)
- Jing Zhang
- Hainan Provincial Anning Hospital, Haikou, China
| | - Dehuan Liu
- Hainan Provincial Bureau of Human Resources Development, Haikou, China
| | - Linwei Ding
- Institute of Gut Microecology and Health, Hainan Medical University, Haikou, China
- Department of Biochemistry and Molecular Biology, Hainan Medical University, Haikou, China
| | - Guankui Du
- Institute of Gut Microecology and Health, Hainan Medical University, Haikou, China
- Department of Biochemistry and Molecular Biology, Hainan Medical University, Haikou, China
- Biotechnology Laboratory, Hainan Medical University, Haikou, China
- Department of Breast Surgery, The First Affiliated Hospital of Hainan Medical University, Haikou, China
| |
Collapse
|
3
|
Raufelder D, Hoferichter F, Hirvonen R, Kiuru N. How students’ motivational profiles change during the transition from primary to lower secondary school. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2022. [DOI: 10.1016/j.cedpsych.2022.102117] [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]
|
4
|
Ma Y, Zhang R, Zhang Y. Visualization analysis of junior school students' pubertal timing and social adaptability using data mining approaches. Heliyon 2022; 8:e10443. [PMID: 36090214 PMCID: PMC9449739 DOI: 10.1016/j.heliyon.2022.e10443] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 06/27/2022] [Accepted: 08/22/2022] [Indexed: 11/17/2022] Open
Abstract
Pubertal timing and social adaptability are important research contents of adolescent mental health education. Traditional research methods mainly classify students based on the total score or average score of the scale, although this kind of method is simple easy to conduct, it can't make a more detailed analysis of the students. In this paper, data mining methods such as association rules and clustering are used to analyze the data of pubertal timing and social adaptability scale, some novel and meaningful conclusions are figured out from the analysis results that can't be obtained by the previous methods, and the analysis results are visualized to enhance readability. Association rule mining on basic attributes information, the pubertal timing group and the social adaptability levels were performed which can explore the relationship between the basic attributes information of the students, pubertal timing and the social adaptability. Fine-grained analysis of social adaptability by using clustering method was conducted which can divide the similar students into the same groups that is very useful for teachers to have a more in-depth, accurate and detailed understanding of students, make sure that the better classification can be obtained compared with the traditional analysis approaches. The work of this paper provides an effective guidance and a novel perspective for how to use data mining technologies to study the pubertal timing and social adaptability problems. Data mining is a new way to study pubertal timing and social adaptability problems. Clustering method can divide the similar students in many aspects into the same group. The radar chart shows that the role of each subscale is different. Data mining methods can help teachers to have detailed understanding of students.
Collapse
|
5
|
Ibrahim MF, Wan Ismail WS, Nik Jaafar NR, Mohd Mokhtaruddin UK, Ong HY, Abu Bakar NH, Mohd Salleh Sahimi H. Depression and Its Association With Self-Esteem and Lifestyle Factors Among School-Going Adolescents in Kuala Lumpur, Malaysia. Front Psychiatry 2022; 13:913067. [PMID: 35757216 PMCID: PMC9218174 DOI: 10.3389/fpsyt.2022.913067] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 05/10/2022] [Indexed: 12/03/2022] Open
Abstract
Introduction Depression is a prevalent mental health condition worldwide and in Malaysia. Depression among adolescents has been steadily increasing. Self-esteem has been known to be associated with depression. It has been postulated that a poor lifestyle among adolescents is associated with depression. This paper aims to study the correlation of self-esteem, lifestyle (eating behavior, physical activity, and internet usage) with depression among Malaysian youth. Methodology This is a cross-sectional study among secondary school children from 5 random schools in an urban city of Kuala Lumpur, Malaysia. Those with intellectual disability and/or difficulty to comprehend Malay language, and without parental consent and assent, were excluded. Students from randomly selected classes aged 13-year-old to 17-year-old were invited to fill in these questionnaires: Socio-demographic Questionnaire, Rosenberg Self-esteem Questionnaire, Physical Activity Questionnaire (PAQ-A), Eating Disorder Examination Questionnaires (EDE-Q), Internet Addiction Test Scale (IAT), and Children's Depression Inventory (CDI). Result 461 students participated in the study. 21.5% of the participating students were found to have depression (n = 99). Younger age and Chinese race showed significant association with adolescent depression with a p-value of 0.032 and 0.017 respectively. Other significant correlations with depression were self-esteem (p = 0.013), disordered eating (p = 0.000), lower physical activity (p = 0.014) and problematic internet usage (p = 0.000). Discussion The prevalence of depression among adolescents in this study (21.5%) is in line with previous prevalence studies in Malaysia. Self-esteem is postulated to be a moderating factor for depression hence explaining the significant association. A sedentary lifestyle may increase the risk of developing depression, The causal relationship between problematic internet usage and depression is complex and difficult to establish. This is similar to the relationship between problematic eating behavior and depression as well. Conclusion There is still a need to explore the causal relationship between lifestyle factors and depression among youth. Despite that, the results from this paper have accentuated the gravity of the importance of a healthy lifestyle among adolescents. An appropriate preventive measure is governmental strategies and policies aiming at improving a healthier lifestyle in this age group.
Collapse
Affiliation(s)
| | | | - Nik Ruzyanei Nik Jaafar
- Department of Psychiatry, Faculty of Medicine, Universiti Kebangsaan Malaysia, Kuala Lumpur, Malaysia
| | | | | | | | | |
Collapse
|
6
|
Social support profiles associations with adolescents' psychological and academic functioning. J Sch Psychol 2022; 91:160-177. [DOI: 10.1016/j.jsp.2022.01.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/24/2020] [Revised: 06/26/2021] [Accepted: 01/15/2022] [Indexed: 01/26/2023]
|
7
|
Yu Y, Peng L, Mo PKH, Yang X, Cai Y, Ma L, She R, Lau JTF. Association between relationship adaptation and Internet gaming disorder among first-year secondary school students in China: Mediation effects via social support and loneliness. Addict Behav 2022; 125:107166. [PMID: 34782208 DOI: 10.1016/j.addbeh.2021.107166] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Revised: 10/25/2021] [Accepted: 10/26/2021] [Indexed: 12/31/2022]
Abstract
Adolescents encounter numerous challenges and need to restructure their social relationships when they enter secondary schools. Relationship adaptation is critical and failure in adaptation may be associated with Internet gaming disorder (IGD). This novel study investigated the association between relationship adaptation and IGD and related mediation mechanisms via social support and loneliness among first-year secondary school students in Shanghai and Xi'an, China in 2018. Of 2573 participants, the prevalence of IGD was 13.1%. Relationship adaptation, social support, and loneliness were all significantly associated with IGD. The association between relationship adaptation and IGD was fully mediated by three indirect paths, including relationship adaptation → social support → IGD (effect size = 35.5%), relationship adaptation → loneliness → IGD (effect size = 34.3%), and relationship adaptation → social support → loneliness → IGD (effect size = 6.1%). In conclusion, the observed high prevalence of IGD among first-year secondary school students in China was associated with poor relationship adaptation. The full mediation effects via social support and loneliness suggest that modification of these two psychosocial attributes may effectively reduce the harmful impacts of poor relationship adaptation on adolescent IGD. Future longitudinal studies are warranted to confirm the findings.
Collapse
Affiliation(s)
- Yanqiu Yu
- Centre for Health Behaviours Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong, China
| | - Luanting Peng
- Centre for Health Behaviours Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong, China; Hangzhou TigerMed Consulting Co., Ltd., Hangzhou, China
| | - Phoenix K H Mo
- Centre for Health Behaviours Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong, China
| | - Xue Yang
- Centre for Health Behaviours Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong, China
| | - Yong Cai
- School of Public Health, Faculty of Medicine, Shanghai Jiao Tong University, Shanghai, China
| | - Le Ma
- School of Public Health, Xi'an Jiao Tong University Health Science Center, Xi'an, China
| | - Rui She
- Centre for Health Behaviours Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong, China.
| | - Joseph T F Lau
- Centre for Health Behaviours Research, Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong, China.
| |
Collapse
|
8
|
Changes in 24-Hour Domain-Specific Movement Behaviors and Their Associations With Children’s Psychosocial Health During the Transition From Primary to Secondary School: A Compositional Data Analysis. J Phys Act Health 2022; 19:358-366. [DOI: 10.1123/jpah.2021-0630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Revised: 01/22/2022] [Accepted: 03/04/2022] [Indexed: 11/18/2022]
Abstract
Background: Little is known about the influence of 24-hour movement behaviors on children’s psychosocial health when transitioning from primary to secondary school. This study described changes in 24-hour domain-specific movement behavior composition and explored their associations with changes in psychosocial health during this transition. Methods: Data were drawn from the Longitudinal Study of Australian Children. The analytical sample (n = 909) included children who were enrolled in primary school at baseline (2010) and in secondary school at follow-up (2012). Time spent in 8 domains of movement behaviors was derived from the child-completed time-use diaries. Psychosocial health was examined using the self-report version of the Strengths and Difficulties Questionnaires. Analyses included repeated-measures multivariate analysis of variance and compositional regression. Results: Children reported engaging in more social activities and sleeping less over the transition period. Increased time spent in social activities (βilr = −0.06, P = .014) and recreational screen use (βilr = −0.17, P = .003) (relative to other domains) were associated with decreased prosocial behavior in boys. Changes in movement behavior composition were not associated with changes in girls’ psychosocial health. Conclusion: This study found considerable changes in children’s 24-hour movement behavior composition, but a lack of consistent association with changes in psychosocial health during the primary to secondary school transition.
Collapse
|
9
|
Christiansen J, Qualter P, Friis K, Pedersen SS, Lund R, Andersen CM, Bekker-Jeppesen M, Lasgaard M. Associations of loneliness and social isolation with physical and mental health among adolescents and young adults. Perspect Public Health 2021; 141:226-236. [PMID: 34148462 DOI: 10.1177/17579139211016077] [Citation(s) in RCA: 60] [Impact Index Per Article: 20.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
AIMS The present study investigates whether loneliness and social isolation are associated with poor physical and mental health among adolescents and young adults, and whether age and gender play a role in the associations of loneliness and social isolation with mental and physical health. METHODS This study used cross-sectional self-report data from the 2017 Danish Health and Morbidity Surveys titled 'How are you?' (N = 19,890, M = 22.6 years). RESULTS Logistic regression analyses showed that loneliness and social isolation were independently associated with poor physical and mental health. Loneliness was associated with increased odds of asthma, migraine, osteoarthritis, rheumatoid arthritis, hypertension, slipped disc/back pain, tinnitus, long-term mental illness, depressive symptomatology, anxiety symptomatology and alcohol problems. Social isolation was associated with decreased odds of having migraine, osteoarthritis and alcohol problems, and an increased risk of long-term mental illness and depressive symptomatology. Small age and gender differences were detected. CONCLUSIONS In adolescents and young adults, loneliness and social isolation were associated with poor mental health and loneliness with poor physical health. These findings highlight the need for targeted prevention and intervention initiatives to alleviate loneliness and social isolation.
Collapse
Affiliation(s)
- J Christiansen
- Public Health & Health Services Research, DEFACTUM, Central Denmark Region, Olof Palmes Allé 15, DK-8200 Aarhus N, Denmark.,Department of Psychology, University of Southern Denmark, Odense, Denmark
| | - P Qualter
- Manchester Institute of Education, The University of Manchester, Manchester, UK
| | - K Friis
- Public Health & Health Services Research, DEFACTUM, Central Denmark Region, Aarhus N, Denmark
| | - S S Pedersen
- Department of Psychology, University of Southern Denmark, Odense, Denmark.,Department of Cardiology, Odense University Hospital, Odense, Denmark
| | - R Lund
- Section of Social Medicine, Department of Public Health, University of Copenhagen, Copenhagen, Denmark.,Center for Healthy Aging, University of Copenhagen, Copenhagen, Denmark
| | - C M Andersen
- Department of Psychology, University of Southern Denmark, Odense, Denmark
| | - M Bekker-Jeppesen
- Center for Clinical Research and Prevention, The Capital Region of Denmark, Copenhagen, Denmark
| | - M Lasgaard
- Public Health & Health Services Research, DEFACTUM, Central Denmark Region, Aarhus N, Denmark
| |
Collapse
|
10
|
Chong KH, Parrish AM, Cliff DP, Dumuid D, Okely AD. Cross-Sectional and Longitudinal Associations between 24-Hour Movement Behaviours, Recreational Screen Use and Psychosocial Health Outcomes in Children: A Compositional Data Analysis Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115995. [PMID: 34204928 PMCID: PMC8199728 DOI: 10.3390/ijerph18115995] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Revised: 06/01/2021] [Accepted: 06/01/2021] [Indexed: 12/18/2022]
Abstract
It remains unclear whether the time-use composition of 24-h movement behaviours (sleep, sedentary time (ST), physical activity (PA)) and recreational screen use are independently associated with psychosocial health. This study examined the cross-sectional and longitudinal associations between 24-h movement behaviour composition, recreational screen use and psychosocial health outcomes in children. Measures completed at baseline (n = 127; 11.7 years) and follow-up (n = 88; 12.8 years) included accelerometer-based 24-h movement behaviours, self-reported recreational screen use and psychosocial health (Strengths and Difficulties Questionnaire, Kessler’s Psychological Distress Scale). Linear mixed models were used to examine the cross-sectional and longitudinal associations between the 24-h movement behaviour composition and recreational screen use levels with psychosocial health outcomes. Overall, the movement behaviour composition (p < 0.05) and recreational screen use levels (p < 0.01) were both cross-sectionally but not longitudinally associated with psychosocial health outcomes. Relative to other behaviours, sleep was negatively associated, while light-intensity PA was positively associated with internalising problems and total difficulties scores. ST was positively associated with internalising problems. High levels of recreational screen use (>2 h/day) were associated with greater externalising problems, total difficulties scores and psychological distress. These findings reinforce the importance of achieving a balance between different types of movement behaviours over a 24-h period for psychosocial health.
Collapse
Affiliation(s)
- Kar Hau Chong
- Early Start, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia; (A.-M.P.); (D.P.C.); (A.D.O.)
- School of Health and Society, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
- Correspondence:
| | - Anne-Maree Parrish
- Early Start, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia; (A.-M.P.); (D.P.C.); (A.D.O.)
- School of Health and Society, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
| | - Dylan P. Cliff
- Early Start, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia; (A.-M.P.); (D.P.C.); (A.D.O.)
- School of Education, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
- Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, NSW 2522, Australia
| | - Dorothea Dumuid
- Allied Health and Human Performance, Alliance for Research in Exercise, Nutrition and Activity (ARENA), University of South Australia, Adelaide, SA 5001, Australia;
| | - Anthony D. Okely
- Early Start, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia; (A.-M.P.); (D.P.C.); (A.D.O.)
- School of Health and Society, Faculty of the Arts, Social Sciences and Humanities, University of Wollongong, Wollongong, NSW 2522, Australia
- Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, NSW 2522, Australia
| |
Collapse
|
11
|
Turunen T, Poskiparta E, Salmivalli C, Niemi P, Lerkkanen MK. Longitudinal associations between poor reading skills, bullying and victimization across the transition from elementary to middle school. PLoS One 2021; 16:e0249112. [PMID: 33788885 PMCID: PMC8011771 DOI: 10.1371/journal.pone.0249112] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Accepted: 03/11/2021] [Indexed: 11/18/2022] Open
Abstract
Students with poor reading skills and reading difficulties (RDs) are at elevated risk for bullying involvement in elementary school, but it is not known whether they are at risk also later in adolescence. This study investigated the longitudinal interplay between reading skills (fluency and comprehension), victimization, and bullying across the transition from elementary to middle school, controlling for externalizing and internalizing problems. The sample consists of 1,824 students (47.3% girls, T1 mean age was 12 years 9 months) from 150 Grade 6 classrooms, whose reading fluency and comprehension, self-reported victimization and bullying, and self-reported externalizing and internalizing problems were measured in Grades 6, 7, and 9. Two cross-lagged panel models with three time-points were fitted to the data separately for reading fluency and comprehension. The results indicated that poorer fluency and comprehension skills in Grade 6 predicted bullying perpetration in Grade 7, and poorer fluency and comprehension skills in Grade 7 predicted bullying perpetration in Grade 9. Neither fluency nor comprehension were longitudinally associated with victimization. The effects of reading skills on bullying perpetration were relatively small and externalizing problems increased the risk for bullying others more than poor reading skills did. However, it is important that those who struggle with reading get academic support in school throughout their school years, and social support when needed.
Collapse
Affiliation(s)
- Tiina Turunen
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | - Elisa Poskiparta
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | - Christina Salmivalli
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
- Shandong Normal University, Jinan, China
| | - Pekka Niemi
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku, Finland
| | - Marja-Kristiina Lerkkanen
- Department of Teacher Education, University of Jyväskylä, Jyväskylän, Finland
- University of Stavanger, Stavanger, Norway
| |
Collapse
|
12
|
Chen J, Jiang H, Justice LM, Lin TJ, Purtell KM, Ansari A. Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences During Early School Years. Front Psychol 2020; 11:586991. [PMID: 33178087 PMCID: PMC7593766 DOI: 10.3389/fpsyg.2020.586991] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2020] [Accepted: 09/22/2020] [Indexed: 11/13/2022] Open
Abstract
Interactions with teachers and peers are critical for children's social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which teachers influence child-perceived peer social support and peer victimization for 2,678 children within 183 classrooms in preschool through grade three. Two levels of teacher influence are considered, namely teacher-child closeness and conflict relationships at the child-level, and teacher management of interpersonal interactions at the classroom-level. Results of multilevel regression models showed that teacher-child closeness was associated with the growth of child-perceived peer social support from fall to spring, whereas teacher-child conflict and teachers' behavior management practices were associated with the change in child-perceived peer victimization across the academic year. These associations were unique and above and beyond the influence of children's actual peer social interactions, including reciprocal friendships and the collective classroom reputation of peer victimization. Collectively, findings highlight the multi-faceted teacher roles in shaping children's perceptions of their peer social experiences during the earliest years of schooling.
Collapse
Affiliation(s)
- Jing Chen
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Hui Jiang
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States
| | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Tzu-Jung Lin
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Educational Studies, The Ohio State University, Columbus, OH, United States
| | - Kelly M Purtell
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| | - Arya Ansari
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, OH, United States.,Department of Human Sciences, The Ohio State University, Columbus, OH, United States
| |
Collapse
|
13
|
Whelan M, McGillivray J, Rinehart NJ. The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample. J Autism Dev Disord 2020; 51:1759-1771. [PMID: 32809171 DOI: 10.1007/s10803-020-04655-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample.
Collapse
Affiliation(s)
- Moira Whelan
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3220, Australia.
| | - Jane McGillivray
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3220, Australia
| | - Nicole J Rinehart
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3220, Australia
| |
Collapse
|
14
|
Schmidt A, Dirk J, Schmiedek F. The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1026/0049-8637/a000220] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 – 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child’s psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 – 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 – 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 – 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention.
Collapse
Affiliation(s)
- Andrea Schmidt
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
| | - Judith Dirk
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
| | - Florian Schmiedek
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
- Goethe-University, Frankfurt am Main, Germany
| |
Collapse
|
15
|
Mowat JG. Supporting the transition from Primary to Secondary school for pupils with social, emotional and behavioural needs: a focus on the socio-emotional aspects of transfer for an adolescent boy. EMOTIONAL AND BEHAVIOURAL DIFFICULTIES 2019. [DOI: 10.1080/13632752.2018.1564498] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|
16
|
Rahkar Farshi M, Valizadeh L, Zamanzadeh V, Rssouli M, Lopez V, Cleary M. Perceptions of Iranian parents towards the paternal role in raising adolescent children. Nurs Health Sci 2018; 20:479-485. [PMID: 29971930 DOI: 10.1111/nhs.12538] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Revised: 04/19/2018] [Accepted: 04/29/2018] [Indexed: 11/30/2022]
Abstract
In Iran, as in other nations, adolescence can be a challenging period for both parents and their children. Typically, mothers assume the main role of parenting, which can have a negative impact either directly or indirectly on paternal involvement, or conversely, play a positive role of mediation between fathers and their adolescent children. In the present study, we report on a qualitative study conducted in 2016 that explored the perceptions of Iranian parents toward the paternal role in raising adolescent children. Twenty three mothers and fathers of adolescent children were interviewed to explore their views and experiences with paternal roles in raising adolescent children. Four themes emerged from the data: (i) limited father-child interactions; (ii) mother-led parenting; (iii) father-child conflict; and (iv) united front parenting. The findings suggest that mothers maintain a prime role in parenting, but that the involvement of fathers can have a negative or positive impact on adolescent development, depending on the level and quality of that involvement. Strategies need to be explored for how parents can best support one another to engage in the development of adolescent children.
Collapse
Affiliation(s)
- Mahni Rahkar Farshi
- Department of Pediatrics, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Leila Valizadeh
- Department of Pediatrics, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Vahid Zamanzadeh
- Department of Medical-Surgical Nursing, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mryam Rssouli
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Violeta Lopez
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Michelle Cleary
- School of Health Sciences, University of Tasmania, Sydney, NSW, Australia
| |
Collapse
|
17
|
Longobardi C, Prino LE, Marengo D, Settanni M. Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School. Front Psychol 2016; 7:1988. [PMID: 28066305 PMCID: PMC5179523 DOI: 10.3389/fpsyg.2016.01988] [Citation(s) in RCA: 66] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Accepted: 12/06/2016] [Indexed: 11/30/2022] Open
Abstract
A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement: in Italy, the highest frequency of school dropout can be observed in the 9th and 10th grades, partly as a consequence of poor adjustment to the new school context. The impact of students' relationships with their teachers may be particularly relevant during critical developmental periods. Indeed, student-teacher relationships have been widely recognized as protective factors in school adjustment and, in case of negative relationships, also as a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may play an important role in students' adaptation to the school environment, favoring both academic achievement and adaptive behaviors. The aim of this study was to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement, and problem and prosocial behaviors during the relevant school transition. The sample consisted of 122 students (55% female). We employed a self-report questionnaire to collect information on: demographic characteristics, quality of the relationship with teachers, problem and prosocial behaviors, and academic achievement. Students filled in the questionnaires twice: once during the 8th grade and 1 year later, during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predicted changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in academic achievement. In turn, an increase in the level of perceived conflict with teachers significantly predicted an increase in conduct problems and hyperactive behaviors. This study supports the significance of student-teacher relationships as a protective factor during students' transition to high-school. Our findings also highlight the importance of relationship quality in preventing students' risk of school failure.
Collapse
|
18
|
Zendarski N, Sciberras E, Mensah F, Hiscock H. A longitudinal study of risk and protective factors associated with successful transition to secondary school in youth with ADHD: prospective cohort study protocol. BMC Pediatr 2016; 16:20. [PMID: 26822230 PMCID: PMC4730730 DOI: 10.1186/s12887-016-0555-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/12/2015] [Accepted: 01/21/2016] [Indexed: 11/25/2022] Open
Abstract
Background Attention-Deficit/Hyperactivity Disorder (ADHD) has a significant impact on child and adolescent development, especially in relation to school functioning and academic outcomes. Despite the transition to high school being a potentially critical period for children with ADHD, most research in this period has focused on academic outcomes. This study aims to extend previous research by describing academic, school engagement, behaviour and social-emotional outcomes for young people with ADHD in the first and third years of high school and to identify risk and protective factors predictive of differing outcomes across these four domains. Methods and design The Moving Up study is a longitudinal, prospective cohort study of children with ADHD as they transition and adjust to high school (age 12–15 years). Data are collected through direct assessment and child, parent and teacher surveys. The primary outcome is academic achievement, obtained by linking to standardised test results. Secondary outcomes include measures of behaviour, ADHD symptoms, school engagement (attitudes and attendance), and social and emotional functioning, including depressive symptoms. The mean performance of the study cohort on each outcome measure will be compared to the population mean for same aged children, using t-tests. Risk and protective factors to be examined using multiple regression include a child, family and school factors know to impact academic and school functioning. Discussion The Moving up study is the first Australian study prospectively designed to measure a broad range of student outcomes for children with ADHD during the high school transition period. Examining both current (cross sectional) and earlier childhood (longitudinal) factors gives us the potential to learn more about risk and protective factors associated with school functioning in young people with ADHD. The richness and depth of this information could lead to more targeted and effective interventions that may alter academic and wellbeing trajectories for young people at risk of poor outcomes. The study is approved by The Royal Children’s Hospital Melbourne Human Research Ethics Committee (33206). Findings will be disseminated through peer-reviewed journals and conference presentations.
Collapse
Affiliation(s)
- Nardia Zendarski
- Department of Paediatrics, University of Melbourne, Parkville, 3052, VIC, Australia. .,Community Health Services Research, Murdoch Childrens Research Institute, The Royal Children's Hospital, Flemington Rd, Parkville, 3052, VIC, Australia. .,Centre for Community Child Health, The Royal Children's Hospital, 5th floor Flemington Rd, Parkville, 3052, VIC, Australia.
| | - Emma Sciberras
- Department of Paediatrics, University of Melbourne, Parkville, 3052, VIC, Australia. .,Community Health Services Research, Murdoch Childrens Research Institute, The Royal Children's Hospital, Flemington Rd, Parkville, 3052, VIC, Australia. .,Centre for Community Child Health, The Royal Children's Hospital, 5th floor Flemington Rd, Parkville, 3052, VIC, Australia. .,School of Psychology, Deakin University, Burwood, 3125, VIC, Australia.
| | - Fiona Mensah
- Department of Paediatrics, University of Melbourne, Parkville, 3052, VIC, Australia. .,Community Health Services Research, Murdoch Childrens Research Institute, The Royal Children's Hospital, Flemington Rd, Parkville, 3052, VIC, Australia. .,Centre for Community Child Health, The Royal Children's Hospital, 5th floor Flemington Rd, Parkville, 3052, VIC, Australia.
| | - Harriet Hiscock
- Department of Paediatrics, University of Melbourne, Parkville, 3052, VIC, Australia. .,Community Health Services Research, Murdoch Childrens Research Institute, The Royal Children's Hospital, Flemington Rd, Parkville, 3052, VIC, Australia. .,Centre for Community Child Health, The Royal Children's Hospital, 5th floor Flemington Rd, Parkville, 3052, VIC, Australia.
| |
Collapse
|
19
|
Allen KA, McKenzie VL. Adolescent Mental Health in an Australian Context and Future Interventions. INTERNATIONAL JOURNAL OF MENTAL HEALTH 2015. [DOI: 10.1080/00207411.2015.1009780] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
20
|
Glasheen K, Shochet I, Campbell M. Online counselling in secondary schools: would students seek help by this medium? BRITISH JOURNAL OF GUIDANCE & COUNSELLING 2015. [DOI: 10.1080/03069885.2015.1017805] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
|
21
|
Waters S, Lester L, Cross D. How does support from peers compare with support from adults as students transition to secondary school? J Adolesc Health 2014; 54:543-9. [PMID: 24355626 DOI: 10.1016/j.jadohealth.2013.10.012] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2013] [Revised: 10/17/2013] [Accepted: 10/17/2013] [Indexed: 11/25/2022]
Abstract
PURPOSE Understanding how young people navigate the transition from primary to secondary school is critical for preventing the adverse mental health, social, and academic outcomes associated with a difficult transition. This study sought to determine from whom young people receive support before the transition period to help inform the development of future intervention research testing, as well as peer, school, and family-based supports during transition. METHODS Data were collected from 1,974 primary school students prior to the transition and again in Term 1 of the first year of secondary school. Students were asked about their expectation of the transition as well as their support from peers, family, and the school. Just over half (52%) of the sample were females with a mean age of 12 years. RESULTS Peer, school, and family supports all predicted positive student transition experiences. When in Grade 7 and considering all predictors together, a high level of perceived peer support was the most significant predictor of an expectation of an easy or somewhat easy transition. In Grade 8, again after considering all sources of support, parental presence was the most significant protective predictor of an easy or somewhat easy transition experience. CONCLUSIONS Students who expect and experience a positive transition to secondary school are generally well-supported by their peers, school, and family. The most stable influence for young people over the transition period is the presence of families before and after school and future intervention efforts to support young people during transition need to build support from families.
Collapse
Affiliation(s)
- Stacey Waters
- Child Health Promotion Research Centre, Edith Cowan University, Mount Lawley, Western Australia, Australia.
| | - Leanne Lester
- Child Health Promotion Research Centre, Edith Cowan University, Mount Lawley, Western Australia, Australia
| | - Donna Cross
- Child Health Promotion Research Centre, Edith Cowan University, Mount Lawley, Western Australia, Australia
| |
Collapse
|