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Hoferichter F, Raufelder D. Mind, brain and education-Neuromechanisms during child development. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024. [PMID: 38886131 DOI: 10.1111/bjep.12702] [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: 05/28/2024] [Revised: 06/03/2024] [Accepted: 06/06/2024] [Indexed: 06/20/2024]
Abstract
BACKGROUND AND AIMS Educational neuroscience has emerged as an interdisciplinary field aimed at elucidating the neurobiological underpinnings of learning and educational outcomes. By synthesizing findings from diverse research endeavours, this Editorial aims to delineate the intricate interplay between neural processes and educational experiences, shedding light on the factors that shape cognitive development and learning trajectories in children. RESULTS This Editorial highlights significant advancements, spanning investigations into neural mechanisms, cognitive development and educational interventions on the basis of four exemplary topics and their effects on academic learning and achievement: student's academic self-concept, (cyber-)bullying, reading skills/dyslexia and a growth mindset intervention. Summaries of the four empirical contributions in this special issue are presented and discussed in relation to how they provide insight into the dynamic interplay between neural mechanisms and environmental influences, underscoring the role of early experiences in sculpting brain development and shaping educational outcomes. Furthermore, the integration of neuroscientific techniques (e.g., fMRI, eye-tracking) with educational research methodologies has provided novel insights into the neural correlates of learning processes, executive functions and socio-emotional development during childhood. CONCLUSIONS In conclusion, the pivotal role of Educational Neuroscience in bridging the gap between neuroscience and education is highlighted. By elucidating the neurobiological foundations of learning, this interdisciplinary field offers valuable insights for informing evidence-based educational practices and interventions tailored to individual learning profiles. Moving forward, continued collaboration between researchers, educators and policymakers is essential to harnessing the full potential of Educational Neuroscience in promoting cognitive growth and academic success across diverse learner populations.
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Affiliation(s)
- Frances Hoferichter
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Diana Raufelder
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
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Voltmer K, von Salisch M. Longitudinal prediction of primary school children's COVID-related future anxiety in the second year of the pandemic in Germany. PLoS One 2024; 19:e0302065. [PMID: 38718073 PMCID: PMC11078412 DOI: 10.1371/journal.pone.0302065] [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: 06/29/2023] [Accepted: 03/27/2024] [Indexed: 05/12/2024] Open
Abstract
Although research has confirmed that the first COVID-19-related lockdown has increased stress and mental health problems in children, less is known about the longer-term effects of the pandemic on children's COVID-related future anxiety (CRFA). Because of CRFA's potentially debilitating effects, risk and resilience factors against this anxiety were investigated. To this end, n = 140 children (49% female) in 3rd and 4th grade classrooms in Germany were asked to perform a working memory task and to self-report about their CRFA and emotion regulation in December 2020 and in May 2021. More maladaptive emotion regulation in December 2020 contributed to the explanation of a high CRFA score in May 2021, whereas a better performance on working memory updating contributed a lower CRFA score later when controls were in place. These results were confirmed when children's CRFA in December 2020 was included in the prediction of their later CRFA. They suggest that maladaptive strategies of emotion regulation, such as rumination, may explain higher or increasing levels of CRFA, whereas efficient working memory updating may be an indicator of processing information in a way which shields children from CRFA-related thoughts. The concepts underlying these variables should be included in prevention and intervention efforts.
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Affiliation(s)
- Katharina Voltmer
- Institute for Sustainability Psychology, Leuphana University Lueneburg, Lueneburg, Lower Saxony, Germany
| | - Maria von Salisch
- Institute for Sustainability Psychology, Leuphana University Lueneburg, Lueneburg, Lower Saxony, Germany
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Bashford-Largo J, Nakua H, Blair RJR, Dominguez A, Hatch M, Blair KS, Dobbertin M, Ameis S, Bajaj S. A Shared Multivariate Brain-Behavior Relationship in a Transdiagnostic Sample of Adolescents. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2024; 9:377-386. [PMID: 37572936 PMCID: PMC10858974 DOI: 10.1016/j.bpsc.2023.07.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2023] [Revised: 07/10/2023] [Accepted: 07/27/2023] [Indexed: 08/14/2023]
Abstract
BACKGROUND Internalizing and externalizing psychopathology typically present in early childhood and can have negative implications on general functioning and quality of life. Prior work has linked increased psychopathology symptoms with altered brain structure. Multivariate analysis such as partial least squares correlation can help identify patterns of covariation between brain regions and psychopathology symptoms. This study examined the relationship between gray matter volume (GMV) and psychopathology symptoms in adolescents with various psychiatric diagnoses. METHODS Structural magnetic resonance imaging data were collected from 490 participants with various internalizing and externalizing diagnoses (197 female/293 male; age = 14.68 ± 2.35 years; IQ = 104.05 ± 13.11). Cortical and subcortical volumes were parcellated using the Desikan-Killiany atlas. Partial least squares correlation was used to identify multivariate linear relationships between GMV and the Strength and Difficulties Questionnaire difficulties domains (emotional, peer, conduct, and hyperactivity issues). Resampling approaches were used to determine significance (permutation test), stability (bootstrap resampling), and reproducibility (split-half resampling) of identified relationships. RESULTS We found a significant, stable, and largely reproducible dimension that linked lower Strength and Difficulties Questionnaire scores (less impairment) across all difficulties domains with greater widespread GMV (singular value = 1.17, accounts for 87.1% of the covariance; p < .001). This dimension emphasized the relationship between lower conduct problems and greater GMV in frontotemporal regions. CONCLUSIONS Our results indicate that the most significant and stable brain-behavior relationship in a transdiagnostic sample is a domain-general relationship, linking lower psychopathology symptom scores to greater global GMV. This finding suggests that a shared brain-behavior relationship may be present across adolescents with and without clinically significant psychopathology symptoms.
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Affiliation(s)
- Johannah Bashford-Largo
- Boys Town National Research Hospital, Boys Town, Nebraska; Center for Brain, Biology, and Behavior, University of Nebraska-Lincoln, Lincoln, Nebraska.
| | - Hajer Nakua
- Center for Addiction and Mental Health, University of Toronto, Toronto, Ontario, Canada
| | - R James R Blair
- Child and Adolescent Mental Health Centre, Mental Health Services, Capital Region of Denmark, Copenhagen, Denmark
| | - Ahria Dominguez
- Clinical Health, Emotion, and Neuroscience Laboratory, Department of Neurological Sciences, College of Medicine, University of Nebraska Medical Center, Omaha, Nebraska
| | - Melissa Hatch
- Mind and Brain Health Labs. Department of Neurological Sciences, College of Medicine, University of Nebraska Medical Center, Omaha, Nebraska
| | - Karina S Blair
- Boys Town National Research Hospital, Boys Town, Nebraska
| | - Matthew Dobbertin
- Boys Town National Research Hospital, Boys Town, Nebraska; Child and Adolescent Inpatient Psychiatric Unit, Boys Town National Research Hospital, Boys Town, Nebraska
| | - Stephanie Ameis
- Center for Addiction and Mental Health, University of Toronto, Toronto, Ontario, Canada; Department of Psychiatry, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Sahil Bajaj
- Department of Cancer Systems Imaging, University of Texas, MD Anderson Center, Houston, Texas
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Yu X, Du H, Li D, Sun P, Pi S. The Influence of Social Exclusion on High School Students' Depression: A Moderated Mediation Model. Psychol Res Behav Manag 2023; 16:4725-4735. [PMID: 38024658 PMCID: PMC10676663 DOI: 10.2147/prbm.s431622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 10/27/2023] [Indexed: 12/01/2023] Open
Abstract
Purpose High school students face various pressures such as academic and interpersonal relationships, which can easily lead to depression. Social exclusion is one of the important influencing factors for adolescent depression, but there is still limited research on the mechanisms of the impact that social exclusion has on depression. Therefore, this study aimed to explore the effect of social exclusion on depression among high school students, as well as the mediating role of thwarted belongingness and the moderating role of cognitive reappraisal. Methods Researchers assessed 1041 high school students using the Center for Epidemiologic Studies Depression Scale (CES-D), Adolescent Social Exclusion Scale, Interpersonal Needs Scale, and Emotion Regulation Scale. Results (1) Social exclusion was negatively associated with cognitive reappraisal (r = -0.224, p < 0.001), and positively associated with thwarted belongingness and depression (r = 0.657, 0.490, p <0.001). Thwarted belongingness was positively associated with depression (r = 0.617, p <0.001), and negatively associated with cognitive reappraisal (r = -0.325, p <0.001). Cognitive reappraisal was negatively associated with depression (r = -0.280, p < 0.01). (2) Social exclusion could directly predict depression, 95% CI [0.08, 0.21]. Thwarted belongingness played a partial mediating role between social exclusion and depression, 95% CI [0.30, 0.40]. (3) Cognitive reappraisal moderated the predictive effect of thwarted belongingness on depression. Conclusion Social exclusion can influence depression through thwarted belongingness and cognitive reappraisal, and educators can reduce depression by decreasing thwarted belongingness and promoting the use of cognitive reappraisal strategies by high school students.
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Affiliation(s)
- Xinxin Yu
- Department of Psychology, Guangxi Normal University, Guilin, 541004, People’s Republic of China
| | - Haixin Du
- Department of Psychology, Guangxi Normal University, Guilin, 541004, People’s Republic of China
| | - Dongyan Li
- Department of Psychology, Guangxi Normal University, Guilin, 541004, People’s Republic of China
| | - Peizhen Sun
- Department of Psychology, Jiangsu Normal University, Xuzhou, 221116, People’s Republic of China
| | - Shiyi Pi
- Department of Psychology, Guangxi Normal University, Guilin, 541004, People’s Republic of China
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Voltmer K, von Salisch M. What predicts the alleviation of Covid-related future anxiety in schoolchildren 6 to 9 months into the pandemic? Front Psychol 2023; 14:1230301. [PMID: 37799521 PMCID: PMC10548825 DOI: 10.3389/fpsyg.2023.1230301] [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: 05/28/2023] [Accepted: 09/01/2023] [Indexed: 10/07/2023] Open
Abstract
Introduction Although the first COVID-19-related lockdown in the Spring of 2020 has contributed to an increase in mental health problems in many children worldwide, less is known about the longer-term effects of the pandemic on their (future) anxiety. This article examines resilience factors against children's Covid-relatedfut ure anxiety (CRFA). Methods N = 140 children (48,6% female) in 3rd and 4th grade classrooms in Northern Germany were asked to self-report about their CRFA, their anxiety, and the social climate in their classrooms in September (T1) and December 2020 (T2). Results Results indicate that 18.6% of the children experienced CRFA "often" in at least one item of the CRFA scale at T1. CRFA was more pronounced in girls and in children from immigrant families. Changes in children's CRFA between T1 and T2 were predicted by changes in their anxiety and changes in classroom climate. Children in classrooms with increasing levels of peer support tended to have decreasing levels of CRFA, whereas their agemates' CRFA in less supportive classrooms tended to increase over time. Discussion These results suggest that peer and teacher social support may bolster children's resilience against future anxiety in challenging times. Implications for teachers and schools are discussed.
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Affiliation(s)
| | - Maria von Salisch
- Institute for Sustainability Education and Psychology, Leuphana University Lüneburg, Lüneburg, Germany
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Migeot J, Hesse E, Fittipaldi S, Mejía J, Fraile M, García AM, García MDC, Ortega R, Lawlor B, Lopez V, Ibáñez A. Allostatic-interoceptive anticipation of social rejection. Neuroimage 2023; 276:120200. [PMID: 37245560 PMCID: PMC11163516 DOI: 10.1016/j.neuroimage.2023.120200] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Revised: 05/11/2023] [Accepted: 05/26/2023] [Indexed: 05/30/2023] Open
Abstract
Anticipating social stress evokes strong reactions in the organism, including interoceptive modulations. However, evidence for this claim comes from behavioral studies, often with inconsistent results, and relates almost solely to the reactive and recovery phase of social stress exposure. Here, we adopted an allostatic-interoceptive predictive coding framework to study interoceptive and exteroceptive anticipatory brain responses using a social rejection task. We analyzed the heart-evoked potential (HEP) and task-related oscillatory activity of 58 adolescents via scalp EEG, and 385 human intracranial recordings of three patients with intractable epilepsy. We found that anticipatory interoceptive signals increased in the face of unexpected social outcomes, reflected in larger negative HEP modulations. Such signals emerged from key brain allostatic-interoceptive network hubs, as shown by intracranial recordings. Exteroceptive signals were characterized by early activity between 1-15 Hz across conditions, and modulated by the probabilistic anticipation of reward-related outcomes, observed over distributed brain regions. Our findings suggest that the anticipation of a social outcome is characterized by allostatic-interoceptive modulations that prepare the organism for possible rejection. These results inform our understanding of interoceptive processing and constrain neurobiological models of social stress.
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Affiliation(s)
- Joaquín Migeot
- Latin American Brain Health Institute (BrainLat), Universidad Adolfo Ibáñez, Santiago, Chile; Center for Social and Cognitive Neuroscience (CSCN), School of Psychology, Universidad Adolfo Ibanez, Santiago, Chile
| | - Eugenia Hesse
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina; National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina; Departamento de Matemática y Ciencias, Universidad de San Andrés, Buenos Aires, Argentina
| | - Sol Fittipaldi
- Latin American Brain Health Institute (BrainLat), Universidad Adolfo Ibáñez, Santiago, Chile; Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina; Global Brain Health Institute, University of California, San Francisco, United States and Trinity College Dublin, Ireland
| | - Jhonny Mejía
- Latin American Brain Health Institute (BrainLat), Universidad Adolfo Ibáñez, Santiago, Chile
| | - Matías Fraile
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina
| | - Adolfo M García
- Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina; Global Brain Health Institute, University of California, San Francisco, United States and Trinity College Dublin, Ireland; Departamento de Lingüística y Literatura, Facultad de Humanidades, Universidad de Santiago de Chile, Santiago, Chile
| | | | - Rodrigo Ortega
- Latin American Brain Health Institute (BrainLat), Universidad Adolfo Ibáñez, Santiago, Chile
| | - Brian Lawlor
- Global Brain Health Institute, University of California, San Francisco, United States and Trinity College Dublin, Ireland
| | - Vladimir Lopez
- Escuela de Psicología, Facultad de Ciencias Sociales y Centro Interdisciplinario de Neurociencias, Pontificia Universidad Católica de Chile, Santiago, Chile.
| | - Agustín Ibáñez
- Latin American Brain Health Institute (BrainLat), Universidad Adolfo Ibáñez, Santiago, Chile; Cognitive Neuroscience Center (CNC), Universidad de San Andrés, Buenos Aires, Argentina; National Scientific and Technical Research Council (CONICET), Buenos Aires, Argentina; Global Brain Health Institute, University of California, San Francisco, United States and Trinity College Dublin, Ireland; Predictive Brain Health Modelling Group, Trinity College Dublin (TCD), Dublin, Ireland.
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von Salisch M, Voltmer K. A Daily Breathing Practice Bolsters Girls' Prosocial Behavior and Third and Fourth Graders' Supportive Peer Relationships: A Randomized Controlled Trial. Mindfulness (N Y) 2023; 14:1-14. [PMID: 37362187 PMCID: PMC10267544 DOI: 10.1007/s12671-023-02158-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/26/2023] [Indexed: 06/28/2023]
Abstract
Objectives In order to promote mindfulness in primary school, the Breathing Break Intervention was developed. This collection of short daily breath-based mindfulness practices was introduced to 15 teachers who delivered them up to 3 times a day to their students. Method In a randomized controlled trial, 146 third and fourth graders (49% female) either received the intervention (n = 81) or participated in the active wait list control group (n = 65). Students were asked to nominate prosocial peers and to report on supportive peer relationships in their classrooms before (pretest) and after (posttest) the 9 weeks of the Breathing Break Intervention, and in a follow-up 5 months later. Results Mixed multilevel models indicated a group × sex × posttest interaction (t(211) = 2.64, p < 0.01) suggesting that girls in the intervention group were rated to be more prosocial by their peers at posttest than at pretest and than girls in the active control group when children's age and parents' education were accounted for. Supportive peer relationships in the active control group deteriorated between pretest and posttest, which occurred immediately before the second school lockdown due to the COVID-19 pandemic, whereas they remained the same in the intervention group (t(223) = 2.56, p < 0.05). Both effects were not maintained at follow-up, probably due to children's irregular school attendance during the lockdown. Conclusions Introducing a short daily breathing practice in primary school classrooms seems to be effective in maintaining supportive peer relationships and in stimulating girls' prosocial behavior. Preregistration The study was preregistered at aspredicted.org (#44925). Supplementary Information The online version contains supplementary material available at 10.1007/s12671-023-02158-9.
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Affiliation(s)
- Maria von Salisch
- Institute for Sustainability Education and Psychology, Leuphana University Lüneburg, Universitätsallee 1, D-21335 Lüneburg, Germany
| | - Katharina Voltmer
- Institute for Sustainability Education and Psychology, Leuphana University Lüneburg, Universitätsallee 1, D-21335 Lüneburg, Germany
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Hoferichter F, Kulakow S, Raufelder D. How teacher and classmate support relate to students' stress and academic achievement. Front Psychol 2022; 13:992497. [PMID: 36518954 PMCID: PMC9742244 DOI: 10.3389/fpsyg.2022.992497] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 11/10/2022] [Indexed: 01/25/2024] Open
Abstract
According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students' stress and academic achievement, multilevel analyses that consider contextual class and individual student effects are scarce. The current study addresses this gap and further includes gender, socio-economic status, and neuroticism as covariates. Multilevel analyses in Mplus were conducted. All measures were taken at the student level and then aggregated to the classroom level to estimate class-level relationships. Results revealed that on the individual level, teacher support was related to higher ability to cope and lower levels of helplessness, while on the class level, peer support by classmates was related to higher ability to cope and academic achievement. The context effects also show that in classes with higher peer support, students are more likely to benefit in terms of coping ability and achievement, whereas in classes with higher teacher support, students tend to show less coping ability.
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Pfetsch JS, Schultze-Krumbholz A, Lietz K. Can Acting Out Online Improve Adolescents' Well-Being During Contact Restrictions? A First Insight Into the Dysfunctional Role of Cyberbullying and the Need to Belong in Well-Being During COVID-19 Pandemic-Related Contact Restrictions. Front Psychol 2022; 12:787449. [PMID: 35082725 PMCID: PMC8784371 DOI: 10.3389/fpsyg.2021.787449] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 12/13/2021] [Indexed: 01/04/2023] Open
Abstract
Connecting with peers online to overcome social isolation has become particularly important during the pandemic-related school closures across many countries. In the context of contact restrictions, feelings of isolation and loneliness are more prevalent and the regulation of these negative emotions to maintain a positive well-being challenges adolescents. This is especially the case for those individuals who might have a high need to belong and difficulties in emotional competences. The difficult social situation during contact restrictions, more time for online communication and maladaptive emotion regulation might lead to aggressive communication patterns in the form of cyberbullying perpetration. In an online study with N = 205 adolescents aged 14–19 (M = 15.83, SD = 1.44; 57% girls), we assessed the frequency of online and offline contacts, need to belong, emotion regulation problems, feelings of loneliness, and cyberbullying perpetration as predictors of adolescents’ well-being. In particular, we explored whether cyberbullying perpetration might function as a maladaptive strategy to deal with feelings of loneliness and therefore predicts well-being. This effect was expected to be stronger for those with a higher need to belong and with higher emotion regulation problems. Results of a hierarchical regression analysis revealed that well-being was significantly predicted by less emotion regulation difficulties, less feeling isolated and more cyberbullying perpetration. We also tested whether the need to belong or emotion regulation problems moderated the association between cyberbullying and well-being. While the results for emotion regulation problems were not significant, the moderation effect for the need to belong was significant: For students with a high need to belong, well-being was more strongly related to cyberbullying perpetration than for students with a medium need to belong. For students with a low need to belong, cyberbullying was not significantly associated with well-being. That cyberbullying perpetration predicted well-being positively is rather surprising in the light of previous research showing negative psychosocial outcomes also for cyberbullying perpetrators. The moderation analysis provides a hint at underlying processes: In times of distance learning and contact restrictions, cyberbullying may be a way of coming into contact with others and to regulate loneliness maladaptively.
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Affiliation(s)
- Jan S Pfetsch
- Educational Psychology, Technische Universität Berlin, Berlin, Germany
| | | | - Katrin Lietz
- Educational Psychology, Technische Universität Berlin, Berlin, Germany
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Hoferichter F, Kulakow S, Hufenbach MC. Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students' Well-Being. Front Psychol 2021; 12:758226. [PMID: 34925161 PMCID: PMC8674184 DOI: 10.3389/fpsyg.2021.758226] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Accepted: 10/29/2021] [Indexed: 11/19/2022] Open
Abstract
Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.
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Affiliation(s)
- Frances Hoferichter
- Department of School Pedagogy, University of Greifswald, Greifswald, Germany
| | - Stefan Kulakow
- Department of School Pedagogy, University of Greifswald, Greifswald, Germany
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