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Wang J, Kaufman T, Mastrotheodoros S, Branje S. Navigating the school transition: Within- and between-person associations between adolescents' academic self-efficacy, school relatedness, and intrinsic academic motivation. J Sch Psychol 2024; 106:101326. [PMID: 39251305 DOI: 10.1016/j.jsp.2024.101326] [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: 05/22/2023] [Revised: 05/22/2024] [Accepted: 05/22/2024] [Indexed: 09/11/2024]
Abstract
Adolescents with higher levels of the basic psychological needs of competence, autonomy, and relatedness report better school functioning compared to their peers with lower levels of these needs. This study extended previous work by examining associations in within-person changes of these psychological needs in the school context, with a special focus on the secondary school transition period. We examined within-person relations between academic self-efficacy, intrinsic academic motivation, and school relatedness. Dutch adolescents (N = 290; Mage = 11.58 years, SD = 0.44 at T1) who were in their last year of primary school were followed for four waves across 2 years. Results from random-intercept cross-lagged panel models (RI-CLPMs) showed moderate to strong positive concurrent associations between academic self-efficacy, intrinsic academic motivation, and school relatedness at both the within- and between-person levels. Moreover, within-person increases in school relatedness predicted increases in intrinsic academic motivation 6 months later. Thus, it is vital that researchers, teachers, and educators are aware that social connections and belongingness are important after the school transition for increasing intrinsic academic motivation.
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Affiliation(s)
- Jingyun Wang
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands.
| | - Tessa Kaufman
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands
| | - Stefanos Mastrotheodoros
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands; Department of Psychology, University of Crete, Greece
| | - Susan Branje
- Department of Youth and Family, Utrecht University, Utrecht, the Netherlands
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Cai T, Li X, Chen S, Wang X, Liu Y, Zhang K, Wu G, Qu Y. The Impact of School Reopening on Chinese Adolescents' Mental Health During COVID-19: Considering the Role of Academic Stress and Academic Orientation. J Adolesc Health 2024:S1054-139X(24)00247-7. [PMID: 39033455 DOI: 10.1016/j.jadohealth.2024.05.011] [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: 07/25/2023] [Revised: 05/03/2024] [Accepted: 05/08/2024] [Indexed: 07/23/2024]
Abstract
PURPOSE Existing studies found that school closure during the COVID-19 pandemic negatively influenced adolescents' mental health. Yet, it remains unclear how adolescent mental health changed during the transition of school reopening as well as the academic-related risk and protective factors. METHODS Immediately before (April 2020) and three months (July 2020) after school reopening, 879 adolescents in Shanghai, China (mean age = 13.14 years, standard deviation = 1.31, 51% girls) completed online surveys and reported on their mental health (i.e., depressive symptoms, anxiety symptoms, and anger problems). Adolescents also reported perceived academic stress and academic orientations (i.e., performance orientation and mastery orientation) before school reopening. RESULTS Adolescents reported decreased depressive symptoms, anxiety symptoms, and anger problems three months after school reopening. Adolescents who reported higher perceived academic stress and performance orientation showed elevated mental health symptoms after school reopening, whereas those reported higher mastery orientation showed decreased anger problems. Higher mastery orientation buffered the negative influence of academic stress on mental health. DISCUSSION The findings not only demonstrate the positive influence of school reopening on Chinese adolescents' mental health but also highlight the role of perceived academic stress and academic orientations in contributing to individual differences during this transition.
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Affiliation(s)
- Tianying Cai
- Department of Human Development and Social Policy, School of Education and Social Policy, Northwesteren University, Evanston, Illinois
| | - Xiaoru Li
- Department of Psychology, Fudan University, Shanghai, China.
| | - Sijia Chen
- Department of Social and Behavioral Sciences, City University of Hong Kong, Hong Kong, China
| | - Xiaoyuan Wang
- Department of Psychology, Fudan University, Shanghai, China
| | - Yichun Liu
- Department of Psychology, Fudan University, Shanghai, China
| | - Keqin Zhang
- Department of Human Development and Family Science, Purdue University, West Lafayette, Indiana
| | - Guohong Wu
- Department of Psychology, Fudan University, Shanghai, China
| | - Yang Qu
- Department of Human Development and Social Policy, School of Education and Social Policy, Northwesteren University, Evanston, Illinois.
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Benner AD, Harrington MK, Kealy C, Nwafor CE. The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38509818 DOI: 10.1111/jora.12935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/27/2024] [Accepted: 02/29/2024] [Indexed: 03/22/2024]
Abstract
The COVID-19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well-being during the pandemic. Our findings suggest that young people commonly reported declines in their academic-related outcomes and school-based relationships due to the COVID-19 pandemic. Internal assets (e.g., intrinsic motivation and self-efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well-being during the pandemic. Next steps for research on young people's academic well-being during the pandemic are suggested.
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Affiliation(s)
- Aprile D Benner
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Madeline K Harrington
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Carmen Kealy
- School of Education, University of Galway, Galway, Ireland
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Liu S, Wang X, Ying J, Shi J, Wu X. Emotional involvement matters, too: Associations among parental involvement, time management and academic engagement vary with Youth's developmental phase. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2023; 93:903-920. [PMID: 37186306 DOI: 10.1111/bjep.12605] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2022] [Revised: 04/15/2023] [Accepted: 04/18/2023] [Indexed: 05/17/2023]
Abstract
BACKGROUND Prior studies have emphasized the importance of parents' educational involvement (a type of cognitive involvement) to academic engagement, although little is known about emotional involvement. AIMS This study investigated whether and how different facets of involvement (cognitive vs. emotional, paternal vs. maternal) are differentially related to academic engagement and whether and how the associations among parental involvement, time management and academic engagement vary by adolescents' developmental phases. SAMPLES The participants of this large national survey were students in elementary, middle and high school across different regions of mainland China. A total of 2687 adolescents (52.7% females, Mage = 14.07 ± 2.47) participated in this study. METHODS Structural equation models and multigroup analysis were conducted. RESULTS We found that the total effect of paternal and maternal emotional involvement on academic engagement was positive in elementary-, middle- and high school students, and an indirect effect of time management underlying the above paths was found in all three groups. In contrast, the positive effect of maternal cognitive involvement on academic engagement as well as the indirect effects underlying the above pathways was established only in high school students. CONCLUSIONS The findings highlight the necessity of parents' emotional involvement and the consideration of adolescent developmental characteristics in the design of interventions.
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Affiliation(s)
- Sihan Liu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xinyi Wang
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jiefeng Ying
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Jialin Shi
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xinchun Wu
- Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, China
- School of Applied Psychology, Beijing Normal University at Zhuhai, Zhuhai, China
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Zimmer-Gembeck MJ, Skinner EA, Scott RA, Ryan KM, Hawes T, Gardner AA, Duffy AL. Parental Support and Adolescents' Coping with Academic Stressors: A Longitudinal Study of Parents' Influence Beyond Academic Pressure and Achievement. J Youth Adolesc 2023; 52:2464-2479. [PMID: 37733121 PMCID: PMC10522509 DOI: 10.1007/s10964-023-01864-w] [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: 05/23/2023] [Accepted: 09/05/2023] [Indexed: 09/22/2023]
Abstract
Adolescents face many academic pressures that require good coping skills, but coping skills can also depend on social resources, such as parental support and fewer negative interactions. The aim of this study was to determine if parental support and parental negative interactions concurrently and longitudinally relate to adolescents' ways of academic coping, above and beyond the impact of three types of academic stress, students' achievement at school (i.e., grades in school), and age. Survey data were collected from 839 Australian students in grades 5 to 10 (Mage = 12.2, SD = 1.72; 50% girls). Students completed measures of support and negative interactions with parents; academic stress from workload, external pressure (teachers/parents) to achieve, and intrapsychic pressure for high achievement; and ways of academic coping that were grouped into two positive and two negative types. Hypothesized associations were tested concurrently and from one year to the next using path modeling. Beyond the numerous significant influences of academic stress and achievement on coping, and control for age and COVID-19 timing, adolescents with more parental support reported more use of engagement coping (e.g., strategizing) and comfort-seeking, whereas those who reported more negative interactions with parents reported more use of disengagement coping (e.g., concealment) and escape. In the longitudinal model, parental support predicted an increase in engagement and comfort-seeking and a decrease in disengagement coping, whereas negative interaction with parents predicted an increase in disengagement coping. Overall, the findings support the view that coping with academic stressors will continue to depend on parent-adolescent relationships even into the teen years.
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Affiliation(s)
- Melanie J Zimmer-Gembeck
- School of Applied Psychology and Griffith Centre for Mental Health, Griffith University, Gold Coast, QLD, Australia.
| | | | - Riley A Scott
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Katherine M Ryan
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Tanya Hawes
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Alex A Gardner
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
| | - Amanda L Duffy
- School of Applied Psychology, Griffith University, Gold Coast, QLD, Australia
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Jang J, Kim BJ, Lee CS, Cha B, Lee SJ, Lee D, Lee YJ, Lim E, Kang N, Choi JW. Association Between Depressed Mood Changes and Physical Activity Among Adolescents Post COVID-19 Pandemic. Soa Chongsonyon Chongsin Uihak 2023; 34:242-249. [PMID: 37841491 PMCID: PMC10568194 DOI: 10.5765/jkacap.230043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2023] [Revised: 07/19/2023] [Accepted: 07/24/2023] [Indexed: 10/17/2023] Open
Abstract
Objectives Following the coronavirus disease 2019 (COVID-19) pandemic, adolescents have experienced decreased physical activity and a decline in mental health. This study analyzed the association between changes in depressed mood after the COVID-19 pandemic and physical activity among adolescents. Methods The analysis was based on the results of the 17th Youth Health Behavior Online Survey conducted in 2021, which included 54848 middle and high school students in South Korea. Information on physical activity included low-intensity physical activity lasting >60 min/day, high-intensity physical activity, and strength training exercises. A logistic regression analysis was performed to evaluate the association between physical activity and changes in depression after the COVID-19 pandemic. Results After adjusting for sociodemographic characteristics and previous depression, adolescents who performed strength training exercises more than once per week had a 0.95-fold lower risk (odds ratio [OR]=0.948, 95% confidence interval [CI]=0.905-0.994, p= 0.027) of increasing depression after the COVID-19 pandemic, while the risk of decreasing depression increased by 1.22-fold (OR=1.215, 95% CI=1.131-1.305, p<0.001). The results were not significant for low-intensity physical activity for >60 min/day and high-intensity physical activity. Conclusion Strength-training exercises are significantly associated with the prevention of depression among adolescents following the COVID-19 pandemic.
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Affiliation(s)
- Jina Jang
- Department of Psychiatry, Gyeongsang National University Hospital, Jinju, Korea
| | - Bong-Jo Kim
- Department of Psychiatry, Gyeongsang National University Hospital, Jinju, Korea
- Department of Psychiatry, Gyeongsang National University College of Medicine, Jinju, Korea
| | - Cheol-Soon Lee
- Department of Psychiatry, Gyeongsang National University College of Medicine, Jinju, Korea
- Department of Psychiatry, Gyeongsang National University Changwon Hospital, Changwon, Korea
| | - Boseok Cha
- Department of Psychiatry, Gyeongsang National University Hospital, Jinju, Korea
- Department of Psychiatry, Gyeongsang National University College of Medicine, Jinju, Korea
| | - So-Jin Lee
- Department of Psychiatry, Gyeongsang National University Hospital, Jinju, Korea
- Department of Psychiatry, Gyeongsang National University College of Medicine, Jinju, Korea
| | - Dongyun Lee
- Department of Psychiatry, Gyeongsang National University College of Medicine, Jinju, Korea
- Department of Psychiatry, Gyeongsang National University Changwon Hospital, Changwon, Korea
| | - Young-Ji Lee
- Department of Psychiatry, Gyeongsang National University Changwon Hospital, Changwon, Korea
| | - Eunji Lim
- Department of Psychiatry, Gyeongsang National University Changwon Hospital, Changwon, Korea
| | - Nuree Kang
- Department of Psychiatry, Seoul National University Hospital, Seoul, Korea
| | - Jae-Won Choi
- Department of Psychiatry, Gyeongsang National University Hospital, Jinju, Korea
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Pediconi MG, Brunori M, Romani S. Back to School after Corona Virus Disease of 2019: New Relationships, Distance Schooling, and Experienced Routine. CONTINUITY IN EDUCATION 2023; 4:105-125. [PMID: 38774900 PMCID: PMC11104357 DOI: 10.5334/cie.71] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/17/2023] [Accepted: 05/06/2023] [Indexed: 05/24/2024]
Abstract
The Corona Virus Disease of 2019 (COVID-19) pandemic has upset the students' daily routine, forcing them at first into a sudden transition to distance learning and then to a return to school modelled on the basis of infection containment measures. The present research involved 157 students from schools in central Italy with a mean age of 13.58 years old to investigate the affective impact of the pandemic on the school experience and its components (recess, oral testing, relationships with classmates, and relationship pupils-teachers). The results show that only a few have experienced school interruption in a traumatic way: they have appreciated neither distance learning, nor the return to school; for these teenagers, the school of the past has died. Other adolescents and pre-adolescents tried to replace the face-to-face mode with distance learning, maintaining certain attention to the school even during the quarantine. However, the online mode did not keep its promise. Those who have invested more in digital innovation find it difficult to return to normality today. For all of them, socialization mediated by school experience is decisive in supporting the return to ordinary life after the pandemic.
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Affiliation(s)
| | - Michela Brunori
- Department of Economics Society Politics (DESP), University of Urbino, Urbino, IT
| | - Savino Romani
- Department of Economics Society Politics (DESP), University of Urbino, Urbino, IT
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de Faria SR, Pedras S, Inman R, Lopes JC, Moreira PAS. Subjective well-being and school engagement before versus during the COVID-19 pandemic: What good are positive emotions? JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:973-985. [PMID: 37073453 DOI: 10.1111/jora.12853] [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: 03/08/2022] [Revised: 01/31/2023] [Accepted: 04/02/2023] [Indexed: 05/03/2023]
Abstract
The present study overcomes the limited empirical evidence on the association between well-being and school engagement in times of adversity by exploiting available data from two large and comparable samples of eighth graders; one obtained prior to the COVID-19 pandemic and the second obtained during the pandemic. Results suggest that adolescents were less engaged with their learning context during the pandemic, as well as lower in positive and negative affect, but slightly more satisfied with life. Through SEM we found a stronger positive association between positive affect and school engagement in the COVID-19 group compared with the pre-COVID-19 group. This finding highlights the important role of positive affect in supporting better academic functioning in the aftermath of a global crisis.
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Affiliation(s)
- Sara Ribeiro de Faria
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Faculdade de Psicologia e Ciências da Educação [Faculty of Psychology and Education Sciences] Universidade do Porto [University of Porto], Porto, Portugal
- Centro de Psicologia da Universidade do Porto [Center for Psychology at the University of Porto], Porto, Portugal
| | - Susana Pedras
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada, Porto, Portugal
| | - Richard Inman
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada, Porto, Portugal
| | - Joana Correia Lopes
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
| | - Paulo A S Moreira
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada, Porto, Portugal
- Escola de Ciências Humanas e Sociais [School of Human and Social Sciences], Universidade de Trás-os-Montes e Alto Douro, Vila-Real, Portugal
- Centro de Investigação e Intervenção Educativas [Centre for Research and Intervention in Education], Universidade do Porto [University of Porto], Porto, Portugal
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9
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Tsai YH, Janssen TWP, Vu TV, Meeter M, van Atteveldt NM, Jansen BRJ, Magis-Weinberg L. Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú: A four time point longitudinal observational study. Acta Psychol (Amst) 2023; 239:103984. [PMID: 37523830 DOI: 10.1016/j.actpsy.2023.103984] [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: 08/12/2022] [Revised: 06/18/2023] [Accepted: 07/05/2023] [Indexed: 08/02/2023] Open
Abstract
In this longitudinal, observational study, following 883 adolescents (aged 11-15 years, grades 6th - 8th) we tracked changes in perceived school motivation and effort across four time points during the two years of remote education in Perú as a consequence of COVID-19 (retrospective reports before the pandemic, May 2020, July 2021, and November 2021). Compared to before the pandemic, levels of perceived school motivation and effort dropped sharply in May 2020 and continued to decrease across 2 years. Perceived school motivation was positively associated with perceived school effort at almost all time points. Furthermore, students with lower levels of perceived school motivation had a steeper decline in perceived school effort. In a subsample of 380 students in 8th grade, perceived school effort in July 2021 predicted objective math performance in November 2021. Our findings suggest that COVID-19 has further compounded decreases in subjective and objective indices of school engagement and performance that are typically observed in early adolescence. Our results from a large sample of low- to middle-class Peruvian adolescents highlight the experiences of youth in a country that had particularly long school closures, and that is under-represented in the literature.
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Affiliation(s)
- Yi-Heng Tsai
- Department of Psychology, National Taiwan University, Taiwan
| | - Tieme W P Janssen
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Section Clinical, Neuro and Developmental Psychology, Faculty of Behavioral and Movement Science, Vrije Universiteit Amsterdam, the Netherlands
| | - Tuong-Van Vu
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Section Clinical, Neuro and Developmental Psychology, Faculty of Behavioral and Movement Science, Vrije Universiteit Amsterdam, the Netherlands
| | - Martijn Meeter
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Department of Educational and Family Studies, Vrije Universiteit Amsterdam, the Netherlands
| | - Nienke M van Atteveldt
- LEARN! Research Institute, Vrije Universiteit Amsterdam, the Netherlands; Department of Clinical, Neuro- & Developmental Psychology, Vrije Universiteit Amsterdam, the Netherlands
| | - Brenda R J Jansen
- Department of Developmental Psychology, University of Amsterdam, the Netherlands
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10
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Hillekens J, Baysu G, Phalet K. How School and Home Contexts Impact the School Adjustment of Adolescents from Different Ethnic and SES Backgrounds During COVID-19 School Closures. J Youth Adolesc 2023:10.1007/s10964-023-01772-z. [PMID: 37085654 PMCID: PMC10120503 DOI: 10.1007/s10964-023-01772-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/22/2023] [Indexed: 04/23/2023]
Abstract
Many schools worldwide closed to contain the spread of the COVID-19 virus. However, the consequences of school closures for the school adjustment of adolescents from different ethnic and SES backgrounds remain unclear. This study examined how school adjustment changed before, during, and after school closure across adolescents from different ethnic and SES backgrounds; and which factors in home and school contexts served as resources. Early adolescents (N = 124, Mage = 12.86, 58.8% boys) from different ethnic and SES backgrounds were repeatedly assessed 1 week before (March 2020), during (June 2020), and 1 year after (February 2021) the first school closure in Belgium. The results revealed that school closure augmented ethnicity- and SES-based inequalities in school adjustment. Moreover, factors in the school context-and not the home context-served as resources. Specifically, the quality of online instruction and teacher-pupil relationships buffered against reduced school adjustment during school closure, particularly among youth from ethnic minority and lower SES backgrounds. The findings corroborate unequal school adjustment consequences of school closures, but also highlight the role of teachers to buffer against them. The study design, hypotheses, and analyses were preregistered in the following link: https://osf.io/6ygcu/?view_only=c77cfb46028447bdb7844cd2c76237aa .
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Affiliation(s)
- Jessie Hillekens
- Department of Developmental Psychology, Tilburg University, Prof. Cobbenhagenlaan 225, 5037 DB, Tilburg, the Netherlands.
- Center for Social and Cultural Psychology, University of Leuven, Tiensestraat 102, 3000, Leuven, Belgium.
| | - Gülseli Baysu
- School of Psychology, Queen's University Belfast, 2017 University Road, BT7 1NN, Belfast, Northern Ireland, UK
| | - Karen Phalet
- Center for Social and Cultural Psychology, University of Leuven, Tiensestraat 102, 3000, Leuven, Belgium
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11
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Tang Y, He W. Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model. Front Psychol 2023; 14:1109569. [PMID: 37008860 PMCID: PMC10050401 DOI: 10.3389/fpsyg.2023.1109569] [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: 11/28/2022] [Accepted: 02/27/2023] [Indexed: 03/17/2023] Open
Abstract
The vital influence of emotional intelligence on college students' learning motivation has received considerable attention. This study analyzed not only the relationship between emotional intelligence and college students' learning motivation during the COVID-19 pandemic, but also the serial mediating roles that self-efficacy and social support play in this relationship. Using a cross-sectional survey design, we collected data from 336 college students across 30 provinces in China, using four well-established scales measuring emotional intelligence, learning motivation, self-efficacy, and social support. We analyzed the mediating effects using the Bootstrap method. The results showed that emotional intelligence positively predicted learning motivation, and that self-efficacy and social support played serial mediating roles between emotional intelligence and learning motivation. This finding suggests the need for interventions to help college students develop emotional intelligence during the COVID-19 pandemic, and that fostering college students' self-efficacy and providing multiple social supports would help improve their motivation and academic performance.
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Affiliation(s)
| | - Weiguang He
- College of Social Sciences, Shenzhen University, Shenzhen, China
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12
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Butler-Barnes ST. "What's going on?" Racism, COVID-19, and centering the voices of Black youth. AMERICAN JOURNAL OF COMMUNITY PSYCHOLOGY 2023; 71:101-113. [PMID: 36661477 DOI: 10.1002/ajcp.12646] [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: 02/11/2022] [Revised: 08/16/2022] [Accepted: 12/07/2022] [Indexed: 05/07/2023]
Abstract
This study examined the impact of COVID-19 stress and experiences of racism on COVID-19 adaptability and activism among Black youth. The protective role of perceived peer and adult social support were examined. Data were analyzed from 123 Black youth (Mage = 15.44, 63% girls) from a school district in the Midwest. The findings revealed that more social support from adults increased Black youth adaptability (e.g., "ability to think through possible options to assist in the COVID-19 pandemic"). Perceived lower social support from adults predicted higher engagement in high-risk activism, and higher levels of peer social support were associated with higher levels of high-risk activism. Further, Black youth reporting higher levels of racism and adult social support were more likely to report higher levels of COVID-19 adaptability. Black youth reporting higher racism and peer social support engaged in high-risk activism. Black youth who reported high levels of racism and low perceived adult social support reported higher engagement in high-risk activism. Research and practice implications that support Black youth during the COVID-19 pandemic and the impact of racism and COVID-19 stress on well-being and activism are discussed.
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13
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Benneker IMB, Lee NC, van Atteveldt N. Mindset and perceived parental support of autonomy safeguard adolescents' autonomous motivation during COVID-19 home-based learning. NPJ SCIENCE OF LEARNING 2023; 8:4. [PMID: 36709334 PMCID: PMC9883818 DOI: 10.1038/s41539-023-00153-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/29/2022] [Accepted: 01/09/2023] [Indexed: 05/26/2023]
Abstract
During school closures throughout the COVID-19 pandemic, less support from peers and teachers may have required more autonomous motivation from adolescents. Little is known about factors that could shield against these negative effects. Driven by two influential motivational theories, we examined how mindset, feelings of school burnout and the three basic psychological needs of the self-determination theory, could predict changes in autonomous motivation when controlling for pre-pandemic levels of motivation. The results from a sample of Dutch adolescents (Mage = 14.63 years) and their parents (Mage = 48.65 years) showed that endorsing a growth mindset was positively associated with autonomous motivation during the school closures, while feelings of school burnout were negatively associated with autonomous motivation. Additionally, perceived parental autonomy support (i.e. a measure of the basic psychological need of autonomy) related to more autonomous motivation during home-based learning. Our findings highlight the personal and family factors that influence how adolescents respond to home-based learning and suggest ways to keep adolescents motivated and diminish possible negative consequences during future home-based learning situations.
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Affiliation(s)
- Ilona M B Benneker
- Section of Clinical Developmental Psychology & LEARN! Research Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.
- Mencia de Mendozalyceum, Breda, The Netherlands.
| | - Nikki C Lee
- Section of Clinical Developmental Psychology & LEARN! Research Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
- Department of Developmental Psychology, Utrecht University, Utrecht, The Netherlands
| | - Nienke van Atteveldt
- Section of Clinical Developmental Psychology & LEARN! Research Institute, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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14
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Demaria F, Vicari S. Adolescent Distress: Is There a Vaccine? Social and Cultural Considerations during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1819. [PMID: 36767187 PMCID: PMC9914691 DOI: 10.3390/ijerph20031819] [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: 11/29/2022] [Revised: 01/13/2023] [Accepted: 01/17/2023] [Indexed: 06/18/2023]
Abstract
The COVID-19 pandemic had an unprecedented impact on mental health. In particular, the impact on adolescents was likely significant due to vulnerability factors linked to this developmental stage and pre-existing conditions of hardship. The present work aimed at grasping the particular effects of the pandemic on social and cultural aspects of adolescence, providing a cross-sectional picture of this historical moment of contemporary youth culture. Further research is needed to verify the findings.
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Affiliation(s)
- Francesco Demaria
- Child and Adolescent Neuropsychiatry Unit, Bambino Gesù Children’s Hospital, IRCCS, Viale Ferdinando Baldelli 41, 00146 Rome, Italy
| | - Stefano Vicari
- Child and Adolescent Neuropsychiatry Unit, Bambino Gesù Children’s Hospital, IRCCS, Viale Ferdinando Baldelli 41, 00146 Rome, Italy
- Department of Life Sciences and Public Health, Catholic University, 00168 Rome, Italy
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15
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Esparza Meza EM, Campillo Labrandero M, Stincer Gómez D, Sánchez Xicotencatl CO, Téllez Rojo AL, Aveleyra Ojeda E. Experiencias de jóvenes Mexicanos frente a la pandemia de COVID-19 y el confinamiento. PSICUMEX 2022. [DOI: 10.36793/psicumex.v13i1.526] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
En el 2020, la Organización Mundial de la Salud (OMS) declaró la emergencia de pandemia COVID-19 y recomendó el aislamiento social. Esto provocó problemas en la salud mental, especialmente entre adolescentes donde el contacto social es vital para el bienestar emocional. El objetivo de esta investigación fue describir las experiencias y vivencias de adolescentes mexicanos ante la pandemia y el confinamiento. Es un estudio descriptivo con una muestra no probabilística de 4,011 jóvenes de 14 a 25 años (M=18.2; DT=2.4), que contestaron voluntariamente un cuestionario en línea de 120 items. Se reportan tanto experiencias emocionales favorables como desfavorables; entre 60 a 95% destacan: realización de actividades creativas, acciones responsables de cuidado, preocupación por la salud de seres queridos, tolerancia. Más del 50% manifestaron reacciones emocionales desfavorables como incertidumbre, ansiedad, disgusto por clases en línea, problemas del sueño y alimentación. Este grupo debería de ser foco de servicios de salud mental.
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16
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dos Santos MF, Simões C, Santos AC, Lebre P, Grazzani I. Does Online Implementation Make a Difference in the Effects of a Mental Health Curriculum at Schools? INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16990. [PMID: 36554870 PMCID: PMC9779368 DOI: 10.3390/ijerph192416990] [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: 11/28/2022] [Revised: 12/14/2022] [Accepted: 12/15/2022] [Indexed: 06/17/2023]
Abstract
COVID-19 changed and challenged education, with schools obliged to adapt to online settings. This study aims to evaluate the impact of a mental health curriculum implemented at schools, considering the implementation settings: online, onsite, and mixed (online and onsite). From kindergarten to high school, 933 students were evaluated by teachers regarding their social and emotional learning, strengths and difficulties, and academic outcomesin two measuring times: pre- and post-test. A qualitative analysis of teachers' adaptations to the online implementation was also conducted. Results revealed a positive impact with both mixed and onsite implementation. However, the mixed format demonstrated significant positive changes between the pre-and post-test, namely in relationship skills, responsible decision-making, internalized problems, and academic achievement. The mixed format with few online activities appears to have a more positive impact on students. Nevertheless, implementing social and emotional skills (SES) activities exclusively online seems to positively affect some SES domains more than onsite and mixed formats. Teachers used synchronous (e.g., digital platforms) and asynchronous (e.g., extra resources) adaptations for the implementation. This study shows that implementing mental health programs at schools, in this case, PROMEHS, is beneficial for students, even amidst the pandemic, and regardless of the implementation settings.
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Affiliation(s)
| | - Celeste Simões
- Faculdade de Motricidade Humana, Universidade de Lisboa, 1495-751 Lisbon, Portugal
- Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, 1649-028 Lisbon, Portugal
| | - Anabela Caetano Santos
- Faculdade de Motricidade Humana, Universidade de Lisboa, 1495-751 Lisbon, Portugal
- Instituto de Saúde Ambiental, Faculdade de Medicina, Universidade de Lisboa, 1649-028 Lisbon, Portugal
| | - Paula Lebre
- Faculdade de Motricidade Humana, Universidade de Lisboa, 1495-751 Lisbon, Portugal
- Instituto de Etnomusicologia INET-MD, Faculdade de Motricidade Humana, Universidade de Lisboa, 1495-751 Lisbon, Portugal
| | - Ilaria Grazzani
- Department of Human Science for Education “R. Massa”, University of Milano-Bicocca, 20126 Milan, Italy
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17
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Bryce CI, Fraser AM. Students' perceptions, educational challenges and hope during the COVID-19 pandemic. Child Care Health Dev 2022; 48:1081-1093. [PMID: 35921753 PMCID: PMC9538412 DOI: 10.1111/cch.13036] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/23/2021] [Revised: 07/01/2022] [Accepted: 08/01/2022] [Indexed: 11/30/2022]
Abstract
INTRODUCTION The COVID-19 pandemic has disrupted the lives of US students both at home and at school. Little is known regarding how adolescents perceive COVID-19 has impacted (both positively and negatively) their academic and social lives and how protective factors, such as hope, may assist with resilience. Importantly, not all pandemic experiences are necessarily negative, and positive perceptions, as well as potential protective factors, are key to understanding the pandemic's role in students' lives. METHOD Utilizing quantitative and qualitative approaches, the present study descriptively examined 726 6th through 12th grade (51% female, 53% White) students' perceptions of how COVID-19 related to educational and life disruptions, and positive aspects of their lives, within the United States. Analyses additionally explored the role of pre-pandemic hope in improving feelings of school connectedness during the pandemic. RESULTS Results showed that most students felt that switching to online learning had been difficult and their education had suffered at least moderately, with a sizeable proportion of students feeling less academic motivation compared with last year. When asked to share qualitative answers regarding perceived challenges and positive aspects of life, themes were consistent with quantitative perceptions. Students' pre-pandemic hope positively predicted students' feelings of school connectedness. CONCLUSIONS Findings paint a complex picture of youth's COVID-19 experiences and have implications for proactive ways to support students as COVID-19 continues to affect daily life and educational structures and practices.
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18
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Erentaitė R, Vosylis R, Raižienė S, Simonaitienė B, Augustinienė A, Branje S. Profiles of achievement goal orientations among adolescents with different SES background before and during the Covid-19 pandemic. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022. [DOI: 10.1080/17405629.2022.2122435] [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]
Affiliation(s)
- Rasa Erentaitė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Rimantas Vosylis
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
- Institute of Psychology, Mykolas Romeris University, Vilnius, Lithuania
| | - Saulė Raižienė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
- Institute of Psychology, Vilnius University, Vilnius, Lithuania
| | - Berita Simonaitienė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Aldona Augustinienė
- Faculty of Social Sciences, Arts, and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Susan Branje
- Department of Education & Pedagogy, Utrecht University, CS Utrecht, The Netherlands
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19
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Smith J, Guimond F, St‐Amand J, Fitzpatrick C, Bergeron J, Gagnon M. The effects of the COVID-19 pandemic on French-Canadian adolescents' academic motivation: A follow-up study. Clin Case Rep 2022; 10:e6376. [PMID: 36188040 PMCID: PMC9500418 DOI: 10.1002/ccr3.6376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 06/06/2022] [Accepted: 09/09/2022] [Indexed: 11/29/2022] Open
Abstract
We previously shared results suggesting that the academic motivation of a sample of French-Canadian adolescents remained stable from few weeks before the first wave to the second wave of the COVID-19 pandemic. We here examine if this pattern persisted using data collected at a third time point.
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Affiliation(s)
- Jonathan Smith
- Department of Preschool and Primary EducationUniversity of SherbrookeSherbrookeQuebecCanada
| | | | - Jérôme St‐Amand
- Department of Educational SciencesUniversity of Quebec at OutaouaisGatineauQuebecCanada
| | - Caroline Fitzpatrick
- Department of Preschool and Primary EducationUniversity of SherbrookeSherbrookeQuebecCanada
| | - Julie Bergeron
- Department of Educational SciencesUniversity of Quebec at OutaouaisGatineauQuebecCanada
| | - Mathieu Gagnon
- Department of Preschool and Primary EducationUniversity of SherbrookeSherbrookeQuebecCanada
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20
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Núñez-Regueiro F, Jamain L, Laurent-Chevalier M, Nakhili N. School Engagement in Times of Confinement: A Stress Process Approach. J Youth Adolesc 2022; 51:1257-1272. [PMID: 35553321 PMCID: PMC9097565 DOI: 10.1007/s10964-022-01621-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Accepted: 04/18/2022] [Indexed: 11/29/2022]
Abstract
The first COVID-19 confinement induced dramatic changes in the lives of adolescents, but little is known about the processes that affected youth engagement with school during this period. This study addressed this issue by uncovering a stress process model of school engagement during confinement, based on confinement stressors and adolescent resources. Data were collected from 406 French adolescents and their parents (grades 6 through 9, 47% girls). The results showed that multiple stressors (parental anxiety, lack of Internet or computer, low relevant and unclear school activities) and resources (academic self-concept, parental support and teacher support) affected engagement, and that some effects intertwined (e.g., effects of low relevant and unclear school activities were moderated and mediated by academic self-concept). Implications are drawn on ways to tackle stress processes and help adolescents stay engaged with schoolwork during confinement.
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21
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Vargas Rubilar J, Richaud MC, Lemos VN, Balabanian C. Parenting and Children's Behavior During the COVID 19 Pandemic: Mother's Perspective. Front Psychol 2022; 13:801614. [PMID: 35478742 PMCID: PMC9035554 DOI: 10.3389/fpsyg.2022.801614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 02/25/2022] [Indexed: 11/13/2022] Open
Abstract
Since the onset of the COVID-19 pandemic, many parents have felt anxious, overwhelmed, and stressed out due to the changes in education and family and working routines. This work aimed to (a) describe three dimensions of perceived parenting (positive parenting, parenting stress, and parental school support) in the COVID-19 pandemic context, (b) describe possible changes perceived by mothers in their children's behavior during the social isolation phase, (c) analyze if behavioral changes vary according to the dimension of perceived parenting, and (d) analyze whether the characteristics of perceived parenting dimensions vary with mother's age, number of children and number of work hours. The purposive sample consisted of 646 mothers of school-aged children in Argentina. Questionnaires on sociodemographic and work-related data, and on children's behavior were administered, as well as an instrument (Vargas Rubilar et al., 2021) that assessed the three parenting dimensions (positive parenting, parenting stress, and parent-school support). The sociodemographic and work-related variables of the study were described using descriptive statistics: measures of central tendency, frequencies, and percentages. The changes perceived in children's behavior according to the reports given by the mothers regarding positive parenting, parenting stress, and school support were compared using the Mann Whitney's U test, respecting the qualitative nature of the evaluated indicators. A factorial MANOVA was conducted to analyze the effect of mother's age, ä number of children, and the number of work hours on parenting perceived by mothers. Parenting dimensions influenced the perceived children's behavior. Mothers with higher positive parenting perceived more changes in their children's behavior. In addition, those mothers who were more stressed out perceived more problems in almost all the measured behaviors than less stressed mothers. The mothers who reported to have provided more school support to their children perceived that they adapted better to online classes. Finally, mothers' age and the number of children I parenting, particularly on parenting stress and school support, whereas work hours did not. A number of children affected stress and school support, and age only affected parenting stress. The only significant interaction regarding parenting was observed between the number of children and the number of work hours, which specifically affected parenting stress. Although social isolation due to COVID-19 affected children's behavior, according to mothers, this might be partially linked to the number of children, mothers' age, and the mothers' parenting style. These initial findings may allow the identification of some protective factors and some risk factors of parenting in the Argentine context of a pandemic, and the design of preventive psychoeducational interventions to optimize the psychological wellbeing of families.
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Affiliation(s)
- Jael Vargas Rubilar
- National Council for Scientific and Technical Research (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Libertador San Martín, Argentina
| | - María Cristina Richaud
- National Council for Scientific and Technical Research (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Libertador San Martín, Argentina
| | - Viviana Noemí Lemos
- National Council for Scientific and Technical Research (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Libertador San Martín, Argentina
| | - Cinthia Balabanian
- National Council for Scientific and Technical Research (CONICET), Buenos Aires, Argentina
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata, Libertador San Martín, Argentina
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22
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Roche KM, Huebner DM, Lambert SF, Little TD. COVID-19 Stressors and Latinx Adolescents' Mental Health Symptomology and School Performance: A Prospective Study. J Youth Adolesc 2022; 51:1031-1047. [PMID: 35381907 PMCID: PMC8983080 DOI: 10.1007/s10964-022-01603-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Accepted: 03/10/2022] [Indexed: 11/29/2022]
Abstract
This study addressed the need for research examining impacts of the Coronavirus-19 (COVID) pandemic on Latinx adolescents’ adjustment. Survey data for a probability sample of 547 Latinx adolescents (Mage = 13.71, SD = 0.86; 55.2% female) were collected from 2018 to 2021, including two times both prior to, and during, COVID. Independent variables assessed COVID-related household hospitalization, job/income loss, and adolescents’ increased childcare responsibility. Structural Equation Model results indicated that COVID-related increases in adolescent childcare responsibility were associated with increased internalizing and externalizing symptoms and declines in school performance. COVID hospitalization and job/income loss were associated indirectly, through childcare responsibilities, to worse adolescent outcomes. Family adversities may harm adolescents’ adjustment by burdening adolescents with responsibilities such caring for children.
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Affiliation(s)
- Kathleen M Roche
- Department of Prevention & Community Health, Milken Institute School of Public Health, The George Washington University, 950 New Hampshire Ave, Suite 300, Washington, DC, 20052, USA.
| | - David M Huebner
- Department of Prevention & Community Health, Milken Institute School of Public Health, The George Washington University, 950 New Hampshire Ave, Suite 300, Washington, DC, 20052, USA
| | - Sharon F Lambert
- Department of Psychological and Brain Sciences, The George Washington University, Washington, DC, USA
| | - Todd D Little
- Department of Educational Psychology, Leadership and Counseling, Texas Tech University, Lubbock, TX, USA
- Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa
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23
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Social Capital Resources in Coping with Distance Education during the COVID-19 Pandemic: A Content Analysis of the Statements of Teachers Working in Poland at Different Educational Stages. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19073905. [PMID: 35409588 PMCID: PMC8997530 DOI: 10.3390/ijerph19073905] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 03/16/2022] [Accepted: 03/23/2022] [Indexed: 01/15/2023]
Abstract
The article aims to show social capital resources in coping with distance education during the COVID-19 pandemic of Polish teachers working at different educational stages. The sample consisted of 1104 women (91.2%) and 107 men (8.8%) who described their remote professional experiences as valued positively during the pandemic. The collected verbal material was analyzed with quantitative content analysis based on theory-driven categories of social capital: Relationships, trust, commitment, and fulfilling obligations. Then, the frequency of words belonging to the categories in each participant's utterance was assessed. The results indicate that when describing positive experiences (situations and events) during distance education, teachers referred mainly to social capital resources in terms of relationships and fulfilling obligations. The results indicate that teachers working in secondary schools in Poland put less emphasis on building social capital during distance education, especially in terms of relationships, than teachers working with younger children.
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24
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Zanolie K, Ma I, Bos MGN, Schreuders E, Vandenbroucke ARE, van Hoorn J, van Duijvenvoorde ACK, Wierenga L, Crone EA, Güroğlu B. Understanding the Dynamics of the Developing Adolescent Brain Through Team Science. Front Integr Neurosci 2022; 16:827097. [PMID: 35273482 PMCID: PMC8902218 DOI: 10.3389/fnint.2022.827097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 01/31/2022] [Indexed: 11/13/2022] Open
Abstract
One of the major goals for research on adolescent development is to identify the optimal conditions for adolescents to grow up in a complex social world and to understand individual differences in these trajectories. Based on influential theoretical and empirical work in this field, achieving this goal requires a detailed understanding of the social context in which neural and behavioral development takes place, along with longitudinal measurements at multiple levels (e.g., genetic, hormonal, neural, behavioral). In this perspectives article, we highlight the promising role of team science in achieving this goal. To illustrate our point, we describe meso (peer relations) and micro (social learning) approaches to understand social development in adolescence as crucial aspects of adolescent mental health. Finally, we provide an overview of how our team has extended our collaborations beyond scientific partners to multiple societal partners for the purpose of informing and including policymakers, education and health professionals, as well as adolescents themselves when conducting and communicating research.
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Affiliation(s)
- Kiki Zanolie
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Ili Ma
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Marieke G. N. Bos
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Elisabeth Schreuders
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Annelinde R. E. Vandenbroucke
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Jorien van Hoorn
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Anna C. K. van Duijvenvoorde
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Lara Wierenga
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
| | - Eveline A. Crone
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Rotterdam, Netherlands
| | - Berna Güroğlu
- Department of Developmental and Educational Psychology, Institute of Psychology, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition (LIBC), Leiden University, Leiden, Netherlands
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25
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Dändliker L, Brünecke I, Citterio P, Lochmatter F, Buchmann M, Grütter J. Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends. Front Psychol 2022; 12:733683. [PMID: 35145446 PMCID: PMC8821661 DOI: 10.3389/fpsyg.2021.733683] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 12/23/2021] [Indexed: 12/19/2022] Open
Abstract
This study investigated whether school closures and health-related uncertainties in the early phases of the COVID-19 pandemic posed risk factors for adolescents’ mental health and whether perceived social support by parents, teachers, and friends functioned as protective factors. In particular, we argued that perceived social support would buffer negative associations between educational and health concerns and mental health. Based on a person-centered approach, we first examined resilience profiles. These profiles reflect configurations regarding the levels of these risk and protective factors and levels of mental health. Second, we analyzed whether these risk and protective factors predicted adolescents’ mental health differently by using a variable-centered approach. The sample consisted of 1’562 adolescents (Mage = 16.18, SD = 1.48, range = 14-20 years; 72% females) in lower and higher secondary education from three regions: German-speaking part of Switzerland, N = 486; Italian-speaking part of Switzerland, N = 760; and Northern Italy N = 316. Results from the person-centered approach revealed three latent profiles characterized by low (19%), average (47%), or high resilience (34%). Lower resilience was associated with higher educational concerns, lower perceived social support, and lower mental health, while high resilience was characterized by lower concerns, higher support, and higher mental health. Importantly, educational concerns varied more between profiles than health concerns, and perceived teacher and family support varied more than perceived friend support. Corroborating these findings, the variable-centered approach (i.e., a path analysis) revealed that educational concerns were a stronger predictor than health concerns and pointed to a higher relative importance of perceived family support for adolescents’ mental health relative to perceived teacher and friend support. Taken together, the findings suggest that adolescents’ educational concerns and perceived family support, respectively, were stronger risk and protective factors for their mental health during school closures related to the COVID-19 pandemic. Finally, adolescents from regions being more exposed to the COVID-19 pandemic, namely, Italian-speaking part of Switzerland and Northern Italy, were more likely classified in the low or the average rather than in the high resilience profile compared to students from the region with lower exposure, that is, the German-speaking part of Switzerland.
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Affiliation(s)
- Lena Dändliker
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
| | - Isabel Brünecke
- Department of Psychology, University of Konstanz, Konstanz, Germany
| | - Paola Citterio
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
| | - Fabienne Lochmatter
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
| | - Marlis Buchmann
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
| | - Jeanine Grütter
- Jacobs Center for Productive Youth Development, University of Zurich, Zurich, Switzerland
- Empirical Education Research, University of Konstanz, Konstanz, Germany
- *Correspondence: Jeanine Grütter,
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26
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Crone EA, Achterberg M. Prosocial development in adolescence. Curr Opin Psychol 2021; 44:220-225. [PMID: 34749238 DOI: 10.1016/j.copsyc.2021.09.020] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 09/27/2021] [Indexed: 12/21/2022]
Abstract
In this review, we describe the development of prosocial behavior in adolescence as a critical inflection period for social adjustment. Experimental research using prosocial giving tasks demonstrates that adolescents differentiate more between recipients and contexts, suggesting increasing ingroup-outgroup differentiation during adolescence. We also demonstrate that social brain development during adolescence is partly driven by environmental influences, further underlining adolescence as a critical period for social development. The COVID-19 pandemic has had and will have long-term effects on the current generation of adolescents, for which we describe both the risks, resilience factors, and opportunities for engaging in prosocial acts of kindness.
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Affiliation(s)
- Eveline A Crone
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Burg. Oudlaan 50, Rotterdam, the Netherlands; Department of Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, the Netherlands.
| | - Michelle Achterberg
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, Burg. Oudlaan 50, Rotterdam, the Netherlands; Department of Developmental and Educational Psychology, Leiden University, Wassenaarseweg 52, 2333 AK, Leiden, the Netherlands
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Hussong AM, Benner AD, Erdem G, Lansford JE, Makila LM, Petrie RC. Adolescence Amid a Pandemic: Short- and Long-Term Implications. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:820-835. [PMID: 34448291 PMCID: PMC8646616 DOI: 10.1111/jora.12671] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Members of the Society for Research on Adolescents COVID-19 Response Team offer this commentary to accompany this special issue of the Journal of Research on Adolescence regarding the impact of the pandemic on adolescents' social, emotional, and academic functioning. In addition to outlining the critical need for scholarly collaboration to address the global impact of this crisis on adolescent development, we argue that a broad investigative lens is needed to guide research and recovery efforts targeting youth development. We then use this broad lens to consider dimensions of the pandemic impact relative to developmental implications within community and policy contexts, educational contexts, social contexts, and family contexts. Finally, we describe guideposts for setting a global, shared research agenda that can hasten research to recovery efforts surrounding the pandemic and youth development.
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28
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Branje S, Morris AS. The Impact of the COVID-19 Pandemic on Adolescent Emotional, Social, and Academic Adjustment. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2021; 31:486-499. [PMID: 34448306 PMCID: PMC8646893 DOI: 10.1111/jora.12668] [Citation(s) in RCA: 65] [Impact Index Per Article: 21.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 07/22/2021] [Indexed: 05/06/2023]
Abstract
The COVID-19 pandemic has had a strong impact on adolescents worldwide. This special issue aimed to increase our understanding of the factors that explain interindividual differences in how adolescents are affected by the pandemic. The special issue includes 21 empirical articles from four continents on the role of the pandemic in changes in emotional, social, and academic adjustment during adolescence. The studies demonstrate that many adolescents experienced increased depressive symptoms, negative affect, and loneliness, and lower academic adjustment during the pandemic, particularly those that were already at risk before the pandemic. At the same time, many adolescents had individual, family, and community resources that made them resilient and helped them to continue to function well despite the adverse circumstances.
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Asscheman JS, Zanolie K, Bexkens A, Bos MGN. Mood Variability Among Early Adolescents in Times of Social Constraints: A Daily Diary Study During the COVID-19 Pandemic. Front Psychol 2021; 12:722494. [PMID: 34504466 PMCID: PMC8421763 DOI: 10.3389/fpsyg.2021.722494] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2021] [Accepted: 07/30/2021] [Indexed: 12/28/2022] Open
Abstract
The COVID-19 pandemic and associated governmental regulations have drastically changed the daily social lives of children, adolescents, and adults. Changes in the social context may particularly affect children who are in the transition to adolescents (henceforth referred to as early adolescents) as adolescence is a crucial period for peer interactions and development of independence and autonomy. Yet, the impact of the pandemic and associated governmental regulations on early adolescents' emotional well-being has yet to be clarified. In the current study, we explored daily fluctuations in mood in 54 early adolescents (M age = 11.07) during the first few months (April 2020-June 2020) of the COVID-19 pandemic. Moreover, the role of parents and peers on adolescents' mood variability was investigated. Adolescents rated their mood (i.e., happiness, anger, sadness, anxiety) and peer interactions once a day during four separate weeks across different weeks of containment measures in the Netherlands. Moreover, adolescents reported on their experienced attachment to parents and peers and internalizing problems during baseline and the final measurement, respectively. Results showed relatively stable levels of mood during the first few months of the COVID-19 pandemic. However, individual differences in mood variability during the first assessment week were negatively associated with the experienced level of attachment to both parents and peers. Moreover, heightened levels of mood variability did not mediate the link between attachment and internalizing problems. Lastly, the quality of offline contact, but not online contact, was negatively related to adolescents' mood variability. Overall, this study suggests that mood of early adolescents did not heavily fluctuated across the first few months of the COVID-19 pandemic. Our findings add to the growing body of literature aiming to understand how adolescent's life are affected by the COVID-19 crisis and illustrates that social connectedness to parents or peers may facilitate resilience to distress and daily mood fluctuation in early adolescents.
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Affiliation(s)
- J. Susanne Asscheman
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden, Netherlands
| | - Kiki Zanolie
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden, Netherlands
| | - Anika Bexkens
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- GGZ Delfland, Department of Psychiatry in Individuals With Intellectual Disability, Center for Psychiatry, Delft, Netherlands
| | - Marieke G. N. Bos
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden, Netherlands
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30
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Asscheman JS, Zanolie K, Bexkens A, Bos MGN. Mood Variability Among Early Adolescents in Times of Social Constraints: A Daily Diary Study During the COVID-19 Pandemic. Front Psychol 2021; 12:722494. [PMID: 34504466 DOI: 10.31234/osf.io/375tj] [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] [Received: 06/08/2021] [Accepted: 07/30/2021] [Indexed: 05/19/2023] Open
Abstract
The COVID-19 pandemic and associated governmental regulations have drastically changed the daily social lives of children, adolescents, and adults. Changes in the social context may particularly affect children who are in the transition to adolescents (henceforth referred to as early adolescents) as adolescence is a crucial period for peer interactions and development of independence and autonomy. Yet, the impact of the pandemic and associated governmental regulations on early adolescents' emotional well-being has yet to be clarified. In the current study, we explored daily fluctuations in mood in 54 early adolescents (M age = 11.07) during the first few months (April 2020-June 2020) of the COVID-19 pandemic. Moreover, the role of parents and peers on adolescents' mood variability was investigated. Adolescents rated their mood (i.e., happiness, anger, sadness, anxiety) and peer interactions once a day during four separate weeks across different weeks of containment measures in the Netherlands. Moreover, adolescents reported on their experienced attachment to parents and peers and internalizing problems during baseline and the final measurement, respectively. Results showed relatively stable levels of mood during the first few months of the COVID-19 pandemic. However, individual differences in mood variability during the first assessment week were negatively associated with the experienced level of attachment to both parents and peers. Moreover, heightened levels of mood variability did not mediate the link between attachment and internalizing problems. Lastly, the quality of offline contact, but not online contact, was negatively related to adolescents' mood variability. Overall, this study suggests that mood of early adolescents did not heavily fluctuated across the first few months of the COVID-19 pandemic. Our findings add to the growing body of literature aiming to understand how adolescent's life are affected by the COVID-19 crisis and illustrates that social connectedness to parents or peers may facilitate resilience to distress and daily mood fluctuation in early adolescents.
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Affiliation(s)
- J Susanne Asscheman
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden, Netherlands
| | - Kiki Zanolie
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden, Netherlands
| | - Anika Bexkens
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- GGZ Delfland, Department of Psychiatry in Individuals With Intellectual Disability, Center for Psychiatry, Delft, Netherlands
| | - Marieke G N Bos
- Developmental and Educational Psychology, Faculty of Behavioral and Social Sciences, Leiden University, Leiden, Netherlands
- Leiden Institute for Brain and Cognition, Leiden, Netherlands
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