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Diniz G, Korkes L, Tristão LS, Pelegrini R, Bellodi PL, Bernardo WM. The effects of gratitude interventions: a systematic review and meta-analysis. EINSTEIN-SAO PAULO 2023; 21:eRW0371. [PMID: 37585888 PMCID: PMC10393216 DOI: 10.31744/einstein_journal/2023rw0371] [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: 11/01/2022] [Accepted: 12/19/2022] [Indexed: 08/18/2023] Open
Abstract
INTRODUCTION Gratitude has several implications. Over time, a logical relationship has been established between gratitude and well-being. In addition, researchers aimed to establish associations between gratitude and other factors of positive feelings using scientific methods. We conducted a systematic review and meta-analysis of interventions to develop gratitude and its benefits to human beings. OBJECTIVE This study aimed to evaluate and quantify the available scientific evidence on interventions to acquire knowledge on gratitude as a quantifiable causal factor of benefit to human beings. METHODS A systematic literature search was conducted to identify studies that investigated the effects of gratitude interventions. MEDLINE, Embase, and Central Cochrane databases were searched in addition to gray (Google Scholar) and manual search. Two authors independently evaluated the titles and abstracts, and selected the studies that met the inclusion criteria. The searches were conducted between January and July 2022. RESULTS Sixty-four randomized clinical trials were included. The meta-analysis demonstrated that patients who underwent gratitude interventions experienced greater feelings of gratitude, better mental health, and fewer symptoms of anxiety and depression. Moreover, they experienced other benefits such as a more positive mood and emotions. CONCLUSION The results demonstrate that acts of gratitude can be used as a therapeutic complement for treating anxiety and depression and can increase positive feelings and emotions in the general population. Prospero database registration: (www.crd.york.ac.uk/prospero) under the number CRD42021250799.
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Affiliation(s)
- Geyze Diniz
- PlenaeSão PauloSPBrazilPlenae, São Paulo, SP, Brazil.
| | - Ligia Korkes
- PlenaeSão PauloSPBrazilPlenae, São Paulo, SP, Brazil.
| | - Luca Schiliró Tristão
- Faculdade de Ciências Médicas de SantosSantosSPBrazil Faculdade de Ciências Médicas de Santos, Santos, SP, Brazil.
| | | | - Patrícia Lacerda Bellodi
- Faculdade de MedicinaUniversidade de São PauloSão PauloSPBrazil Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil.
| | - Wanderley Marques Bernardo
- Faculdade de MedicinaUniversidade de São PauloSão PauloSPBrazil Faculdade de Medicina, Universidade de São Paulo, São Paulo, SP, Brazil.
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2
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The longitudinal reciprocal relations among friendship quality, positivity and prosocial behavior in chinese early adolescents. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03743-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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School anxiety profiles in Spanish adolescents and their differences in psychopathological symptoms. PLoS One 2022; 17:e0262280. [PMID: 35061775 PMCID: PMC8782359 DOI: 10.1371/journal.pone.0262280] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 12/21/2021] [Indexed: 12/01/2022] Open
Abstract
School anxiety and psychopathological symptoms tend to co-occur across development and persist in adulthood. The present study aimed to determine school anxiety profiles based on Lang’s model of the triple response system (cognitive anxiety, psychophysiological anxiety, and behavioral anxiety) and to identify possible differences between these profiles in psychopathological symptoms (depression, hostility, interpersonal sensitivity, somatization, anxiety, psychoticism, obsessive-compulsive, phobic anxiety, and paranoid ideation). The School Anxiety Inventory (SAI) and the Symptom Assessment-45 Questionnaire (SA-45) were administered to 1525 Spanish students (49% girls) between 15 and 18 years old (M = 16.36, SD = 1.04). Latent Profile Analysis identified four school anxiety profiles: Low School Anxiety, Average School Anxiety, High School Anxiety, and Excessive School Anxiety. A multivariate analysis of variance revealed statistically significant differences among the school anxiety profiles in all the psychopathological symptoms examined. Specifically, adolescents with Excessive School Anxiety showed significantly higher levels of the nine psychopathological symptoms than their peers with Average School Anxiety and Low School Anxiety. In addition, the Excessive School Anxiety profile scored significantly higher in phobic anxiety than the High School Anxiety group. These findings allow to conclude that it is necessary enhance well-being and reduce psychopathology of those adolescents who manifest high and very high reactivity in cognitive, psychophysiological, and behavioral anxiety.
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Three-Wave Longitudinal Study of a Dual-Factor Model: Mental Health Status and Academic Outcomes for High School Students in Academically Accelerated Curricula. SCHOOL MENTAL HEALTH 2022. [DOI: 10.1007/s12310-021-09497-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
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O’Byrne R, Thompson R, Friedmann JS, Lumley MN. Parent Engagement with an Online, School-Based, Character Strengths Promotion Program. INTERNATIONAL JOURNAL OF APPLIED POSITIVE PSYCHOLOGY 2022; 7:355-377. [PMID: 35971433 PMCID: PMC9366792 DOI: 10.1007/s41042-022-00072-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 07/22/2022] [Indexed: 02/02/2023]
Abstract
Schools are increasingly bolstering student character strengths to promote academic success and well-being. Schools' character-promotion efforts would benefit from involving students' caregivers. Online resources may be an accessible way to engage students' families, but further research is needed to maximize accessibility and engagement. A brief character strengths program was developed and integrated within online accounts accessed by parents of kindergarten students. Content analysis of parent focus groups (N = 14, 86% women) indicated that access to and engagement with the program was improved by several factors, including visuals, intuitive navigation, strength-based content, and school-based recruitment. Content analysis of caregivers' (N = 54, 91% women, M age = 36.52, SD age = 4.40) responses to the program's reflection questions indicated that parents prefer highly applicable content, particularly information about noticing and developing character strengths in their child. Finally, exploratory descriptive statistics indicated that single parents, fathers, and parents of racial minority children were less likely to engage with the program which alludes to the additional barriers faced by these socio-demographic groups. The results provide specific suggestions for involving parents in school-based character promotion efforts, as well as highlight the importance of additional research to better understand the needs of diverse families. Supplementary Information The online version contains supplementary material available at 10.1007/s41042-022-00072-4.
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Affiliation(s)
- Ryan O’Byrne
- grid.34429.380000 0004 1936 8198Department of Psychology, University of Guelph, 50 Stone Road East, N1G 2W1 Guelph, ON Canada
| | - Rochelle Thompson
- grid.34429.380000 0004 1936 8198Department of Psychology, University of Guelph, 50 Stone Road East, N1G 2W1 Guelph, ON Canada
| | - Jordan S. Friedmann
- grid.34429.380000 0004 1936 8198Department of Psychology, University of Guelph, 50 Stone Road East, N1G 2W1 Guelph, ON Canada
| | - Margaret N. Lumley
- grid.34429.380000 0004 1936 8198Department of Psychology, University of Guelph, 50 Stone Road East, N1G 2W1 Guelph, ON Canada
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Naples LH, Tuckwiller ED. Taking Students on a Strengths Safari: A Multidimensional Pilot Study of School-Based Wellbeing for Young Neurodiverse Children. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18136947. [PMID: 34209569 PMCID: PMC8297144 DOI: 10.3390/ijerph18136947] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Revised: 06/25/2021] [Accepted: 06/27/2021] [Indexed: 01/24/2023]
Abstract
There is a robust body of psychological research linking youth mental health and academic achievement. However, students in early childhood are rarely represented in this research, and children with disabilities and/or neurological differences are virtually absent. Thus, the present pilot study explored the effects of a structured psychoeducation program designed to enhance school-based wellbeing (SBWB) for young students who are neurodivergent (ND). This study utilized a quasi-experimental design to investigate the effects of the Student Strengths Safari intervention on (1) students’ self-reported covitality and (2) teacher-rated executive functioning to (3) examine data for evidence of a dual-factor model of SBWB. Two classrooms in a suburban, Mid-Atlantic private school were randomly assigned to the waitlist control group (n = 14) (1st grade) and the intervention group (n = 10) (2nd grade), and quantitative data were analyzed at pretest and posttest to determine intervention outcomes. Key findings produced evidence to support (a) a statistically significant interaction effect for improvements in executive functioning relative to the waitlist control group (p = 0.011), and (b) the utility of a new theoretical dual-factor model to advance SBWB for ND students in early elementary education.
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Affiliation(s)
- Lauren H. Naples
- Child Study Center, Yale School of Medicine, Yale University, New Haven, CT 06511, USA
- Correspondence:
| | - Elizabeth D. Tuckwiller
- Department of Special Education and Disability Studies, Graduate School of Education and Human Development, Foggy Bottom Campus, The George Washington University, Washington, DC 20052, USA;
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Morris TT, Dorling D, Davies NM, Davey Smith G. Associations between school enjoyment at age 6 and later educational achievement: evidence from a UK cohort study. NPJ SCIENCE OF LEARNING 2021; 6:18. [PMID: 34131153 PMCID: PMC8206254 DOI: 10.1038/s41539-021-00092-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 04/24/2021] [Indexed: 06/12/2023]
Abstract
Education is influenced by a broad range of factors but there has been limited research into the role that early school enjoyment plays in pupil's educational achievement. Here we used data from a UK cohort to answer three research questions. What is the association between early school enjoyment and later academic achievement? To what extent do family background factors underlie this association? Do sex differences in school enjoyment underlie sex differences in achievement? School enjoyment was self-reported in two questionnaires completed at age 6. We used multiple imputation to account for missing covariates in this study, giving an imputed sample size of 12,135. Children's school enjoyment at age 6 associated with sex and cognitive ability but not family socioeconomic background. For example, girls were twice as likely to report enjoying school than boys (OR: 1.97; 95% CI: 1.56, 2.48). School enjoyment strongly associated with later achievement in age 16 compulsory GCSE exams even after adjustment for socioeconomic background and cognitive ability; pupils who reported enjoying school scored on average 14.4 (95% CI: 6.9, 21.9) more points (equivalent to almost a 3-grade increase across all subjects) and were 29% more likely to obtain 5 + A*-C GCSE's including Maths and English (OR: 1.29; 95% CI: 0.99, 1.7) than those who did not enjoy school. These results highlight the importance of school enjoyment for educational achievement. As a potentially more modifiable factor than socioeconomic background, cognitive ability or sex, school enjoyment may represent a promising intervention target for improving educational outcomes.
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Affiliation(s)
- Tim T Morris
- MRC Integrative Epidemiology Unit at the University of Bristol, Bristol, UK.
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK.
| | - Danny Dorling
- School of Geography and the Environment, University of Oxford, Oxford, UK
| | - Neil M Davies
- MRC Integrative Epidemiology Unit at the University of Bristol, Bristol, UK
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
- K.G. Jebsen Center for Genetic Epidemiology, Department of Public Health and Nursing, NTNU, Norwegian University of Science and Technology, Trondheim, Norway
| | - George Davey Smith
- MRC Integrative Epidemiology Unit at the University of Bristol, Bristol, UK
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
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A systematic review and meta-analysis of psychological interventions to improve mental wellbeing. Nat Hum Behav 2021; 5:631-652. [PMID: 33875837 DOI: 10.1038/s41562-021-01093-w] [Citation(s) in RCA: 108] [Impact Index Per Article: 36.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2020] [Accepted: 03/05/2021] [Indexed: 12/20/2022]
Abstract
Our current understanding of the efficacy of psychological interventions in improving mental states of wellbeing is incomplete. This study aimed to overcome limitations of previous reviews by examining the efficacy of distinct types of psychological interventions, irrespective of their theoretical underpinning, and the impact of various moderators, in a unified systematic review and meta-analysis. Four-hundred-and-nineteen randomized controlled trials from clinical and non-clinical populations (n = 53,288) were identified for inclusion. Mindfulness-based and multi-component positive psychological interventions demonstrated the greatest efficacy in both clinical and non-clinical populations. Meta-analyses also found that singular positive psychological interventions, cognitive and behavioural therapy-based, acceptance and commitment therapy-based, and reminiscence interventions were impactful. Effect sizes were moderate at best, but differed according to target population and moderator, most notably intervention intensity. The evidence quality was generally low to moderate. While the evidence requires further advancement, the review provides insight into how psychological interventions can be designed to improve mental wellbeing.
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Lenz AS. Evidence for Relationships Between Hope, Resilience, and Mental Health Among Youth. JOURNAL OF COUNSELING AND DEVELOPMENT 2020. [DOI: 10.1002/jcad.12357] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
- A. Stephen Lenz
- Department of Leadership and Counselor Education The University of Mississippi
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Platt IA, Kannangara C, Tytherleigh M, Carson J. The Hummingbird Project: A Positive Psychology Intervention for Secondary School Students. Front Psychol 2020; 11:2012. [PMID: 32849165 PMCID: PMC7426523 DOI: 10.3389/fpsyg.2020.02012] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Accepted: 07/20/2020] [Indexed: 11/13/2022] Open
Abstract
Mental health in schools has attracted a lot of attention in recent years. Positive Psychology Interventions (PPIs) in secondary schools have been shown to improve mental health outcomes for students. Previous PPIs have tended to be delivered by trained Psychology specialists or have tended to focus on a single aspect of Positive Psychology such as Mindfulness. The current study involved 2 phases. Phase 1 was a pilot PPI, delivered by current university students in Psychology, which educated secondary school students (N = 90) in a variety of Positive Psychology concepts. Phase 2 involved delivering the PPI to secondary school students (N = 1,054). This PPI, the Hummingbird Project, led to improvements in student well-being, as measured by the World Health Organization Well-Being Index (WHO-5). The intervention also led to improvements in student resilience, as measured by the Bolton Uni-Stride Scale (BUSS), and hope, as measured by the Children's Hope Scale (CHS). Results are discussed in the context of their implications for the future of psychological intervention in secondary school settings.
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Affiliation(s)
- Ian Andrew Platt
- School of Education and Psychology, University of Bolton, Bolton, United Kingdom
| | | | | | - Jerome Carson
- School of Education and Psychology, University of Bolton, Bolton, United Kingdom
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Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior. SUSTAINABILITY 2020. [DOI: 10.3390/su12156199] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Children tend to develop forms of anxiety that can be associated with school violence. However, the previous scientific literature on anxiety and aggression is scarce. In addition, it has only focused on examining differential relationships between both variables. This study aimed to analyze the relationships between three forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) and the components of aggression (physical and verbal aggression, anger, and hostility) by adopting a person-centered approach. The sample consisted of 1161 Spanish students from 8 to 11 years old (M = 9.72, SD = 1.14); 46.2% were boys. Informed written consent from the parents or legal guardians was obtained. The Visual Analogue Scale for Anxiety—Revised and the Aggression Questionnaire were used. The latent profile analysis technique identified three profiles of anxious children: Low Anxiety, High School-based Performance Anxiety, and High Anxiety. The High Anxiety group scored significantly higher than the Low Anxiety group in all components of aggression, with effect sizes ranging from moderate to large (d = 0.59 to 0.99). The High Anxiety profile showed significantly higher scores than the high school-based performance anxiety profile only in anger (d = 0.56) and hostility (d = 0.44). The results have relevant implications for practice, since there is evidence that different intervention strategies should be applied according to the risk profile.
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Tejada-Gallardo C, Blasco-Belled A, Torrelles-Nadal C, Alsinet C. Effects of School-based Multicomponent Positive Psychology Interventions on Well-being and Distress in Adolescents: A Systematic Review and Meta-analysis. J Youth Adolesc 2020; 49:1943-1960. [DOI: 10.1007/s10964-020-01289-9] [Citation(s) in RCA: 30] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Accepted: 07/09/2020] [Indexed: 11/29/2022]
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Cilar L, Štiglic G, Kmetec S, Barr O, Pajnkihar M. Effectiveness of school-based mental well-being interventions among adolescents: A systematic review. J Adv Nurs 2020. [PMID: 32363607 DOI: 10.1111/jan.14408] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2019] [Revised: 02/19/2020] [Accepted: 04/21/2020] [Indexed: 12/23/2022]
Abstract
AIMS This systematic review aimed to identify school-based interventions for ensuring mental health and well-being of adolescents, synthesize existing interventions, and summarize the quality of identified studies. DESIGN A systematic review, analysis, and synthesis were performed. DATA SOURCES Search was performed in Cochrane Library, PsychARTICLES, Web of Science, CINAHL, and Medline. REVIEW METHODS Literature search was performed in March 2019 using inclusion and exclusion criteria. PRISMA guidelines were followed. Identified records were reviewed by title, abstract, and by the full text by two independent researchers. Three authors independently made a quality assessment of the included studies. Included studies were extracted and synthesized. A systematic review was registered in PROSPERO (CRD42019128919). RESULTS The initial search yielded 1,199 articles. Of them, 57 articles were included in the final analysis and synthesis. Only four studies were assessed as high quality. Identified themes were mental health and well-being, positive psychology, problem-solving and stress reduction, mindfulness, and physical activity. More than half (N = 32, 56.14%) interventions showed a positive outcome after implementation. Most of those interventions focused on positive psychology and mindfulness. CONCLUSION Mental well-being is important for the healthy development of adolescents. Countries are aware that healthy adolescents will become healthy adults who will contribute to his/her community and will lower costs of the absence of work and treatments. Thus, they support and invest in interventions that prevent mental disorders. There is a need for developing multidimensional mental well-being interventions that are effective in low- and secondary-income countries. IMPACT This study ensured rigorous methodology, followed PRISMA recommendations and evaluated quality of identified literature using the GRADE guidelines. A critical synthesis was performed to produce an integrated conceptualization of the evidence. The synthesis represents a list of effective school interventions for the promotion of adolescents' mental well-being.
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Affiliation(s)
- Leona Cilar
- Faculty of Health Sciences, University of Maribor, Maribor, Slovenia
| | - Gregor Štiglic
- Faculty of Health Sciences, University of Maribor, Maribor, Slovenia
| | - Sergej Kmetec
- Faculty of Health Sciences, University of Maribor, Maribor, Slovenia
| | - Owen Barr
- School of Nursing, Ulster University, Coleraine, UK
| | - Majda Pajnkihar
- Faculty of Health Sciences, University of Maribor, Maribor, Slovenia
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Kuk A, Guszkowska M. Changes and Predictors of the Sense of Meaning in Life in Polish University Students Participating in Psychological Workshops Communication-Forgiveness-Love. JOURNAL OF RELIGION AND HEALTH 2019; 58:1095-1106. [PMID: 29705828 PMCID: PMC6606651 DOI: 10.1007/s10943-018-0631-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
The aim of this study was to determine changes in the sense of meaning in life of university students who participated in psychological workshops "Communication-Forgiveness-Love". The study evaluated 33 university students from first-cycle and second-cycle studies in physical education in the Józef Piłsudski University of Physical Education in Warsaw. The Reker's Life Attitude Profile-Revised Questionnaire, Social Competencies Questionnaire (KKS) by Matczak, Emotional Intelligence Questionnaire (INTE) by Schutte et al. and the Goldberg's General Health Questionnaire GHQ-28 were used. The study found that psychological workshops can be effective in instilling the sense of meaning in life in university students, especially those from first-cycle studies. The workshops can produce more benefits to students with worse mental status and with lower social competencies.
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Affiliation(s)
- Anna Kuk
- The Faculty of Physical Education, Józef Piłsudski University of Physical Education in Warsaw, Marymoncka 34, 00-968, Warsaw, Poland.
| | - Monika Guszkowska
- The Faculty of Rehabilitation, Józef Piłsudski University of Physical Education in Warsaw, Marymocka 34, 00-968, Warsaw, Poland
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Vela JC, Smith WD, Rodriguez K, Hinojosa Y. Exploring the Impact of a Positive Psychology and Creative Journal Arts Intervention with Latina/o Adolescents. JOURNAL OF CREATIVITY IN MENTAL HEALTH 2019. [DOI: 10.1080/15401383.2019.1610535] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Arora PG, Collins TA, Dart EH, Hernández S, Fetterman H, Doll B. Multi-tiered Systems of Support for School-Based Mental Health: A Systematic Review of Depression Interventions. SCHOOL MENTAL HEALTH 2019. [DOI: 10.1007/s12310-019-09314-4] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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Sikora RM. Teachers' social support, somatic complaints and academic motivation in children and early adolescents. Scand J Psychol 2019; 60:87-96. [PMID: 30633372 DOI: 10.1111/sjop.12509] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2018] [Accepted: 11/06/2018] [Indexed: 11/29/2022]
Abstract
The study aim was to find out what is pupils perception of teachers' support and to check if different types of perceived support are connected with the level of somatic symptoms reported by students at school. Additionally the study searched for possible links between students' evaluation of teachers 'as instructors, guides and caregivers' and their motivation to attend the class and to study the subject. The results show that students perceived informative teachers' support as the most available. Prevalent somatic symptoms reported by students were those connected with tiredness, distraction, low energy and pain. Teachers' evaluation was positively linked to academic motivation. High level of perceived (1) emotional, (2) informational teachers support and a (3) high 'mark' prescribed by student to the teacher via teachers' evaluation were negatively related to somatic symptoms. Due to students composition i.e. children originating from different economic backgrounds, the support perception from this perspective was also analysed. The study results indicate that teachers' support perception by children living in harsh economic conditions depended on the division in which they attend the school.
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Wingate EJ, Suldo SM, Peterson RKS. Monitoring and Fostering Elementary School Students' Life Satisfaction: A Case Study. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2018. [DOI: 10.1080/15377903.2017.1403399] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Emily J. Wingate
- Educational and Psychological Studies, University of South Florida, Tampa, Florida, USA
| | - Shannon M. Suldo
- Educational and Psychological Studies, University of South Florida, Tampa, Florida, USA
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