1
|
Maor R. Profiles of Peer-Rejected Individuals: Their Attitudes toward the Intellectual Disability Population and the Mediating Role of Resilience. J Genet Psychol 2024; 185:323-336. [PMID: 38192068 DOI: 10.1080/00221325.2024.2301943] [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: 06/24/2023] [Accepted: 01/02/2024] [Indexed: 01/10/2024]
Abstract
Literature shows that public perceptions toward people with intellectual disability (ID) tend to be negative, perhaps more so than toward any other population with disabilities, causing severe consequences on the quality of life of these people. Understanding factors associated with these attitudes may contribute to better integration of the ID population into society. This study focuses on the predictive role of school-age peer rejection and contemporaneous familial support on attitudes toward people with ID. Specifically, it aims to identify distinct profiles of people who experienced peer rejection during their school years and who experienced various levels of familial support during the rejection period, and to examine the disparities between these profiles regarding attitudes toward people with ID. An additional goal is to examine whether resilience can mediate the association between profiles of peer-rejected individuals and their attitudes toward individuals with ID. The research sample comprised 1063 Israeli adults reporting various levels of peer rejection during school years. Cluster analysis revealed two profiles of peer-rejected individuals that significantly differ in the level of familial support provided in the face of peer rejection. In accordance with the hypotheses, attitudes of peer-rejected individuals with poor familial support were more negative than those with high familial support and the mediating effect of resilience was significant. Findings emphasize the protective role of familial support in the face of peer rejection, contributing to the emerging literature that deals with the long-term effects of peer rejection and poor resiliency resources on negative attitudes toward out-groups.
Collapse
Affiliation(s)
- Rotem Maor
- Education, David Yellin College of Education, Jerusalem, Israel
| |
Collapse
|
2
|
Céspedes C, Leigh C, Leigh E, Leihy P, Fuentealba-Urra S, Rubio A, Roy D. The roles of age, gender, and migration in shaping adolescent student satisfaction within Chilean schools. Sci Rep 2024; 14:13944. [PMID: 38886368 PMCID: PMC11183043 DOI: 10.1038/s41598-024-61427-2] [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: 07/20/2023] [Accepted: 05/06/2024] [Indexed: 06/20/2024] Open
Abstract
This study has a quantitative cross-sectional design that aims to investigate the relationships between gender, age, status (migrant or Chilean-born), educational satisfaction, and overall life satisfaction among adolescent students in 7th and 8th grades of the Chilean educational system. The sample includes 406 students from four municipal public educational centers located in the Santiago district of the Metropolitan Region of Chile, with at least 20% migrant enrollment. The data were analyzed using quantitative methods using the R language, with descriptive analysis, cross-tabulation analysis, and independence tests. The packages used were: ggplot2, tidyverse and ggstatplot. The study found that age has an impact on the level of satisfaction with education and relationships formed with peers. Specifically, younger students expressed higher levels of satisfaction in these areas compared to older students. Moreover, foreign students showed a statistically significant difference in relation to age range, suggesting that as these students grow older, they tend to become less satisfied with the relationships they form with their classmates. In contrast, no statistically significant difference was found among Chilean students, indicating that the findings discussed here may not be generalizable to this specific population. The analysis also indicates a significant difference in the entire sample, suggesting a correlation between age range and level of satisfaction with schooling.
Collapse
Affiliation(s)
| | - Camila Leigh
- Universidad Andrés Bello, Santiago, Chile.
- Centro de Investigación Urbana para el Desarrollo, el Hábitat y la descentralización (CIUDHAD), Universidad Andrés Bello, Santiago, Chile.
| | | | | | | | | | | |
Collapse
|
3
|
Sanchez C, Porro B, Blanc N. Development of a New Scale to Assess Students' Autodetermination At School (AAS). Eur J Investig Health Psychol Educ 2024; 14:181-202. [PMID: 38248132 PMCID: PMC10813875 DOI: 10.3390/ejihpe14010012] [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: 10/26/2023] [Revised: 12/07/2023] [Accepted: 01/02/2024] [Indexed: 01/23/2024] Open
Abstract
The Autodetermination At School (AAS) hetero-evaluative scale was created and validated in a French teacher population with the aim of quantifying, in an ecological way, the commitment at school of elementary students. After establishing the scale's face validity, AAS was tested with an exploratory factor analysis, a confirmatory factor analysis, a convergent validity analysis, a test-retest analysis and an inter-individual analysis. The EFA highlighted three distinct factors and the CFA validated the reliability of a three-factor model for AAS with relevant fits and indices. The first dimension concerns teacher perception of academic commitment, reflecting both child performance and autonomous motivation. The second and third ones reflect teacher perception of the child's social commitment, to their peers as well as to their teacher. Consequently, AAS is a useful, reliable and robust psychometric instrument that emphases how intrinsic motivation and performance are closely linked. It also considers the importance of social child commitment at school. The inter-individual analysis revealed trends of grade, gender and school environment effects.
Collapse
Affiliation(s)
- Christine Sanchez
- Department of Psychology, University Paul Valéry Montpellier 3, EPSYLON UR 4556, 34000 Montpellier, France;
| | - Bertrand Porro
- Université d’Angers, Université de Rennes, Inserm, EHESP, IRSET (Institut de Recherche en Santé, Environnement et Travail) UMR_S 1085, IRSET-ESTER, SFR ICAT, F-49000 Angers, France;
- Department of Human and Social Sciences, Institut de Cancérologie de l’Ouest (ICO), 49055 Angers, France
| | - Nathalie Blanc
- Department of Psychology, University Paul Valéry Montpellier 3, EPSYLON UR 4556, 34000 Montpellier, France;
| |
Collapse
|
4
|
Li X, Chen SH, Lee CY, Li A, Gao M, Cai X, Hsueh SC, Chiang YC. Mediating Effects of Academic Self-Efficacy and Depressive Symptoms on Prosocial/Antisocial Behavior Among Youths. PREVENTION SCIENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR PREVENTION RESEARCH 2023:10.1007/s11121-023-01611-4. [PMID: 37940781 DOI: 10.1007/s11121-023-01611-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/17/2023] [Indexed: 11/10/2023]
Abstract
Adolescence is a critical period during which youth develop and shape their behaviors. Because differences between youths are strongly connected to environmental factors, we aimed to elucidate possible pathways from home-school regulation and atmosphere to youths' prosocial and antisocial behaviors. Data were derived from the China Education Panel Survey. This study involved a total of 9291 students aged 14-15 years (4834 boys, 4457 girls). We used structural equation modeling (SEM) with LISREL 8.80 and Monte Carlo resampling with R to conduct the analysis strategy. In the home-school regulation, parental supervision on the one hand and teacher criticism on the other hand have direct positive and negative predictive effects on youths' prosocial behaviors, respectively, while their direct effects on antisocial behavior are the opposite; teachers praise does not directly affect adolescents' prosocial and antisocial behaviors. In the home-school atmosphere, family interaction and perceived good class climate directly positively affect youths' prosocial behaviors, while the direct effects of both on antisocial behavior are not significant. The SEM results reveal that academic self-efficacy and depressive symptoms may be underlying mediating mechanisms through which home-school regulation and atmosphere during adolescence affect students' prosocial and antisocial behaviors. Intervention programs targeting home-school supportive environments and prevention programs targeting positive emotion and self-awareness may yield benefits for proper social behavior in adolescents. For example, by enhancing the way and frequency of parent-child interaction, teachers and students jointly create a good class climate of care and friendship to strengthen a home-school supportive environment. Improve adolescents' positive emotions such as contentment, optimism, and hope to reduce the possibility of depression.
Collapse
Affiliation(s)
- Xian Li
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, China
| | - Shih-Han Chen
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, China
- BIORAY Medical Technology (Shenzhen) Co., Ltd., Shenzhen, China
| | - Chun-Yang Lee
- School of International Business, Xiamen University Tan Kah Kee College, Zhangzhou, China
| | - An Li
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, China
- Health Supervision of Zhangzhou Health Bureau, Zhangzhou, China
| | - Min Gao
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, China
| | - Xinlan Cai
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, China
| | - Shao-Chieh Hsueh
- School of Economics and Management, Xiamen University of Technology, Xiamen, China.
| | - Yi-Chen Chiang
- State Key Laboratory of Vaccines for Infectious Diseases, Xiang An Biomedicine Laboratory, State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, National Innovation Platform for Industry-Education Integration in Vaccine Research, School of Public Health, Xiamen University, Xiamen, China.
| |
Collapse
|
5
|
Li L, Khan A, Rameli MRM. Assessing the Relationship between Prosocial Behavior and Well-Being: Basic Psychological Need as the Mediator. Eur J Investig Health Psychol Educ 2023; 13:2179-2191. [PMID: 37887154 PMCID: PMC10606585 DOI: 10.3390/ejihpe13100153] [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: 07/13/2023] [Revised: 09/06/2023] [Accepted: 10/05/2023] [Indexed: 10/28/2023] Open
Abstract
Previous research has established a positive link between prosocial behavior (PB) and psychological well-being. However, limited studies have explored the relationship between PB and well-being (WB), particularly among vocational students. Furthermore, the underlying mechanisms, including mediating factors, remain understudied in this context. This study aimed to investigate the association between PB and WB among vocational students while examining the mediating role of basic psychological needs. A sample of 221 vocational students (mean age = 19.68 years, SD = 1.57) completed anonymous questionnaires assessing PB, basic psychological needs, and WB. The results revealed a positive correlation between PB and WB in vocational students (r = 0.22, p < 0.01), with basic psychological needs partially mediating this relationship (β = 0.14, t = 10.85, p < 0.001, 95% CI = (0.18, 0.23)). These findings enhance our understanding of the association between PB and vocational students' WB, shed light on the mechanisms involved, and offer insights into promoting the well-being of vocational students.
Collapse
Affiliation(s)
- Linwei Li
- Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia; (A.K.); (M.R.M.R.)
| | | | | |
Collapse
|
6
|
Adam MS, Hamid JA, Khatibi A, Azam SF. Autonomous motivation in blended learning: Effects of teaching presence and basic psychological need satisfaction. LEARNING AND MOTIVATION 2023; 83:101908. [DOI: 10.1016/j.lmot.2023.101908] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
|
7
|
Hao Z, Jin L, Huang J. Offline and online basic need satisfaction and smartphone use behaviors: A mediation model. J Psychiatr Res 2023; 161:99-105. [PMID: 36917869 DOI: 10.1016/j.jpsychires.2023.03.016] [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: 08/15/2022] [Revised: 02/06/2023] [Accepted: 03/08/2023] [Indexed: 03/16/2023]
Abstract
Based on the self-determination theory, this study compared the offline and online need satisfaction during the COVID-19 period and investigated how the fulfilment experienced in the different settings affected an individual's smartphone use outcomes. 546 Chinese undergraduate students participated in the study and were measured with their levels of offline and online basic need satisfaction, smartphone use patterns, and problematic smartphone use. The results showed that offline basic need satisfaction negatively predicted problematic smartphone use via the information seeking pattern, whereas online basic need satisfaction positively predicted problematic smartphone use via the use patterns of transaction and entertainment. Our study expands the research scope of the pertinent topic and pinpoints the mechanism between the basic need satisfaction and problematic smartphone use.
Collapse
Affiliation(s)
- Zejun Hao
- Institute of Foreign Languages, China Medical University, No.77 Puhe Road, Shenyang North New Area, 110122, Shenyang, Liaoning Province, PR China.
| | - Liangyi Jin
- Shenyang Women's and Children's Hospital, No.87 Danan Street, Shenhe District, 110011, Shenyang, Liaoning Province, PR China
| | - Jinzi Huang
- Liaoning National Normal College, No. 45, Chongshan East Road, Huanggu District, 110032, Shenyang, Liaoning Province, PR China
| |
Collapse
|
8
|
Cheon SH, Reeve J, Marsh HW. Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 2023; 45:26-40. [PMID: 36634307 DOI: 10.1123/jsep.2021-0337] [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: 12/23/2021] [Revised: 12/02/2022] [Accepted: 12/06/2022] [Indexed: 06/17/2023]
Abstract
Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students' need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students' social functioning.
Collapse
Affiliation(s)
- Sung Hyeon Cheon
- Department of Physical Education, Korea University, Seoul,Republic of Korea
| | - Johnmarshall Reeve
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW,Australia
| | - Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University, Sydney, NSW,Australia
| |
Collapse
|
9
|
Parental, Teacher and Peer Effects on the Social Behaviors of Chinese Adolescents: A Structural Equation Modeling Analysis. Brain Sci 2023; 13:brainsci13020191. [PMID: 36831734 PMCID: PMC9954465 DOI: 10.3390/brainsci13020191] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2022] [Revised: 01/04/2023] [Accepted: 01/19/2023] [Indexed: 01/26/2023] Open
Abstract
Adolescent behavior is closely related to academic and long-term personal development, and adolescents are vulnerable to the influences from people around them. This study aimed to analyze the factors and mechanisms that influence the behavior of adolescents. It examines the impact of family, teachers, and peers on adolescent prosocial behavior and misconduct. Data were obtained from the China Education Panel Survey (CEPS) follow-up data (2014-2015 school year) and 7835 middle school student participants were used for analysis. Structural equation modeling (SEM) was used to explore the influence and mechanisms of family, teachers, and peers on the development of adolescent social behavior. The findings showed that parental relationships, parental discipline, teacher supervision, and positive peer behavior were positively associated with adolescent prosocial behaviors and reduced the incidence of delinquent behaviors, while frequent home-school contact was associated with misconduct (all p < 0.01). These results remained significant after controlling for gender, residence, only-child status, family financial situation, and paternal education. Significant others in an adolescent's life play multiple essential roles in forming and developing adolescent behavior and in directly influencing them. To guide the prosocial behaviors of middle school students and reduce delinquent behavior, we should build harmonious parent-child, peer, and teacher-student relationships, teach according to their aptitudes, pay attention to particular groups and strengthen psychological health education to develop their self-esteem and self-confidence.
Collapse
|
10
|
Sanchez C, Blanc N. Abstract Graphic Creativity, Feelings about School, and Engagement in the School Environment: What Are the Interindividual Differences between Gifted and Non-Gifted Children? J Intell 2022; 11:jintelligence11010002. [PMID: 36662132 PMCID: PMC9867162 DOI: 10.3390/jintelligence11010002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 12/16/2022] [Accepted: 12/20/2022] [Indexed: 12/25/2022] Open
Abstract
This study examines interindividual differences between gifted and non-gifted children in the school environment. Three distinct measurement tools were used to enable a multimodal approach of gifted and non-gifted children with abstract graphic creativity, feelings about school and engagement in the school environment being considered. The results obtained from 328 children (including 45 gifted children) revealed that the gifted children obtained scores significantly higher than non-gifted children in terms of self-determination, feelings about school, and creativity. In addition, a gap appears among gifted children between their significantly higher scores for motivation and intellectual skills versus standard scores for their socio-affective development. Such results are consistent with the idea of asynchronous development, which is characteristic of gifted children (cognitive and conative vs. socio-affective sphere), offering perspectives for more adapted support for these pupils in elementary school.
Collapse
|
11
|
Gao M, Li X, Lee CY, Ma H, Chen T, Zhang S, Chiang YC. Sleep duration and depression among adolescents: Mediation effect of collective integration. Front Psychol 2022; 13:1015089. [PMID: 36518962 PMCID: PMC9744325 DOI: 10.3389/fpsyg.2022.1015089] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 11/02/2022] [Indexed: 11/10/2023] Open
Abstract
Adolescence is a time of dramatic physical and mental change when adolescents are extremely vulnerable to various mental health problems. Depression and poor sleep duration are increasingly common among adolescents. This study is mainly aimed to verify the important mediating role of collective integration on sleep duration and depression and examine the interrelationship between sleep duration and depression in adolescents longitudinally. The data were obtained from the Wave 1 (in 2013-2014) and Wave 2 (in 2014-2015) longitudinal surveys of China Education Panel Survey (CEPS). The analytic sample in the present study included 8,829 seventh-grade students aged about 14 years (51.50% boys and 48.50% girls). A structural equation modeling (SEM) was used to investigate parent-child/teacher factors affecting adolescent sleep duration and depression, and Monte Carlo resampling with R was employed to confirm the significance of the mediation effects of collective integration. An autoregressive cross-lagged model was employed to analyze the interrelationship between adolescent sleep duration and depression. The findings were as follows. Firstly, collective integration strongly mediated the relationships among academic self-efficacy, parental involvement, teacher praise/criticism, sleep duration, and depression. Secondly, sleep duration and depression were found to have enduring effects and have effects on each other. Thirdly, parental involvement and teacher praise were positively associated with sleep quality and negatively associated with depression. Teacher criticism was negatively associated with sleep quality and positively associated with depression. Compared with teacher praise, teacher criticism has stronger effects on youth sleep duration and depression. In conclusion, improving sleep problems and depression in adolescents as early as possible can stop the persistent and long-term consequences of these problems. Increasing teacher praise, decreasing teacher criticism, and increasing adolescents' collective integration were effective ways to improve adolescents' sleep duration and mediate depression.
Collapse
Affiliation(s)
- Min Gao
- State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University, Xiamen, China
| | - Xian Li
- State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University, Xiamen, China
| | - Chun-Yang Lee
- School of International Business, Xiamen University Tan Kah Kee College, Zhangzhou, China
| | - Honghao Ma
- State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University, Xiamen, China
| | - Tianmu Chen
- State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University, Xiamen, China
| | | | - Yi-Chen Chiang
- State Key Laboratory of Molecular Vaccinology and Molecular Diagnostics, School of Public Health, Xiamen University, Xiamen, China
| |
Collapse
|
12
|
Wu G, Zhang L. Longitudinal Associations between Teacher-Student Relationships and Prosocial Behavior in Adolescence: The Mediating Role of Basic Need Satisfaction. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14840. [PMID: 36429557 PMCID: PMC9690940 DOI: 10.3390/ijerph192214840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 10/24/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
The quality of teacher-student relationships has been shown to relate to adolescents' prosocial behavior, but the motivational mechanisms underlying this association remained unclear. Based on relationships motivation theory (RMT), we examined whether the associations between teacher-student relationships (closeness and conflict) and prosocial behavior are bidirectional, and the mediating role of basic psychological need satisfaction (autonomy, competence, and relatedness need satisfaction) in these links. Data were collected from a sample of 438 secondary school students who completed a survey at two-time points over eight months. The cross-lagged autoregressive model revealed that the relation between close teacher-student relationship and prosocial behavior was bidirectional over time. Moreover, relatedness need satisfaction mediated the positive effect of close teacher-student relationship and the negative effect of teacher-student relationship conflict on adolescents' prosocial behavior. This study highlights the importance of close teacher-student relationship and relatedness need satisfaction to foster adolescents' prosocial behavior.
Collapse
Affiliation(s)
- Guoqiang Wu
- School of Psychology, Shaanxi Normal University, Xi’an 710062, China
- School of Teachers Education, Xi’an University, Xi’an 710065, China
| | - Lijin Zhang
- School of Psychology, Shaanxi Normal University, Xi’an 710062, China
- Shaanxi Provincial Key Research Center of Child Mental and Behavioral Health, Xi’an 710062, China
- Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, Xi’an 710062, China
| |
Collapse
|
13
|
Su M, Huebner ES, Tian L. Longitudinal associations among hope, basic psychological needs satisfaction at school, and depressive symptom in elementary schoolchildren. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03752-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
|
14
|
Inman RA, Costa PJC, Moreira PAS. Psychometric Properties of the Portuguese Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS) and Evidence of Differential Associations With Indicators of Subjective Wellbeing. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221125843] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The study aimed to test the psychometric properties of a Portuguese adaptation of the Adolescent Students’ Basic Psychological Needs at School Scale (ASBPNSS). For this, we used data from a sample of eighth graders ( N = 1648; Mage = 14.1 years; 46.9% girls) from Portugal. Cronbach alpha and omega coefficients showed the ASBPNSS subscales—autonomy, relatedness, and competence—were reliable. Confirmatory factor analysis (CFA) showed the hypothesized three-factor model fit the data well. Multi-group CFAs showed the ASBPNSS had scalar invariance across gender and students from different socioeconomic backgrounds. Finally, need satisfaction in school was positively correlated with positive affect and life satisfaction and negatively correlated with negative affect. These findings support the theoretical assumptions of Basic Psychological Needs Theory (BPNT), and particularly the assumption that basic needs are universally applicable. We conclude the ASBPNSS is a reliable and valid measure of basic need satisfaction at school in Portuguese adolescents.
Collapse
Affiliation(s)
- Richard A. Inman
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Porto, Portugal
- Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Porto, Portugal
| | - Pedro J. C. Costa
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Porto, Portugal
- Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Porto, Portugal
| | - Paulo A. S. Moreira
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD), Porto, Portugal
- Instituto de Psicologia e de Ciências da Educação, Universidade Lusíada, Porto, Portugal
| |
Collapse
|
15
|
Linking classmate autonomy support with prosocial behavior in Chinese left-behind adolescents: The moderating role of self-esteem and grit. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2022.111679] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
|
16
|
Conesa PJ, Onandia-Hinchado I, Duñabeitia JA, Moreno MÁ. Basic psychological needs in the classroom: A literature review in elementary and middle school students. LEARNING AND MOTIVATION 2022. [DOI: 10.1016/j.lmot.2022.101819] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
|
17
|
Exploring the Effects of Coaching Behavior on the Mental Conditioning Process of Taekwondo Poomsae Athletes: A Moderated Mediation Effect of Psychological Needs and Gender. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127016. [PMID: 35742267 PMCID: PMC9223147 DOI: 10.3390/ijerph19127016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 06/02/2022] [Accepted: 06/04/2022] [Indexed: 12/10/2022]
Abstract
The purpose of this study was to investigate whether there is a gender-specific difference in the indirect effect of perceived coaching behaviors of Taekwondo Poomsae athletes on performance mediated by basic psychological needs. To this end, a survey was conducted to collect data from 474 Taekwondo Poomsae athletes (male = 285). Based on the collected data, analysis of basic descriptive statistics and confirmatory factor analysis were performed, and PROCESS was used to test the proposed model of multi mediated moderation. For female athletes, there was an indirect effect of controlling coaching behaviors resulting in performance improvement mediated by autonomy, but this effect was not observed in male athletes. The findings of this study indicate that different mental conditioning strategies should be applied in consideration of athletes’ gender to improve coaches’ methods of instruction and ultimately improve performance in Taekwondo Poomsae.
Collapse
|
18
|
Ellinger J, Mess F, Blaschke S, Mall C. Health-related quality of life, motivational regulation and Basic Psychological Need Satisfaction in Education Outside the Classroom: an explorative longitudinal pilot study. BMC Public Health 2022; 22:49. [PMID: 34998374 PMCID: PMC8742160 DOI: 10.1186/s12889-021-12450-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Accepted: 12/20/2021] [Indexed: 12/20/2022] Open
Abstract
BACKGROUND Given a suboptimal state of mental health among children, an urgent need exists to seek approaches related to health promotion in this population's settings, such as in schools. Increased health-related quality of life (HRQoL) and improved school motivation could be crucial for children's mental health. Based on self-determination theory, paths can be identified that could lead to such improvements by strengthening the basic psychological needs (BPN). This study aimed to examine the impact on and the relationships among HRQoL, school motivation and BPN within the promising concept of education outside the classroom (EOtC). METHODS In this exploratory study, we employed a between-subjects cohort study design with no blinding or randomisation. We surveyed fifth graders (mean = 10.1 years) attending EOtC (experimental group [EG], n = 25) and normal indoor lessons (control group, [CG], n = 41) at the beginning (T1) and end (T2) of a semester. We used the translations of validated questionnaires and established linear mixed-effects models to evaluate whether the students in EOtC show higher scores of HRQoL and school motivation and, whether the satisfaction of BPN of autonomy (PAut), competence (PCom), social relatedness with classmates (PSRC) and teachers (PSRT) show associations with these outcomes. RESULTS Regarding intrinsic and identified motivational regulation, results showed significant increases over time in the overall sample and significant higher scores in the EG than in the CG. For HRQoL, no group differences were found, but a significant decrease over time in the EG. Regarding possible associations between the outcomes and BPN, such could only be found between HRQoL and PSRC, but not for the other BPN and not for motivational regulation and BPN. CONCLUSIONS Without having been able to explain this on the basis of increased BPN values, our results show that EOtC can support improvements in specific regulation types of school motivation. This could contribute to an improvement in the mental health situation in children, as school represents a major stressor for them. Future steps in terms of researching HRQoL in this setting are discussed, as this pilot study does preliminary work for necessary examinations, e.g. in structural equation approaches.
Collapse
Affiliation(s)
- Jan Ellinger
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany.
| | - Filip Mess
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
| | - Simon Blaschke
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
| | - Christoph Mall
- Department of Sport and Health Sciences, Associate Professorship of Didactics in Sport and Health, Technical University of Munich, Georg-Brauchle-Ring 60/62, 80992, Munich, Germany
| |
Collapse
|
19
|
Sun B, Yu X, Yuan X, Sun C, Li W. The Effect of Social Perspective-Taking on Interpersonal Trust Under the Cooperative and Competitive Contexts: The Mediating Role of Benevolence. Psychol Res Behav Manag 2021; 14:817-826. [PMID: 34188563 PMCID: PMC8232967 DOI: 10.2147/prbm.s310557] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 05/31/2021] [Indexed: 12/04/2022] Open
Abstract
Purpose Several studies have demonstrated that perspective-taking can foster interpersonal trust. However, few studies have explored the effect of social perspective-taking on interpersonal trust under a specific social context and its internal mechanism. The present study explored the effect of social perspective-taking on interpersonal trust and further examined this interaction under two different social contexts: a cooperative vs a competitive context. We also explored why social perspective-taking fostered interpersonal trust. Methods Study 1 (N = 45) was conducted using a within-subjects design in which participants were asked to read the dilemmas of two partners under two conditions (social perspective-taking vs objective focus) and complete the trust game after each reading. In Study 2 (N = 135), we manipulated the social context by a word memorization task to explore the effect of social perspective-taking on interpersonal trust under different contexts (competitive vs cooperative). In Study 3, we examined benevolence as a mediator in the relationship between social perspective-taking and interpersonal trust. Results Study 1 showed that interpersonal trust under the social perspective-taking condition was significantly higher than interpersonal trust under the objective focus condition. Study 2 showed that under the cooperative context, participants under the social perspective-taking condition invested more money to another partner than those under the objective focus condition. However, under the competitive context, the results were the opposite. Study 3 demonstrated that benevolence mediated the relationship between social perspective-taking and interpersonal trust in both cooperative and competitive contexts. Conclusion Social perspective-taking could improve interpersonal trust under a cooperative context, while the degree of interpersonal trust decreases under a competitive context. Moreover, social perspective-taking could influence the perception of benevolence and thereby enhance or diminish interpersonal trust.
Collapse
Affiliation(s)
- Binghai Sun
- School of Teacher Education, Zhejiang Normal University, Jinhua, 321004, People's Republic of China
| | - Xiajun Yu
- School of Teacher Education, Zhejiang Normal University, Jinhua, 321004, People's Republic of China
| | - Xuhui Yuan
- School of Teacher Education, Zhejiang Normal University, Jinhua, 321004, People's Republic of China
| | - Changkang Sun
- School of Teacher Education, Zhejiang Normal University, Jinhua, 321004, People's Republic of China
| | - Weijian Li
- School of Teacher Education, Zhejiang Normal University, Jinhua, 321004, People's Republic of China
| |
Collapse
|
20
|
Nakonechna MM, Stepura E, Papucha M, Koshel V, Segal A, Fedorova A. Personal, semantic and communicational aspects of helping among adolescents. CURRENT ISSUES IN PERSONALITY PSYCHOLOGY 2021; 9:37-45. [PMID: 38013700 PMCID: PMC10663718 DOI: 10.5114/cipp.2021.104594] [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: 06/08/2020] [Revised: 11/26/2020] [Accepted: 02/08/2021] [Indexed: 11/29/2023] Open
Abstract
BACKGROUND The main research question of the article is how the perception of help and the style of interpersonal relations are connected. In a broad sense, the question refers to the problem of constant and situational variables of prosocial activity. The main methodological framework is Vygotsky's cultural-historical psychology, in particular, the mechanism of interiorization and the interaction of interpsychological and intrapsychological processes. PARTICIPANTS AND PROCEDURE Over 215 participants (students attending school and university, living in Ukraine, aged from 12 to 22 years) took part in our experiment, but because not all of them completed all the necessary forms correctly, only 193 participants' answers were further analyzed. Our two research techniques were Leary's Interpersonal Behavior Circle Personal Inventory and the semantic differential (N = 193). RESULTS Each disposition from Leary's questionnaire had at least one significant correlation with the way Ukrainian adolescents perceive help. The semantic aspects of perceiving help were investigated with the help of ranking the qualities of the semantic differential for the words "help the other". CONCLUSIONS The identified correlations contribute to the psychological analysis of the detailed characteristics of perceiving help concerning personal dispositions. Personal, communicational and semantic aspects of help are interconnected and their further research can bring rich insights.
Collapse
Affiliation(s)
| | - Eugene Stepura
- G. S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine, Kiev, Ukraine
| | - Mykola Papucha
- Nizhyn Gogol State University, Nizhyn, Ukraine
- G. S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine, Kiev, Ukraine
| | | | | | - Anna Fedorova
- Plekhanov Russian University of Economics, Moscow, Russia
| |
Collapse
|
21
|
Parental psychological and behavioral control and positive youth development among young Chinese adolescents: The mediating role of basic psychological needs satisfaction. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00980-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
|
22
|
Gender-Specific Trajectories of Depressive Symptoms in Chinese Children: Relations with Basic Psychological Needs Satisfaction at School. JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2020; 48:1367-1378. [PMID: 32696104 DOI: 10.1007/s10802-020-00674-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
This longitudinal study identified gender-specific developmental trajectories of depressive symptoms in Chinese children and their relations with basic psychological needs satisfaction at school (satisfaction of autonomy needs at school, relatedness needs at school, and competence needs at school). A total of 692 Chinese elementary school students in grades 3 and 4 (Mage = 8.96 years; SD = 0.76; 53.6% boys) comprised the sample. Assessments were conducted every 6 months on six occasions over 30 months. Growth mixture modeling (GMM) was used to explore the depressive symptom trajectories for boys and girls separately. Four trajectories were identified for girls: low (60.3%), high (12.4%), increasing (9.8%), and high-start (17.5%). Two trajectories were identified for boys: low (86.5%) and high (13.5%). After controlling for anxiety, the results showed that compared to the low trajectory of depressive symptoms, lower satisfaction of relatedness needs at school predicted the high and high-start trajectories for girls, and lower satisfaction of competence needs at school predicted the high trajectory for boys. The findings of the varying developmental patterns of depressive symptoms and their relations with basic psychological needs satisfaction at school inform strategies for monitoring depressive symptoms among children as well as effective strategies for prevention and intervention.
Collapse
|
23
|
Social exclusion and adolescent wellbeing: Stress, school satisfaction, and academic self-efficacy as multiple mediators. THE EDUCATIONAL AND DEVELOPMENTAL PSYCHOLOGIST 2020. [DOI: 10.1017/edp.2020.7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
|
24
|
Schmidt A, Dirk J, Schmiedek F. The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1026/0049-8637/a000220] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 – 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child’s psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 – 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 – 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 – 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention.
Collapse
Affiliation(s)
- Andrea Schmidt
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
| | - Judith Dirk
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
| | - Florian Schmiedek
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
- Goethe-University, Frankfurt am Main, Germany
| |
Collapse
|
25
|
Lan X, Wang W. Is early left-behind experience harmful to prosocial behavior of emerging adult? The role of parental autonomy support and mindfulness. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00706-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
|
26
|
Vansteenkiste M, Ryan RM, Soenens B. Basic psychological need theory: Advancements, critical themes, and future directions. MOTIVATION AND EMOTION 2020. [DOI: 10.1007/s11031-019-09818-1] [Citation(s) in RCA: 186] [Impact Index Per Article: 46.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
|
27
|
Carmona-Halty M, Schaufeli WB, Llorens S, Salanova M. Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students. Front Psychol 2019; 10:2113. [PMID: 31620052 PMCID: PMC6759929 DOI: 10.3389/fpsyg.2019.02113] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Accepted: 08/30/2019] [Indexed: 11/28/2022] Open
Abstract
This brief report proposes a model in which academic psychological capital (PsyCap) mediates between the satisfaction of student’s basic psychological needs and their academic performance, as assessed by students’ GPA. Participants were 407 adolescents, aged 12–18, recruited from three Chilean schools. Through structural equation modeling, direct and indirect effects were calculated. Results show that academic PsyCap (assessed at time 2) fully mediates the relationship between the satisfaction of basic psychological needs (assessed at time 1) and academic performance (assessed at time 3). This means that students whose basic psychological needs are satisfied at school experience more hope, efficacy, resilience, and optimism (PsyCap), which, in turn, leads to better academic performance. Both theoretical and practical implications of the results are addressed, as well as strengths and weaknesses and directions for future research.
Collapse
Affiliation(s)
| | - Wilmar B Schaufeli
- Research Unit of Occupational & Organisational Psychology and Professional Learning, KU Leuven, Leuven, Belgium.,Department of Social, Health & Organizational Psychology, Utrecht University, Netherlands
| | - Susana Llorens
- WANT Research Team, Universitat Jaume I, Castellón de la Plana, Spain
| | - Marisa Salanova
- WANT Research Team, Universitat Jaume I, Castellón de la Plana, Spain
| |
Collapse
|
28
|
Su T, Tian L, Huebner ES. The reciprocal relations among prosocial behavior, satisfaction of relatedness needs at school, and subjective well-being in school: A three-wave cross-lagged study among Chinese elementary school students. CURRENT PSYCHOLOGY 2019. [DOI: 10.1007/s12144-019-00323-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
29
|
Wang Y, Tian L, Scott Huebner E. Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2019. [DOI: 10.1016/j.cedpsych.2019.01.003] [Citation(s) in RCA: 29] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|