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Al-Hendawi M, Alodat A, Al-Zoubi S, Bulut S. A PERMA model approach to well-being: a psychometric properties study. BMC Psychol 2024; 12:414. [PMID: 39080800 PMCID: PMC11290191 DOI: 10.1186/s40359-024-01909-0] [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] [Accepted: 07/15/2024] [Indexed: 08/02/2024] Open
Abstract
Psychological well-being influences all the facets of adolescent success. This study examined the psychometric properties of PERMA, a subjective well-being measure consisting of five domains: positive emotions, engagement, relationships, meaning, and accomplishment. The sample size consisted of 502 high school students from public schools in Qatar. Contrary to expectations, the five-factor structure for PERMA did not fit our data well; however, after refining the model by the errors of the covariances between items, the one-factor model was found to be applicable. Multivariate analysis revealed that socioeconomic status (SES) and level of academic performance were independently and positively associated with overall well-being scores, whereas internalizing and externalizing behaviors were negatively associated. Notably, no significant effects of gender or age on well-being were observed. These findings suggest that interventions specific to socioeconomic status, academic excellence, and internalizing and externalizing behaviors in the school setting can produce more effective outcomes concerning student well-being.
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Affiliation(s)
- Maha Al-Hendawi
- Department of Psychological Sciences, College of Education, Qatar University, P.O.Box: 2713, Doha, Qatar.
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2
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Peng Y, Xia M, Chi X. Age-varying associations of parent-adolescent relationship and school connectedness with adolescent self-compassion: Differences by gender. J Adolesc 2024. [PMID: 39015021 DOI: 10.1002/jad.12378] [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] [Received: 02/01/2024] [Revised: 05/26/2024] [Accepted: 07/07/2024] [Indexed: 07/18/2024]
Abstract
INTRODUCTION Parent-adolescent relationships and school connectedness are critical promotive factors for adolescent self-compassion. However, little is known about how the magnitude of the associations between these protective factors and self-compassion changes across continuous age groups and whether gender differences exist in the age-varying associations. This study aims to investigate (1) the age-varying associations of parent-adolescent relationships and school connectedness with self-compassion using time-varying effect modeling and (2) how their age-varying associations may differ by gender. METHODS A total of 14,776 adolescents aged 10-18 (mean age = 13.53 ± 2.08, 52.3% males) from Shenzhen, China participated in this study. All adolescents completed the online questionnaires in the school computer rooms. RESULTS The results showed that both parent-adolescent relationships and school connectedness were positively associated with adolescent self-compassion, and the magnitudes fluctuated with age. Specifically, the association between parent-adolescent relationships and self-compassion peaked for adolescents in early adolescence, with the key timing for girls (age group of 10 years old) being slightly earlier than boys (age group of 11 years old). The association between school connectedness and self-compassion was stronger for boys in the early years of adolescence (in the age group of 12.7 years), while stronger for girls during middle adolescence (in the age group of 14.0 years). Overall, girls were more sensitive to connections with parents and schools than boys during most age groups. CONCLUSIONS The findings demonstrated differential key timing for boys and girls regarding family- and school-based intervention to cultivate self-compassion and highlighted the importance of maintaining strong connections with families and schools for cultivating adolescent self-compassion, particularly for girls.
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Affiliation(s)
- Yujia Peng
- School of Psychology, Shenzhen University, Shenzhen, China
- The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health, Shenzhen University, Shenzhen, China
| | - Mengya Xia
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Xinli Chi
- School of Psychology, Shenzhen University, Shenzhen, China
- The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health, Shenzhen University, Shenzhen, China
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Troop-Gordon W, Thomas J, Brigham EF, Xu J, Rudolph KD. The contribution of chronic peer victimization in elementary school to depressive symptoms in adolescence. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024. [PMID: 38946334 DOI: 10.1111/jora.12997] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 06/13/2024] [Indexed: 07/02/2024]
Abstract
Throughout his career, John Schulenberg challenged us to understand adolescent development as the confluence of distal and proximal experiences along with critical transitions. Heeding this call, we examined whether chronic childhood peer victimization predicted adolescents' depressive symptoms via early-emerging depression growth trajectories, continued victimization into adolescence, and stress-amplification at the middle school transition. Self-reported depressive symptoms and teacher-reported and self-reported peer victimization were obtained from 636 youth (338 girls; Mage = 7.96 years, 66.7% White, 21.7% Black, 11.6% other) in the 2nd-9th grades. Latent growth curve analyses revealed that, by 7th grade, chronic childhood peer victimization was associated with depressive symptoms only through an indirect association with peer victimization in adolescence, underscoring how interrelated historical and ongoing interpersonal stressors contribute to adolescent psychopathology.
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Affiliation(s)
| | | | | | - Jianjie Xu
- Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Karen D Rudolph
- The University of Illinois at Urbana-Champaign, Champaign, Illinois, USA
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Țepordei AM, Zancu AS, Diaconu-Gherasim LR, Brumariu LE. Still worried? Parental control and academic competence as antecedents of middle school students' post-transition worries. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2024; 34:539-550. [PMID: 38348762 DOI: 10.1111/jora.12917] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 10/04/2023] [Accepted: 01/24/2024] [Indexed: 07/09/2024]
Abstract
This study examined whether parental psychological control reported by children before the transition to middle school, in the second semester of the fourth grade, is associated with children's worries after the transition to middle school, in the first semester of the fifth grade. We also evaluated the mediating role of children's post-transition perceived academic competence and the moderating role of physical transition (changing schools) on these relations. 370 Romanian early adolescents participated at both time points, with 30% of them having changed schools. Path analysis showed that the relation between children's perceptions of dependency-oriented psychological control and post-transition worries was mediated by academic competence and moderated by physical transition. Educational and counseling implications are discussed.
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Affiliation(s)
- Ana-Maria Țepordei
- Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iași, Romania
| | - Alexandra S Zancu
- Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iași, Romania
| | - Loredana R Diaconu-Gherasim
- Department of Psychology, Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iași, Romania
| | - Laura E Brumariu
- Gordon F. Derner School of Psychology, Adelphi University, Garden City, New York, USA
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Lim Y. Maternal Involvement in Education, Bicultural Acceptance, and School Adjustment: An Autoregressive Cross-Lagged Modeling Study among Adolescents from Multicultural Families. Behav Sci (Basel) 2024; 14:368. [PMID: 38785859 PMCID: PMC11118068 DOI: 10.3390/bs14050368] [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: 02/28/2024] [Revised: 04/20/2024] [Accepted: 04/24/2024] [Indexed: 05/25/2024] Open
Abstract
This study examined the associations between maternal involvement in education and bicultural acceptance and school adjustment during the first year of middle school among adolescents from Korean multicultural families as well as the reciprocal relationships between bicultural acceptance and school adjustment during the three years of middle school. The present study used three-wave longitudinal data of 1185 dyads of adolescents (50.8% girls; mean age = 12.96 ± 0.35 years at the first wave) and their immigrant mothers (mean age = 43.54 ± 5.19 years at the first wave), who participated in the Multicultural Adolescents Panel Study. An autoregressive cross-lagged modeling analysis revealed that maternal involvement in education was significantly and positively associated with adolescents' bicultural acceptance and school adjustment in the first year of middle school. Individual levels of bicultural acceptance and school adjustment among adolescents remained moderately stable over the three years. Whereas the positive effects of school adjustment on bicultural acceptance were significant over time, the effects of bicultural acceptance on school adjustment were not. Finally, this study highlights the roles of intervention programs (e.g., parent and multicultural education) in facilitating maternal involvement in education and school adjustment as well as in increasing bicultural acceptance among minority youths.
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Affiliation(s)
- Yangmi Lim
- Department of Home Economics Education, College of Education, Jeonju University, Jeonju 55069, Republic of Korea
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Mateo-Orcajada A, Vaquero-Cristóbal R, Abenza-Cano L. Mobile application interventions to increase physical activity and their effect on kinanthropometrics, body composition and fitness variables in adolescent aged 12-16 years old: An umbrella review. Child Care Health Dev 2024; 50:e13146. [PMID: 37387258 DOI: 10.1111/cch.13146] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Revised: 05/03/2023] [Accepted: 06/02/2023] [Indexed: 07/01/2023]
Abstract
BACKGROUND The aims of the present umbrella review were (a) to summarize the available evidence on the effectiveness of mobile applications aimed at increasing physical activity; (b) to analyse the effect of an increase in physical activity on kinanthropometric variables, body composition and physical fitness of adolescents aged 12-16 years old; and (c) to determine the strengths and limitations of the interventions carried out with adolescents aged 12-16 years old through the use of mobile applications, to provide recommendations for future research. METHODS The most relevant inclusion criteria were (a) adolescents aged 12-16 years old; (b) interventions carried out only with mobile apps; (c) pre-post measurements; (d) participants without illnesses or injuries; and (e) interventions lasting more than 8 weeks. The databases used to identify the systematic reviews were the Web of Science, Google Scholar, PubMed and Scopus. Two reviewers independently used the AMSTAR-2 scale to measure the methodological quality of the included reviews and also carried out an analysis of external validity, with a third reviewer participating in the cases in which consensus was not reached. RESULTS A total of 12 systematic reviews were included (these included a total of 273 articles that used electronic devices, of which 22 studies exclusively used mobile applications with adolescents aged 12-16). Regarding physical activity and its effect on body composition, kinanthropometric variables and physical fitness, no significant differences were found for any of the variables analysed, and the results were not sufficiently consistent to determine the influence of these interventions. CONCLUSIONS It is important to highlight that the scientific research conducted so far showed that mobile applications were not effective in increasing physical activity and changing the kinanthropometric variables, body composition or physical fitness of adolescents. Thus, future research with stronger methodological rigour and larger samples is needed to provide stronger evidence.
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Grocott B, Battaglini AM, Jopling E, Tracy A, Rnic K, Sanchez-Lopez A, LeMoult J. Do markers of daily affect mediate associations between interpretation bias and depressive symptoms? A longitudinal study of early adolescents. J Adolesc 2023; 95:1628-1640. [PMID: 37563943 DOI: 10.1002/jad.12231] [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: 09/28/2022] [Revised: 07/27/2023] [Accepted: 08/01/2023] [Indexed: 08/12/2023]
Abstract
INTRODUCTION Early adolescence represents a time of heightened vulnerability for depression. Negative interpretation biases have been associated with increases in depressive symptoms during this developmental period; however, the mechanisms underlying the association between interpretation biases and depression remain poorly understood. Cognitive theories posit that interpretation biases give rise to depression by modulating daily affect, particularly in the context of stress. However, this has not yet been directly examined. The present study tested affect intensity and instability as mechanisms linking negative interpretation biases with change in adolescent depressive symptoms. METHODS Ninety-four adolescents (aged 11-13 years; 51% boys) from Vancouver, Canada, were recruited for this longitudinal study. At baseline (Time 1), participants self-reported depressive symptoms and completed the Scrambled Sentences Task to assess negative interpretation biases. Next, participants completed daily diaries to assess positive affect (PA) and negative affect (NA) during a naturalistic stressor-the first 2 weeks of high school (Time 2). Finally, participants self-reported depressive symptoms 3 months later (Time 3). Path models were conducted to test whether PA and NA intensity and instability mediated prospective associations between negative interpretation biases and depressive symptom changes. RESULTS Although NA intensity, NA instability, and PA instability predicted increases in depressive symptoms, only NA intensity mediated associations between interpretation biases and symptom changes. Neither PA intensity nor instability mediated these associations. CONCLUSIONS Elevated daily NA represents a specific mechanism through which stronger negative interpretation biases predict increases in depressive symptoms in adolescence.
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Affiliation(s)
- Bronwen Grocott
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | | | - Ellen Jopling
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Alison Tracy
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Katerina Rnic
- Department of Psychology, University of British Columbia, Vancouver, Canada
| | - Alvaro Sanchez-Lopez
- Department of Clinical Psychology, Complutense University of Madrid, Pozuelo de Alarcon, Spain
| | - Joelle LeMoult
- Department of Psychology, University of British Columbia, Vancouver, Canada
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Jelen MB, Griffiths SL, Lucas L, Saul J, Norbury CF. The role of language in mental health during the transition from primary to secondary education. Q J Exp Psychol (Hove) 2023; 76:2732-2748. [PMID: 36765446 PMCID: PMC10845840 DOI: 10.1177/17470218231158069] [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: 03/31/2022] [Revised: 11/29/2022] [Accepted: 01/09/2023] [Indexed: 02/12/2023]
Abstract
We report a preregistered analysis to test whether children meeting diagnostic criteria for language disorder (LD) have higher self-reported and/or parent-reported mental health symptoms during the transition from primary to secondary education. Data are from a UK-based longitudinal cohort study, The Surrey Communication and Language in Education Study (SCALES). SCALES oversampled children at risk of LD at school entry. Language was measured using a battery of standardised assessments in Year 1 (age 5-6 years, n = 529), and mental health symptoms were measured using self and parent report in Year 6 (age 10-11 years, n = 384) and Year 8 (age 12-13 years, n = 246). Social experiences were also measured using self-report measures in Year 6. Mental health symptoms were stable during the transition from primary to secondary school. Symptom rates did not differ between children with and without LD based on self-report, but children with LD had higher parent-reported mental health symptoms than their peers with typical language. Similarly, early language was negatively associated with parent-reported but not self-reported mental health symptoms. Early language was associated with fewer child-reported positive social experiences in Year 6, but social experiences did not mediate the association between language and mental health. We found poor agreement between parent and self-reported child mental health symptoms across language groups. Future studies should aim to determine sources of disagreement between parent and child report, particularly for children with communication difficulties who may struggle to accurately self-report mental health symptoms.
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Affiliation(s)
- Maria Barbara Jelen
- Division of Psychology and Language Sciences, University College London, London, UK
| | | | - Laura Lucas
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Jo Saul
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Courtenay F Norbury
- Division of Psychology and Language Sciences, University College London, London, UK
- Department of Special Needs Education, University of Oslo, Oslo, Norway
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Bélanger F, Cantin S, Archambault I. Student Engagement as a Mediator Process Between Peer Victimization and Achievement at the Beginning of Middle School. THE JOURNAL OF SCHOOL HEALTH 2023; 93:973-981. [PMID: 37528549 DOI: 10.1111/josh.13388] [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: 10/03/2022] [Revised: 06/09/2023] [Accepted: 07/17/2023] [Indexed: 08/03/2023]
Abstract
BACKGROUND Very few studies have properly identified how peer victimization is associated with lower achievement in middle or high school. In this context, this study examined how peer victimization at the beginning of middle school is linked with subsequent student achievement. Specifically, it assessed if the behavioral, affective, and cognitive dimensions of engagement in school play a mediation role in the relationship between peer victimization and student achievement. METHODS The sample of this study included 683 seventh graders attending 3 schools in Montreal, Canada. Students self-reported peer victimization at the beginning and end of grade 7. They also reported their levels of student engagement on the 3 dimensions (behavioral, affective, and cognitive) across 3 time points in seventh and eighth grades. Student achievement in language arts across these 2 years was also obtained through school records. RESULTS Peer victimization significantly predicted lower achievement over time (b = -.24, p ≤ .001). Peer victimization predicted lower achievement in grade 8 indirectly through affective student engagement (b = -.11, p < .05). Post hoc analyses showed that peer victimization still predicted lower achievement in grade 8 indirectly through a decrease in affective engagement (b = -.14, p < .05). However, when considered alone, a decrease in cognitive engagement also acted as a mediator (b = -.09, p < .05), suggesting a strong link with affective engagement. CONCLUSION Our findings expose the importance to promote student engagement in school and achievement for victimized youth.
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Affiliation(s)
- Félix Bélanger
- School of Psychoeducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada
- Affiliated Student, School Environment Research Group, Université de Montréal, Montréal, QC, Canada
- Affiliated Student, Canada's Research Group on Well-Being in Schools and Achievement, Montréal, QC, Canada
| | - Stéphane Cantin
- School of Psychoeducation, Université de Montréal, Montréal, QC, Canada
| | - Isabelle Archambault
- School of Psychoeducation, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada
- Head Researcher, School Environment Research Group, Université de Montréal, Montréal, QC, Canada
- Holder, Canada's Research Group on Well-Being in Schools and Achievement, Montréal, QC, Canada
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Burger K, Strassmann Rocha D. Mental health, gender, and higher education attainment. ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT : ZFE 2023; 27:89-122. [PMID: 38496784 PMCID: PMC10942912 DOI: 10.1007/s11618-023-01187-3] [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: 08/01/2022] [Revised: 05/29/2023] [Accepted: 06/21/2023] [Indexed: 03/19/2024]
Abstract
We compared the mental health of higher education students with that of nonstudents. Moreover, we examined whether the mental health of students predicts their probability of obtaining a higher education degree, and whether the extent to which mental health affects educational attainment varies by gender. Drawing on a risk and resilience framework, we considered five facets of mental health that may be implicated in distinct ways in the educational attainment process: positive attitude towards life, self-esteem, self-efficacy, negative affectivity, and perceived stress. We used data from a nationally representative panel study from Switzerland (Nstudents = 2070, 42.8% male; Nnonstudents = 3755, 45.9% male). The findings suggest that overall, the mental health of higher education students was relatively similar to that of nonstudents, although students exhibited slightly higher self-esteem, slightly weaker self-efficacy, greater negative affectivity, and higher levels of perceived stress. The effects of different facets of mental health on higher education degree attainment were mostly statistically and/or practically insignificant. However, positive attitudes towards life had a substantial positive effect on the probability of being awarded a higher education degree. Mental health was equally important for male and female students' educational attainment. Supplementary Information The online version of this article (10.1007/s11618-023-01187-3) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Kaspar Burger
- Jacobs Center for Productive Youth Development & Department of Sociology, University of Zurich, Andreasstrasse 15, 8050 Zurich, Switzerland
- Center for Childhood and Youth Research, Department of Social Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg
- Social Research Institute, Institute of Education, University College London, WC1H 0AL London, United Kingdom
| | - Diego Strassmann Rocha
- Department of Sociology, University of Zurich, Andreasstrasse 15, 8050 Zurich, Switzerland
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Duncan A, Risley S, Combs A, Lacey HM, Hamik E, Fershtman C, Kneeskern E, Patel M, Crosby L, Hood AM, Zoromski AK, Tamm L. School Challenges and Services Related to Executive Functioning for Fully Included Middle Schoolers with Autism. FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES 2023; 38:90-100. [PMID: 37388555 PMCID: PMC10309140 DOI: 10.1177/10883576221110167] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/01/2023]
Abstract
The educational services available for fully included middle schoolers with autism spectrum disorder (ASD) in the general education setting are not well known. Even less is known about how the executive functioning (EF) deficits of such youth are addressed in the classroom. The current study sought to identify the challenges, including EF, that middle schoolers with ASD face and the services that they receive on their Individualized Education Program (IEP), and also explore specific strategies used to build EF skills at school. A convenience data sample was obtained from focus groups with educational personnel (n = 15), and qualitative analyses of IEPs were conducted in middle schoolers with ASD with EF deficits (n = 23). Results confirmed that social communication and EF challenges are common. Multiple services and accommodations were identified, although EF challenges were rarely targeted on IEPs. Factors that may facilitate the success of EF strategies in the classroom are discussed.
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Affiliation(s)
- Amie Duncan
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
| | | | | | | | | | | | | | | | - Lori Crosby
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
| | | | - Allison K. Zoromski
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
| | - Leanne Tamm
- Cincinnati Children’s Hospital Medical Center
- University of Cincinnati College of Medicine
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Saville K, Leaton Gray S, Perryman J, Hargreaves E. Creating year 7 bubbles to support primary to secondary school transition: a positive pandemic outcome? EDUCATION 3-13 2023; 52:48-60. [PMID: 38107235 PMCID: PMC10721222 DOI: 10.1080/03004279.2023.2186977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/19/2023]
Abstract
In this paper, we explore the benefits of new forms of in-school grouping for children moving from primary to secondary school during the COVID-19 pandemic in England. Our three-phase study with over 400 students and teachers found that protective measures to limit COVID-19 though year group 'bubbles' generated an environment more aligned to children's previous primary school experience. This natural experiment smoothed the process of transition by providing a better correspondence with students' developmental needs, especially for those on the cusp of adolescence. We recommend that physical, administrative and pedagogical school structures are reimagined for this age group to this end.
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Affiliation(s)
- Katya Saville
- IOE, UCL's Faculty of Education and Society, London, UK
| | | | - Jane Perryman
- IOE, UCL's Faculty of Education and Society, London, UK
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Liu W, Hu Z, Liu Z, Zhang F, Ding Y, Shui Y, Yang Z, Cheng W. Age- and sex-dependent increase in self-harm among adolescents with mental health problems in East China during COVID-19 related society-wide isolation. Front Public Health 2023; 11:1129123. [PMID: 36969633 PMCID: PMC10036048 DOI: 10.3389/fpubh.2023.1129123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Accepted: 02/13/2023] [Indexed: 03/11/2023] Open
Abstract
ObjectiveThe COVID-19 pandemic has raised concerns about child and adolescent mental health issues, such as self-harm. The impact of society-wide isolation on self-harming behaviors among adolescents in China is unclear. In addition, adolescents of different ages and sexes have varying abilities to cope with environmental changes. However, these differences are rarely considered in self-harm studies. We aimed to characterize the age- and sex-dependent effects of COVID-19-related society-wide isolation on self-harm among adolescents in East China.MethodsWe collected 63,877 medical records of children and adolescents aged 8–18 who had an initial visit to Shanghai Mental Health Center in China between 2017 and 2021 and charted annual self-harm rates for each age and sex. Using interrupted time series analysis, we modeled global and seasonal trends and the effect of COVID-19-related society-wide isolation on self-harm rates.ResultsFemales aged 10–17 and males aged 13–16 exhibited significantly increasing trends in self-harm rate (pfdr < 0.05) in the past 5 years. Eleven-year-old females in 2020 showed a self-harm rate (37.30%) that exceeded the peak among all ages in 2019 (age 13, 36.38%). The COVID-19-related society-wide isolation elevated self-harm rates in female patients aged 12 [RR 1.45 (95% CI 1.19–1.77); pfdr = 0.0031] and 13 years [RR 1.33 (95% CI 1.15–1.5); pfdr = 0.0031], while males were less affected. Further, females with emotional disorders dominated the increased self-harm rates.ConclusionSociety-wide isolation has had a significant impact on early adolescent females in East China, especially for those with emotional disturbances, and has brought forward the peak in adolescent self-harm rates. This study calls for attention to the risk of self-harm in early adolescents.
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Affiliation(s)
- Wenjing Liu
- Department of Child and Adolescent Psychiatry, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Zhishan Hu
- Laboratory of Psychological Heath and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- Institute of Psychological and Behavioral Science, Shanghai Jiao Tong University, Shanghai, China
| | - Zhen Liu
- Department of Child and Adolescent Psychiatry, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Fang Zhang
- Department of Psychological Medicine, Shanghai General Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Yue Ding
- Laboratory of Psychological Heath and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- Institute of Psychological and Behavioral Science, Shanghai Jiao Tong University, Shanghai, China
| | - Ying Shui
- Department of Child and Adolescent Psychiatry, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Zhi Yang
- Laboratory of Psychological Heath and Imaging, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- Institute of Psychological and Behavioral Science, Shanghai Jiao Tong University, Shanghai, China
- *Correspondence: Zhi Yang
| | - Wenhong Cheng
- Department of Child and Adolescent Psychiatry, Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- Department of Psychological Medicine, Shanghai General Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, China
- Wenhong Cheng
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Son S, Lee H, Jang Y. Continuity and Stability of Child and Adolescent Depressive Symptoms in South Korea: A Meta-analysis of Longitudinal Studies. J Youth Adolesc 2023; 52:598-618. [PMID: 36469180 DOI: 10.1007/s10964-022-01709-y] [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: 07/28/2022] [Accepted: 11/07/2022] [Indexed: 12/12/2022]
Abstract
Many adolescents in South Korea experience risk-level depressive symptoms due to stress caused by personal and environmental changes. Prior studies investigated various characteristics of depressive symptoms. However, it is unclear when the mean level of depression changes with the development of children and adolescents and whether it is stable relative to one another over time. Thus, it is necessary to closely understand the continuity and stability of depressive symptoms across developmental stages in children and adolescents. In this study, continuity refers to the consistency in a group's mean level of depressive symptoms over time; however, stability refers to the consistency in the relative placement of the levels of depressive symptoms of individuals within a group over time. To comprehensively understand previous studies, this meta-analysis compiled data from 95 South Korean longitudinal studies (N = 200,338; 49.7% females) published between 2000 and 2021. Data were analyzed using a three-level random effects model with a 1-year interval for each age group to integrate effect sizes, followed by a generalized additive mixed model integrating age as a continuous variable. The results indicate that the mean-level continuity of depressive symptoms was relatively high and the rank-order stability was low for the children in elementary school (including both upper and lower grades). Additionally, as the adolescents aged, the mean-level continuity of depressive symptoms slightly decreased while stability increased. When entering early adulthood, the continuity and stability of depressive symptoms converged without significant change. As a result of moderating effect, the female-only group indicated a high level of continuity and stability than the male-only or mixed group. The findings highlight that South Korean childhood is a period of relatively high continuity and low stability. Moreover, female students' depressive symptoms fluctuate more than those of males, suggesting the need for providing effective and appropriate help.
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Affiliation(s)
- Sookyoung Son
- Innovation Project Group, Woosuk University, 443, Samnye-ro, Samnye-eup, Wanju-gun, Jeollabuk-do, 55338, Republic of Korea.
| | - Hyunjung Lee
- Department of Education, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul, 02841, Republic of Korea
| | - Yoona Jang
- Department of Education, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul, 02841, Republic of Korea
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Jang H, Son H, Kim J. Classmates' Discrimination Experiences and Adolescent Depressive Symptoms: Evidence From Random Assignment of Students to Classrooms in South Korea. J Adolesc Health 2023; 72:914-922. [PMID: 36809865 DOI: 10.1016/j.jadohealth.2022.12.027] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/03/2022] [Revised: 11/23/2022] [Accepted: 12/23/2022] [Indexed: 02/21/2023]
Abstract
PURPOSE The purpose of this study is to examine the association between classmates' discrimination experiences and an individual student's depressive symptoms. A set of social-psychological and behavioral variables were considered as potential mechanisms underlying this association. METHODS The data came from the Gyeonggi Education Panel Study of seventh graders in South Korea. This study leveraged quasi-experimental variation generated from random assignment of students to classes within schools to address the endogenous school selection problem and account for the unobserved school-level confounders. To formally test for mediation, Sobel tests were conducted and peer attachment, school satisfaction, smoking, and drinking were explored as mechanism variables. RESULTS An increase in classmates' discrimination experiences was positively associated with an individual student's depressive symptoms. This association remained statistically significant even after adjusting for personal discrimination experience, a myriad of individual- and class-level covariates, as well as school fixed effects (b = 0.325, p < .05). Classmates' discrimination experiences were also associated with a decline in peer attachment and school satisfaction (b = -0.386, p < .01 and b = -0.399, p < .05, respectively). These psychosocial factors explained about one-third of the association between classmates' discrimination experiences and individual students' depressive symptoms. DISCUSSION The findings of this study suggest that exposure to peer-level discrimination experience leads to friend detachment and school dissatisfaction, which in turn increases an individual student's depressive symptoms. This study reaffirms the importance of fostering a more cohesive and nondiscriminatory school environment to promote adolescents' psychological health and well-being.
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Affiliation(s)
- Hayun Jang
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea
| | - Hyewon Son
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea
| | - Jinho Kim
- Department of Health Policy and Management, Korea University, Seoul, Republic of Korea; Interdisciplinary Program in Precision Public Health, Korea University, Seoul, Republic of Korea; Center for Demography of Health and Aging, University of Wisconsin-Madison, Madison, Wisconsin.
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16
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Deng J, Zhou F, Hou W, Heybati K, Lohit S, Abbas U, Silver Z, Wong CY, Chang O, Huang E, Zuo QK, Moskalyk M, Ramaraju HB, Heybati S. Prevalence of mental health symptoms in children and adolescents during the COVID-19 pandemic: A meta-analysis. Ann N Y Acad Sci 2023; 1520:53-73. [PMID: 36537131 PMCID: PMC9880764 DOI: 10.1111/nyas.14947] [Citation(s) in RCA: 51] [Impact Index Per Article: 51.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
The COVID-19 pandemic and its accompanying infection control measures introduced sudden and significant disruptions to the lives of children and adolescents around the world. Given the potential for negative impacts on the mental health of youths as a result of these changes, we conducted a systematic review and meta-analysis to examine the prevalence of depressive symptoms, anxiety symptoms, and sleep disturbances in children and adolescents during the pandemic. We searched major literature databases for relevant cross-sectional or longitudinal studies that included primary and secondary school students or children and adolescents ≤18 years of age. Prevalence values were extracted, logit-transformed, and pooled. Based on 191 included studies with 1,389,447 children and adolescents, we found the pooled prevalence of depressive symptoms, anxiety symptoms, and sleep disturbances to be 31%, 31%, and 42%, respectively. Age, grade levels, education levels, gender, geographical regions, and electronics use were correlated with the prevalence of mental health symptoms. The prevalence of mental health symptoms also increased with time, although signs of recovery and stabilization were also observed. Overall, the results from this review demonstrate the need for increased mental health research, monitoring, and intervention for children and adolescents during the current and future pandemics.
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Affiliation(s)
- Jiawen Deng
- Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.,Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Fangwen Zhou
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Wenteng Hou
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Schulich School of Medicine & Dentistry, University of Western Ontario, London, Ontario, Canada
| | - Kiyan Heybati
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Mayo Clinic Alix School of Medicine, Mayo Clinic (Rochester), Rochester, Minnesota, USA
| | - Simran Lohit
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Umaima Abbas
- Schulich School of Medicine & Dentistry (Windsor Campus), University of Western Ontario, Windsor, Ontario, Canada
| | - Zachary Silver
- Department of Neuroscience, Faculty of Science, Carleton University, Ottawa, Ontario, Canada
| | - Chi Yi Wong
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Michael G. DeGroote School of Medicine (Waterloo Regional Campus), McMaster University, Kitchener, Ontario, Canada
| | - Oswin Chang
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Physician Assistant Education Program, Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Emma Huang
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada.,Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Qi Kang Zuo
- Department of Anesthesiology, Rutgers New Jersey Medical School, Newark, New Jersey, USA.,Faculty of Science, McGill University, Montréal, Quebec, Canada
| | - Myron Moskalyk
- Faculty of Health Sciences, McMaster University, Hamilton, Ontario, Canada
| | - Harikrishnaa Ba Ramaraju
- Virginia Commonwealth University School of Medicine, Virginia Commonwealth University, Richmond, Virginia, USA
| | - Shayan Heybati
- Faculty of Health Sciences, Queen's University, Kingston, Ontario, Canada
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17
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Children’s perspective on fears connected to school transition and intended coping strategies. SOCIAL PSYCHOLOGY OF EDUCATION 2023. [DOI: 10.1007/s11218-023-09759-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/23/2023]
Abstract
AbstractThe transition from primary to secondary school comes with major changes in the lives of children. There is a shortage of in-depth analyses of young people’s perspectives concerning their fears and strategies to address these. This qualitative study aims to gain first-hand understanding of children’s fears and the intended coping strategies used during school transition. Data from 52 workshops were analysed, with a total of 896 students (M age = 10.40, SD = .839) in lower Austria. First, in the classroom setting, a vignette story about a child facing fears about school transition from primary to secondary school was developed with pupils in a brainstorming session. This was followed by self-selected small group discussions, where pupils proposed strategies to help cope with these fears. A thematic analysis was carried out. Major thematic clusters distinguished between four types of fears: peer victimisation, being alone, victimisation by authority figures, and academic failure. Three additional thematic clusters described strategies for countering the fears: enacting supportive networks, personal emotion regulation, and controlling behaviour. In addition to these connected clusters, two further themes were identified: strategy outcomes and consequences, i.e., personal experiences with using specific strategies, and the discussion of participants about contradictions and questionable usefulness of identified strategy outcomes. In conclusion, the children in our study reported more social fears as compared to academic fears. Children seem reasonably competent at naming and identifying strategies; however, maladaptive strategies, as well as controversies within the described strategies may indicate a lack of certainty and competence at engaging with these strategies on a practical level.
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18
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Prospective Associations Between Preschool Exposure to Violent Televiewing and Psychosocial and Academic Risks in Early Adolescent Boys and Girls. J Dev Behav Pediatr 2023; 44:e1-e11. [PMID: 36345124 DOI: 10.1097/dbp.0000000000001135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Accepted: 08/29/2022] [Indexed: 11/11/2022]
Abstract
OBJECTIVE Risks of early exposure to media violence remain unclear. This study examines typical early childhood violent media exposure and subsequent psychosocial and academic risks. METHODS Our longitudinal birth cohort comprised 978 girls and 998 boys. Child-reported and teacher-reported measures of adjustment at age 12 years were linearly regressed on parent-reported televised violence exposure at ages 3.5 and 4.5 years while adjusting for individual/family confounders. RESULTS For girls, preschool violent televiewing was associated with increases in emotional distress (b = 0.31; 95% confidence interval [CI], 0.13-0.49) and decreases in classroom engagement (b = -0.97; 95% CI, -1.55 to -0.40), academic achievement (b = -2.60; 95% CI, -3.48 to -1.72), and academic motivation (b = -0.58; 95% CI, -1.09 to -0.07) at age 12 years. For boys, preschool violent televiewing was associated with increases in emotionally distressed (b = 0.33; 95% CI, 0.13-0.53), inattentive (b = 0.25; 95% CI, 0.06-0.45), conduct disordered (b = 0.11; 95% CI, 0.00-0.21), and socially withdrawn behavior (b = 0.23; 95% CI, 0.05-0.40), as well as decreases in classroom engagement (b = -0.84; 95% CI, -1.57 to -0.12), academic achievement (b = -1.19; 95% CI, -2.15 to -0.23), and academic motivation (b = -0.58; 95% CI, -1.13 to -0.03) at age 12 years. CONCLUSION Compared with no preschool exposure, violent televiewing is associated with distinct and enduring psychosocial risks by early adolescence. Acknowledging such risks remains a pertinent health literacy target for pediatric professionals, parents, and communities.
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Brittain H, Vaillancourt T. Longitudinal associations between academic achievement and depressive symptoms in adolescence: Methodological considerations and analytical approaches for identifying temporal priority. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2023; 64:327-355. [PMID: 37080673 DOI: 10.1016/bs.acdb.2022.11.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/22/2023]
Abstract
Failure to meet educational expectations in adolescence can derail an individual's potential, leading to hardship in adulthood. Lower academic achievement is also associated with poorer mental health, and both share common pathways to adult functional outcomes like employment status and economic security. Although linked in adolescence, and predictive of similar outcomes in adulthood, methodological and analytical limitations of the literature do not permit the assessment of the temporal priority between academic achievement and mental health. This omission of directionality hampers intervention and prevention efforts. In this narrative review, we summarize the literature on the temporal ordering between academic achievement and depressive symptoms in adolescence, a particularly vulnerable developmental period. We propose methodological and analytical strategies to guide future research to disentangle the chronological ordering between academic achievement and depressive symptoms-recommendations that can be used to examine other sets of correlated variables over time. Specifically, we highlight methodological issues that require attention such as the need to understand reciprocal and cascading influences over time by attending to repeated measures and timing, measurement consistency, reporter effects, examination of processes and mechanisms, and missing data. Finally, we discuss the need to embrace analytical methods that separate within-person from between-person effects; account for heterogeneity in associations using person-centered approaches; and use the two approaches as complementary, rather than competing, for a more holistic examination of temporality.
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Affiliation(s)
- Heather Brittain
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada
| | - Tracy Vaillancourt
- Counselling Psychology, Faculty of Education, University of Ottawa, Ottawa, ON, Canada; School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada.
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20
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Extending Validation of a Social Emotional Health Measure For Middle School Students. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:92-103. [PMID: 35345478 PMCID: PMC8941839 DOI: 10.1007/s40688-022-00411-x] [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: 03/05/2022] [Indexed: 11/22/2022]
Abstract
The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-studied option for assessing social emotional health to support students within a multitiered system of school support. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle-school-aged students. The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants were from two samples, including a cross-sectional sample with 9,426 students in Grades 7-8 from 32 counties in California and a longitudinal sample with 414 students in Grades 6-8 from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with adequate concurrent and one-year predictive validity coefficients, supporting the use of the SEHS-S-2020 measure with young adolescents in middle school settings. The discussion focuses on implications for assessing students' psychosocial assets, universal school-based screening, and cultural and intersectionality considerations when interpreting SEHS-S-2020 responses. Supplementary Information The online version contains supplementary material available at 10.1007/s40688-022-00411-x.
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21
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The Impact of a Universal Mental Health Intervention on Youth with Elevated Negative Affectivity: Building Resilience for Healthy Kids. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:53-60. [PMID: 34336376 PMCID: PMC8314847 DOI: 10.1007/s40688-021-00388-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/03/2021] [Indexed: 12/03/2022]
Abstract
Objective In response to the rise in mental health needs among youth, a school-based resilience intervention was implemented for sixth graders at an urban middle school. The goal of this analysis is to examine improvements in key mental health parameters among students who endorsed negative affectivity at baseline. Method A total of 285 11-12-year-olds (72% white, 18% Hispanic, 55% female) participated in a single-arm, non-randomized 6-week 1:1 school-based coaching intervention, Healthy Kids. Youth completed validated surveys at baseline and 6-week follow-up assessing depression/anxiety symptoms, bullying, self-efficacy, academic pressure, grit, and resilience. Participants were determined to have elevated negative affectivity if they reported mild-to-severe symptoms for both depression and anxiety symptoms. General linear models examined differences between groups for each mental health parameter, as well as change in outcomes from baseline to follow-up. Results A third of participants (38%) at baseline endorsed negative affectivity. Youth who endorsed negative affectivity were more often female (71% vs 29%; p < 0.001) and identified as victims of cyberbullying (25% vs 8%; p < 0.001). Youth with baseline negative affectivity scored lower for self-efficacy (total 70.5 vs 86.8; p < 0.0001). Baseline negative affectivity was a significant moderator for change in mental health parameters. Post-intervention, those who endorsed baseline negative affectivity, medium effect sizes were observed for self-efficacy (g = 0.6; 95%CI 0.3, 0.9; p < 0.001) and anxiety symptoms (g = - 0.70; 95%CI - 1.0, - 0.4; p < 0.001). Among all youth, there were significant medium intervention effects in resilience (g = 0.5; 95%CI 0.3, 0.7; p < 0.001) and self-efficacy (g = 0.7; 95%CI 0.4, 0.9; p < 0.001). Conclusions A universal resiliency program may improve self-efficacy and symptoms of anxiety among youth experiencing negative affectivity, while improving resilience and self-efficacy among all youth. Our findings suggest a universal school-based coaching program benefits all youth, while also specifically targeting the needs of youth with negative affectivity who are most at risk for mental health concerns.
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22
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Katsantonis I, McLellan R, Marquez J. Development of subjective well‐being and its relationship with self‐esteem in early adolescence. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2022; 41:157-171. [PMID: 36414023 DOI: 10.1111/bjdp.12436] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2022] [Revised: 11/03/2022] [Accepted: 11/03/2022] [Indexed: 11/24/2022]
Abstract
Despite evidence indicating that self-esteem (SE) may be considered a precondition to subjective well-being (SWB), there are inconclusive findings regarding its developmental links with SWB. Considering the declines in SWB, the purpose of this study is to examine the developmental changes in SWB and its relationship with SE in early adolescence. The data of 11,231 adolescents aged 11 and 14 years old (50% females) from the Millennium Cohort Study were utilized. Latent mean comparison indicated that SWB declined substantially between 11 and 14 years old in the United Kingdom. Cross-lagged modelling showed that SWB was developmentally unstable and that SE predicted later changes in SWB, whereas SWB did not predict changes in SE. SWB declines in the United Kingdom are mostly linked to less satisfaction with secondary school contexts and peer relationships. In short, SE is an important factor that can contribute to adolescents' SWB. Implications for educational policy and practice are discussed.
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Affiliation(s)
| | - Ros McLellan
- Faculty of Education University of Cambridge Cambridge UK
| | - Jose Marquez
- Manchester Institute of Education University of Manchester Manchester UK
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23
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Dai HD, Ratnapradipa K, Michaud TL, King KM, Guenzel N, Tamrakar N, Puga T, Sussman S. Vaping Media Literacy, Harm Perception, and Susceptibility of E-Cigarette Use Among Youth. Am J Prev Med 2022; 63:852-860. [PMID: 35931617 DOI: 10.1016/j.amepre.2022.05.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 05/24/2022] [Accepted: 05/25/2022] [Indexed: 12/30/2022]
Abstract
INTRODUCTION Exposure to E-cigarette marketing and media advertisements is prevalent among adolescents. A validated vaping media literacy scale is needed to inform effective vaping prevention programs. METHODS A 6-item vaping media literacy scale was adapted from validated smoking and general media literacy scales with an emphasis on marketing influences. A school-based survey (N=856) was conducted to assess the reliability of vaping media literacy and 3 subscales (i.e., authors and audiences [vaping Authors and Audiences], messages and meanings [vaping Messages and Meanings], and representation and reality [vaping Representation and Reality]). Multivariable logistic regression models were performed to examine the associations of vaping media literacy with perceived harmfulness of E-cigarette use and susceptibility to use E-cigarettes. Analyses were conducted in 2021. RESULTS The mean vaping media literacy among students was 2.6 (range=0-6). There were significant disparities with lower vaping media literacy among middle-school (versus high-school, p=0.03) students, males (versus females, p=0.003), and racial/ethnic minority students (Blacks, Hispanics, others versus Whites, p=0.0009). A higher vaping media literacy was significantly associated with increased perceived harmfulness of E-cigarette use (AOR=1.2; 95% CI=1.1, 1.2; p<0.0001). All subscales were also associated with E-cigarette harm perception. Among never E-cigarette users, students with a higher (versus those with a lower) vaping media literacy had lower susceptibility to initiating E-cigarettes (AOR=0.90; 95% CI=0.83, 0.97; p=0.005). Both vaping Messages and Meanings and vaping Representation and Reality subscales were adversely associated with susceptibility to vaping. CONCLUSIONS The vaping media literacy scale may gauge the influence of E-cigarette marketing on adolescents with high reliability and validity. Racial minorities, younger adolescents, and males appear relatively vulnerable to vaping marketing influence. Efforts to increase vaping media literacy are needed to curb youth E-cigarette use.
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Affiliation(s)
- Hongying Daisy Dai
- College of Public Health, University of Nebraska Medical Center, Omaha, Nebraska.
| | - Kendra Ratnapradipa
- College of Public Health, University of Nebraska Medical Center, Omaha, Nebraska
| | - Tzeyu L Michaud
- College of Public Health, University of Nebraska Medical Center, Omaha, Nebraska
| | - Keyonna M King
- College of Public Health, University of Nebraska Medical Center, Omaha, Nebraska
| | - Nicholas Guenzel
- College of Nursing, University of Nebraska Medical Center, Omaha, Nebraska
| | - Niran Tamrakar
- College of Public Health, University of Nebraska Medical Center, Omaha, Nebraska
| | - Troy Puga
- College of Public Health, University of Nebraska Medical Center, Omaha, Nebraska
| | - Steve Sussman
- Department of Population and Public Health Sciences, Keck School of Medicine of USC, University of Southern California, Los Angeles, California
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Rahal D, Shaw S. Impacts of the COVID-19 Transition to Remote Instruction for University Students. JOURNAL OF STUDENT AFFAIRS RESEARCH AND PRACTICE 2022; 60:108-122. [PMID: 36818329 PMCID: PMC9937512 DOI: 10.1080/19496591.2022.2111519] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
In March 2020, 234 students (77.50% female; 63.09% second-year, 28.33% third-year) enrolled in a psychological statistics course at a public university described their experiences during the first week of the COVID-19-related transition to remote instruction. Qualitative responses indicated 13 common concerns including financial, housing, and food insecurity; social life concerns; distress; sleep difficulties; and academic problems. Students with lower socioeconomic status were more likely to experience financial instability, food insecurity, and difficulty focusing academically.
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25
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Nygaard MA, Ormiston HE. An Exploratory Study Examining Student Social, Academic, and Emotional Behavior Across School Transitions. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2109061] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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26
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Măirean C, Zancu AS, Diaconu-Gherasim LR. Children's anxiety, academic self-efficacy, and intergenerational transmission of worries regarding the transition to middle school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1638-1650. [PMID: 35794814 DOI: 10.1111/bjep.12530] [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: 12/15/2021] [Revised: 05/25/2022] [Accepted: 06/22/2022] [Indexed: 11/29/2022]
Abstract
BACKGROUND Worries about school transition were related to poor academic adjustment during middle school. However, limited studies simultaneously investigated individual and contextual factors that may shape the children's reaction related to transition. AIMS The first aim of this present study was to assess how children's anxiety and academic self-efficacy, including the parents' worries about school transition, are related to children's worries regarding the transition from primary to middle school. Our second aim was to explore the moderating role of children's academic self-efficacy in the relation to children's anxiety symptoms and children's worries. MATERIALS & METHODS A sample of 292 fourth-grade children (Mage = 10.43; 53.4% girls) completed scales assessing their anxiety, academic self-efficacy and worries about the transition to middle school. Parents also filled out a scale assessing the worries regarding their children's transition from primary to middle school. RESULTS The results show that children's anxiety is positively related to their worries about the transition to middle school, whereas children's academic self-efficacy is negatively related to their worries. Parents' worries regarding their children's school transition are positively related to their children's worries regarding the transition. Furthermore, academic self-efficacy moderates the relation between children's anxiety and their worries about school transition. CONCLUSION Children with lower levels of anxiety reported lower worries for the transition when their academic self-efficacy was higher, whereas children with higher anxiety reported higher worries for school transition at every level of self-efficacy. Theoretical and practical implications of these findings for successful school transition are discussed.
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Affiliation(s)
- Cornelia Măirean
- Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iasi, Romania
| | - Alexandra S Zancu
- Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University, Iasi, Romania
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Guo X, Qin H, Jiang K, Luo L. Parent-Child Discrepancy in Educational Aspirations and Depressive Symptoms in Early Adolescence: A Longitudinal Study. J Youth Adolesc 2022; 51:1983-1996. [PMID: 35751718 DOI: 10.1007/s10964-022-01644-y] [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: 03/27/2022] [Accepted: 06/12/2022] [Indexed: 11/28/2022]
Abstract
Adolescents may have educational aspirations that are different from their parents' educational aspirations for them, and such discrepancy may affect adolescents' psychological adjustment. This longitudinal study examined how parent-child discrepancy in educational aspirations relate to depressive symptoms in early adolescents, both concurrently and prospectively, when controlling for parents' depressive symptoms. Moreover, parent and child gender differences in the effects were explored. Data were collected from 3799 students (52.0% boys; Mage = 10.78) and their fathers and mothers when the students were in fifth and seventh grade over 2 years. Polynomial regression with response surface analysis was used to analyze the effects of parent-child aspiration discrepancy on depressive symptoms separately in four parent-child gender dyads. Cross-sectional results demonstrated that for all parent-child gender dyads, congruently higher aspirations were related to lower depressive symptoms, and greater incongruence in aspirations was related to higher depressive symptoms. Moreover, for parent-son dyads, adolescents whose aspirations were lower than those of their parents reported higher depressive symptoms than adolescents whose aspirations were higher than those of their parents. However, longitudinal results further showed that, for father-son dyads only, congruently higher aspirations were related to increased depressive symptoms over time, while for parent-daughter dyads only, greater incongruence in aspirations was related to increased depressive symptoms over time. The findings support the importance of considering parent-child discrepancy when exploring the role of educational aspirations in adolescents' psychological adjustment and call for a more detailed and rigorous analysis and interpretation of this relationship.
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Affiliation(s)
- Xiaolin Guo
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, P.R. China
| | - Huan Qin
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, P.R. China
| | - Kexin Jiang
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, P.R. China
| | - Liang Luo
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, P.R. China. .,Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, No.19, Xinjiekouwai St, Haidian District, Beijing, 100875, P.R. China.
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Martín-Puga ME, Pelegrina S, Gómez-Pérez MM, Justicia-Galiano MJ. Psychometric Properties and Measurement Invariance of the Academic Procrastination Scale-Short Form in Spanish Children and Adolescents. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2022. [DOI: 10.1177/07342829221106538] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The objectives were to examine the factorial structure of the Academic Procrastination Scale-Short Form (APS-S) and the measurement invariance across gender and educational levels, to determine possible differences in procrastination across gender, educational levels, and grades. The sample was formed of 1486 Spanish primary and secondary school students between the ages of 7 and 19 years. A one-factor model provided an adequate fit. Scalar and partial scalar invariance were achieved through gender and educational levels, respectively. Internal consistency was good and slightly higher for secondary school students than primary school students. Moderate convergent validity was obtained. The APS-S scores showed a weak but significant correlation with math anxiety. Procrastination scores increased with grade, and males showed significantly higher procrastination scores than females. The Spanish APS-S demonstrated adequate reliability and validity scores and could be a useful tool for examining academic procrastination in children and adolescents.
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Graham LJ, Gillett-Swan J, Killingly C, Van Bergen P. Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline. Front Psychol 2022; 13:825036. [PMID: 35310270 PMCID: PMC8927887 DOI: 10.3389/fpsyg.2022.825036] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 01/11/2022] [Indexed: 11/13/2022] Open
Abstract
School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7-10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.
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Affiliation(s)
- Linda J Graham
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Jenna Gillett-Swan
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Callula Killingly
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Penny Van Bergen
- School of Education, Macquarie University, Sydney, NSW, Australia
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Flores J, Caqueo-Urízar A, López V, Acevedo D. Symptomatology of attention deficit, hyperactivity and defiant behavior as predictors of academic achievement. BMC Psychiatry 2022; 22:61. [PMID: 35086526 PMCID: PMC8793213 DOI: 10.1186/s12888-022-03714-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/09/2021] [Accepted: 12/23/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND It is essential to understand the factors that affect the academic achievement of schoolchildren, both in general and in terms of the major subsectors of each grade. Although symptoms of Attention Deficit Hyperactivity Disorder (ADHD) and Negative Defiant Disorder (NDD-which are commonly recognized as externalizing problems in childhood and adolescence-have been associated with lower academic achievement in the international literature, few studies have addressed this problem in Latin America. This study aimed to analyze the possible predictive relationship of attention problems, hyperactivity, and defiant behavior on academic achievement. METHODS We recruited a sample of 4580 schoolchildren (50.9% female, 1754 belonging to primary school, and 2826 to secondary school, ranging from 9 to 18 years old). This cross-sectional study used the scales pertaining to attention problems, hyperactivity, and challenging behavior from the Child and Adolescent Evaluation System. RESULTS The analysis showed that attention problems significantly affected all academic achievement areas, while hyperactivity and challenging behavior affected only some of them. The regression models explained 24% of the variability in overall academic achievement in primary school and 17% in secondary school. Other predictors included sex, age, socioeconomic level, and school attendance. CONCLUSIONS It is important to consider this symptomatology in the design of educational interventions.
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Affiliation(s)
- Jerome Flores
- Escuela de Psicología y Filosofía, Universidad de Tarapacá & Centro de Justicia Educacional, CJE, Avenida 18 de Septiembre 2222, Arica, Chile.
| | - Alejandra Caqueo-Urízar
- grid.412182.c0000 0001 2179 0636Instituto de Alta Investigación, Universidad de Tarapacá, Arica, Chile
| | - Verónica López
- grid.8170.e0000 0001 1537 5962Escuela de Psicología, Pontificia Universidad Católica de Valparaíso & Centro de Investigación para la Educación Inclusiva, Valparaíso, Chile
| | - Daniel Acevedo
- grid.412182.c0000 0001 2179 0636Escuela de Psicología y Filosofía, Universidad de Tarapacá & Centro de Justicia Educacional, CJE, Avenida 18 de Septiembre 2222, Arica, Chile
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Changes in 24-Hour Domain-Specific Movement Behaviors and Their Associations With Children’s Psychosocial Health During the Transition From Primary to Secondary School: A Compositional Data Analysis. J Phys Act Health 2022; 19:358-366. [DOI: 10.1123/jpah.2021-0630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2021] [Revised: 01/22/2022] [Accepted: 03/04/2022] [Indexed: 11/18/2022]
Abstract
Background: Little is known about the influence of 24-hour movement behaviors on children’s psychosocial health when transitioning from primary to secondary school. This study described changes in 24-hour domain-specific movement behavior composition and explored their associations with changes in psychosocial health during this transition. Methods: Data were drawn from the Longitudinal Study of Australian Children. The analytical sample (n = 909) included children who were enrolled in primary school at baseline (2010) and in secondary school at follow-up (2012). Time spent in 8 domains of movement behaviors was derived from the child-completed time-use diaries. Psychosocial health was examined using the self-report version of the Strengths and Difficulties Questionnaires. Analyses included repeated-measures multivariate analysis of variance and compositional regression. Results: Children reported engaging in more social activities and sleeping less over the transition period. Increased time spent in social activities (βilr = −0.06, P = .014) and recreational screen use (βilr = −0.17, P = .003) (relative to other domains) were associated with decreased prosocial behavior in boys. Changes in movement behavior composition were not associated with changes in girls’ psychosocial health. Conclusion: This study found considerable changes in children’s 24-hour movement behavior composition, but a lack of consistent association with changes in psychosocial health during the primary to secondary school transition.
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Popoola SO, Adedokun OO. Computer self-efficacy, computer anxiety, cognitive skills, and use of electronic library resources by social science undergraduates in a tertiary university in Nigeria. JOURNAL OF LIBRARIANSHIP AND INFORMATION SCIENCE 2021. [DOI: 10.1177/09610006211063938] [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
This study investigated the influence of computer self-efficacy, computer anxiety, and cognitive skills on the use of electronic library resources by social science undergraduates in a tertiary institution in Nigeria. Survey research design was adopted and stratified random sampling technique was used to select 869 sample size from a population of 1452 social science undergraduates across five departments. A total of 793 questionnaire was properly filled and collated which equals a response rate of 91.3% from the population sample. Findings from the study revealed that there were significant relationships among computer selfefficacy, computer anxiety, cognitive skills, and use of electronic library resources by the respondents. Computer self-efficacy, computer anxiety, and cognitive skills individually and jointly had a significant influence on the use of electronic library resources of the respondents. Therefore, library management in the tertiary institution should give due consideration to computer self-efficacy, computer anxiety, and cognitive skills of the respondents when planning to enhance their use of electronic library resources among others.
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Xiang Y, Miao Y, Zhang J, Lin Y. The Status of Chinese National Theoretical Discourse System and Its Correlation With Psychological Education of College Students. Front Psychol 2021; 12:755115. [PMID: 35002852 PMCID: PMC8739891 DOI: 10.3389/fpsyg.2021.755115] [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: 08/08/2021] [Accepted: 11/22/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, in the face of new situations and problems in society, the discourse system, academic concepts, and related research perspectives of Chinese national theory have been strongly impacted by Western thought, making the discourse mode of western national theory become the second discourse system outside the traditional Chinese national theory. In order to further promote the construction of the Chinese national discourse system in college students' mental health education systems, the study first starts with the concept of national theory and discourse system and then uses the literature method to consult the development status of the Chinese national theoretical discourse system and the mental health education of college students. The results show that students' grade is directly proportional to the satisfaction of students with mental health education, that is, with the increase of grade, students are more and more satisfied with mental health education. The attendance rates of college students, high school students, junior middle school students, and primary school students are about 98, 87, 81, and 78%, respectively. In addition, students who are willing to actively accept psychological education account for about 38% of the total number of students, those who do not refuse account for 51% of the total number of students, and those who are unwilling to accept account for 11% of the total number of students. Among these students, their acceptance of mental health education will not be affected by other factors. Furthermore, the satisfaction score of college students with mental health education is about 4.1, the satisfaction score of high school students is about 3.6, the satisfaction score of junior middle school students is about 2.9, and the satisfaction score of primary school students is about 2.1. It reveals that the degree of satisfaction with mental health education is also related to grade. While taking mental health education courses, students not only realize a comprehensive understanding of the theory of the Chinese nation, but also greatly improve their national self-confidence and psychological quality. Moreover, it also strengthened by disseminating the theoretical discourse of the Chinese nation. Therefore, the exploration is of great significance to the development of the Chinese national theoretical discourse system in the psychological education of college students.
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Affiliation(s)
- Yueting Xiang
- School of Foreign Languages and Cultures, Xichang University, Xichang, China
| | - Yurong Miao
- Institute of Ethnic Literature, Yunnan Academy of Social Sciences, Kunming, China
| | | | - Yujia Lin
- School of Journalism and Communication, Sichuan International Studies University, Chongqing, China
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Endleman S, Brittain H, Vaillancourt T. The longitudinal associations between perfectionism and academic achievement across adolescence. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2021. [DOI: 10.1177/01650254211037400] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The directionality and longitudinal course between perfectionism and academic achievement throughout adolescence remains unclear as most studies rely on cross-sectional or short-term data and many examine these associations in university students who do not represent the full spectrum of learners. Moreover, most studies are hampered by their reliance on student-reported grades. We rectified these issues by examining the longitudinal relation between self-reported perfectionism and teacher-rated academic achievement (grade point average) in a sample of 604 Canadian adolescents followed prospectively from Grade 7 to Grade 12. Using path analysis, results demonstrated a positive relation between academic achievement and perfectionism. In particular, academic achievement positively predicted self-oriented perfectionism (SOP) at every time point. Academic achievement also positively predicted socially prescribed perfectionism across every time point. At no time point did either form of perfectionism predict academic achievement, highlighting that perfectionism is more likely an outcome of academic achievement, rather than an antecedent. Results also demonstrated that the cross-lagged effect from academic achievement to SOP was stronger at the transition from middle school to high school compared to pathways in all subsequent years. Overall, such findings imply that adolescents who experience academic success are more likely to experience increases in levels of perfectionism, which may increase their vulnerability to stress.
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D'souza OL, Jose AE, Suresh S, Baliga MS. Effectiveness of Yoga Nidra in reducing stress in school going adolescents: An experimental study. Complement Ther Clin Pract 2021; 45:101462. [PMID: 34385047 DOI: 10.1016/j.ctcp.2021.101462] [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: 03/30/2021] [Revised: 07/08/2021] [Accepted: 07/28/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND AND OBJECTIVES Academic stress can exert severe stress in adolescents answering their career deciding board exams. The present study attempted to understand the efficacy of Yoga Nidra (YN) in mitigating psychosocial stress. DESIGN and Methods: This study was carried on 10th-grade students (ages 14 to 16) and had two arms, one performing YN (experimental) and the other without YN (control) for 21 consecutive days. Modified Adolescent Stress Questionnaire (ASQ-I) was used to assess the stress in the students before and after the intervention. RESULTS The results indicate that performing YN was effective and significantly decreased the total stress (P < 0.001) and vital domains like the stress of home life (P < 0.005), school performance (P < 0.026), teacher interaction (P < 0.024), future uncertainty (P < 0.001), school and leisure conflict (P < 0.001). Also, at the end of the study in control, low and moderate stress was observed in 58.06% and 41.93%, while in the YN group, it was 96.15% and 3.85% and was statistically significant (p < 0.001). CONCLUSIONS This study shows that YN effectively reduced psychosocial stress in adolescents and could be useful in school curriculum.
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Affiliation(s)
- Ovine Loyster D'souza
- Department of Psychiatric Nursing, Father Muller College of Nursing, Mangalore, Karnataka, 575002, India.
| | - Agnes Elizabeth Jose
- Department of Psychiatric Nursing, Father Muller College of Nursing, Mangalore, Karnataka, 575002, India
| | - Sucharitha Suresh
- Department of Community Medicine, Father Muller Medical College Hospital, Mangalore, Karnataka, 575002, India
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The Impact of Academic Achievement and Parental Practices on Depressive Symptom Trajectories Among Chinese Adolescents. Res Child Adolesc Psychopathol 2021; 49:1359-1371. [PMID: 33983532 PMCID: PMC8380233 DOI: 10.1007/s10802-021-00826-9] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/05/2021] [Indexed: 12/04/2022]
Abstract
Though depressive symptoms tend to increase in early adolescence, the trajectories of these symptoms may vary strongly. This longitudinal study investigated the extent to which the distinct developmental trajectories of depressive symptoms were predicted by adolescents' academic achievement and perceived parental practices in a sample of Chinese young adolescents (N = 2,576). The results showed four trajectory profiles of depressive symptoms: low-stable (75%), low-increasing (11%), high-stable (9%), and high-decreasing (5%). Adolescents with high academic achievement were more likely to be classified into the low-stable, low-increasing, and high-decreasing profiles than into the high-stable depressive symptom profile. Moreover, students who perceived greater parental autonomy support were more likely to be in the low-stable and low-increasing profiles than the high-stable profile, whereas adolescents perceiving more parental psychological control had higher odds of being in the low-increasing rather than the low-stable profile. Parental educational involvement was unrelated to students' depressive symptom trajectories. In sum, Chinese adolescents with higher academic achievement and who perceived more parental autonomy support, and less psychological control, were at lower risk of experiencing depressive symptoms.
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Zhao XP, Zhong F, Luo RY, Zhang YL, Luo C, Li H, Dai RP. Early-life sevoflurane exposure impairs fear memory by suppressing extracellular signal-regulated kinase signaling in the bed nucleus of stria terminalis GABAergic neurons. Neuropharmacology 2021; 191:108584. [PMID: 33933475 DOI: 10.1016/j.neuropharm.2021.108584] [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: 01/18/2021] [Revised: 04/03/2021] [Accepted: 04/15/2021] [Indexed: 12/30/2022]
Abstract
Sevoflurane exposure in neonates induces long-term impairment of learning and memory; however, its effect on cognition in the later developmental period and the underlying mechanisms remain unclear. In the present study, we showed that multiple sevoflurane exposures impaired fear memory at long retention delays in neonatal (postnatal day 7) and preadolescent mice (postnatal day 22), but not in mice at older ages. After the fear memory test, expression of phosphorylated extracellular signaling-regulated kinase (p-ERK) and c-fos were elevated in the bed nucleus of the stria terminalis (BNST) and central amygdala, but not in the hippocampus or prefrontal cortex. The upregulation of p-ERK was restricted to populations of γ-aminobutyric acid (GABAergic) neurons and was inhibited by multiple sevoflurane exposures. Intra-BNST injection of ERK inhibitor also impaired fear memory at long retention delays. In contrast, intra-BNST injection of ERK agonist attenuated impaired fear memory caused by repeated sevoflurane exposures. Injection of sevoflurane in the BNST but not the caudate putamen impaired the fear memory at long retention delays in preadolescent mice. Finally, chemogenetic activation of BNST GABAergic neurons by designer receptors exclusively activated by designer drug (DREADD) reversed the impaired fear memory at long retention delays by multiple sevoflurane exposures. These findings suggest that multiple sevoflurane exposures impaired fear memory at long retention delays in preadolescent mice by suppressing the ERK signaling in GABAergic neurons in the BNST.
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Affiliation(s)
- Xiao-Pei Zhao
- Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, China
| | - Feng Zhong
- Department of Anesthesiology, Guangdong Cardiovascular Institute, Guangdong Provincial People's Hospital, Guangdong Academy of Medical Sciences, Guangzhou, China
| | - Ru-Yi Luo
- Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, China
| | - Yan-Ling Zhang
- Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, China
| | - Cong Luo
- Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, China
| | - Hui Li
- Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, China
| | - Ru-Ping Dai
- Department of Anesthesiology, The Second Xiangya Hospital, Central South University, Changsha, China.
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A Rasch Analysis of the School-Related Well-Being (SRW) Scale: Measuring Well-Being in the Transition from Primary to Secondary School. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:ijerph18010023. [PMID: 33375156 PMCID: PMC7792972 DOI: 10.3390/ijerph18010023] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Revised: 12/18/2020] [Accepted: 12/19/2020] [Indexed: 11/16/2022]
Abstract
Within educational systems, promoting well-being is an essential objective along with traditional aims focused on students’ learning. However, scarce attention has been devoted to school-related well-being in the transition from primary to lower secondary school, also for the paucity of brief instruments deputed to measure it. We assessed well-being at school for fourth-graders and seventh-graders, by adapting and validating the Italian version of the School-Related Well-Being (SRW) scale, using in sequence exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and Rasch analysis. Through the Rasch analysis, we transformed the SRW scale into an instrument that respects the properties of the fundamental measurement. We measured well-being and achievement emotions at time 1 and grades at time 2. The SRW scale correlated with another measure of well-being and with students’ achievement emotions. Grade-level differences emerged, with a decrease of well-being that attested a maladaptive trend at increasing age; moreover, females reported higher well-being than males. Well-being at school was positively linked to achievement. Beyond its methodological relevance, this study highlights the need for developing interventions to support students in the transition from primary to lower secondary school, which is such a pivotal time in their learning path.
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Martín-Puga ME, Justicia-Galiano MJ, Gómez-Pérez MM, Pelegrina S. Psychometric Properties, Factor Structure, and Gender and Educational Level Invariance of the Abbreviated Math Anxiety Scale (AMAS) in Spanish Children and Adolescents. Assessment 2020; 29:425-440. [PMID: 33334166 DOI: 10.1177/1073191120980064] [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: 11/16/2022]
Abstract
The present study aimed to investigate the factor structure and degree of measurement invariance of a Spanish adaptation of the Abbreviated Math Anxiety Scale (AMAS) in primary and secondary school students (N = 1,504 students, 46.08% males, 7-19 years of age). The results of confirmatory factor analysis corroborated the original two-factor structure, although a modified two-factor model with one item loading simultaneously on both factors was better supported. Full measurement invariance was observed across gender, and partial measurement invariance was achieved across educational levels (primary and secondary education). The AMAS showed reasonable internal consistency, test-retest reliability, and convergent validity. These results highlight the utility of the AMAS as a measure of math anxiety in primary and secondary school students whose scores can be compared by gender and educational level.
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Longitudinal study of individual, environmental and contextual factors predicting adaptation to the transition to lower secondary education. LEARNING AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.lindif.2020.101946] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Evans D, Field AP. Maths attitudes, school affect and teacher characteristics as predictors of maths attainment trajectories in primary and secondary education. ROYAL SOCIETY OPEN SCIENCE 2020; 7:200975. [PMID: 33204463 PMCID: PMC7657886 DOI: 10.1098/rsos.200975] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Accepted: 09/09/2020] [Indexed: 05/09/2023]
Abstract
Maths attainment is essential for a wide range of outcomes relating to further education, careers, health and the wider economy. Research suggests a significant proportion of adults and adolescents are underachieving in maths within the UK, making this a key area for research. This study investigates the role of children's perceptions of the school climate (children's affect towards school and student-teacher relationships), their attitudes towards maths and teacher characteristics as predictors of maths attainment trajectories, taking the transition from primary to secondary education into consideration. Two growth models were fit using secondary data analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). The first model, which looked at predictors of maths attainment in primary education, found significant associations only between positive maths attitudes and increased maths attainment. The second model, which looked at predictors of maths attainment in secondary education, found significant associations between increased maths attainment and positive maths attitudes, decreased school belonging, positive student-teacher relationships and increased teacher fairness. The findings suggest that the secondary education school environment is particularly important for maths attainment.
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Kotchick BA, Whitsett D, Sherman MF. Food Insecurity and Adolescent Psychosocial Adjustment: Indirect Pathways through Caregiver Adjustment and Caregiver-Adolescent Relationship Quality. J Youth Adolesc 2020; 50:89-102. [PMID: 32980969 PMCID: PMC7520077 DOI: 10.1007/s10964-020-01322-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2020] [Accepted: 09/17/2020] [Indexed: 12/02/2022]
Abstract
Household food insecurity is associated with youth behavioral problems, yet few studies have examined potential mechanisms that underline this association, particularly among adolescents. The Family Stress Model (FSM) states that food insecurity potentially impacts adolescent psychosocial adjustment indirectly through its effects on parental psychological functioning and parenting. The current study examined data from the Children, Welfare, and Families study (N = 687, 53% female, Mage of child at baseline = 11.74 years, SD = 1.39) to determine whether household food insecurity at the beginning of adolescence predicts later behavioral outcomes and whether that association is mediated through caregiver depression and caregiver–adolescent relationship quality. Caregivers completed measures of past-year household food insecurity, current self-reported depressive symptoms and adolescent behavior problems, while adolescents completed a measure of current caregiver–adolescent relationship quality. A serial multiple mediator model, controlling for baseline values of mediators, outcomes, and relevant demographic covariates, indicated a significant total indirect effect, whereas the total direct effect was not significant. Significant indirect effects through both caregiver depression and caregiver–adolescent relationship quality were also found. These results are the first to explicitly examine the FSM with respect to household food insecurity and to demonstrate the indirect effects of food insecurity on adolescent adjustment. The findings indicate the need to improve food security and address subsequent intra- and inter-personal difficulties among low-income families that contribute to behavioral problems among adolescents facing household food insecurity.
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Affiliation(s)
- Beth A Kotchick
- Department of Psychology, Loyola University Maryland, Baltimore, MD, USA.
| | | | - Martin F Sherman
- Department of Psychology, Loyola University Maryland, Baltimore, MD, USA
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Mediating role of depressive symptoms linking insecure attachment and disordered eating in adolescents: A multiwave longitudinal study. Dev Psychopathol 2020; 34:115-127. [PMID: 32928329 DOI: 10.1017/s0954579420001029] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
Research has supported a link between insecure attachment and disordered eating in adolescents; however, how this influence is exerted remains unclear. This study explored whether depressive symptoms constitute a pathway through which insecure attachment to parents predicts subsequent development of disordered eating in the transition from childhood to adolescence. The study also examines whether there are differential effects regarding the attachment figure, child's gender, or reciprocity between variables. A community-based sample of Spanish youth (n = 904; 49.4% girls) was followed biennially from age 10 to 16 years. Attachment, depressive symptoms, and disordered eating were measured using the Inventory of Parental and Peer Attachment, Children's Depression Inventory, and Children's Eating Attitudes Test, respectively. Prospective data were analyzed using a dynamic panel model, which accounts for unmeasured time-invariant factors. Whereas insecure attachment to the father did not predict later depression or disordered eating, higher insecure attachment to the mother at ages 10 and 12 years predicted more disordered eating at ages 14 and 16 years via increased depressive symptoms at ages 12 and 14 years. No child's gender-specific or reverse mediational effects were found. This study suggests that an increase in depressive symptoms might be one mechanism by which insecure attachment exerts its influence on the development of eating disorders symptomatology in adolescence. Intervention efforts aimed at strengthening particularly the mother-child attachment relationship may reduce the vulnerability to develop depressive symptoms and disordered eating.
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Whelan M, McGillivray J, Rinehart NJ. The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample. J Autism Dev Disord 2020; 51:1759-1771. [PMID: 32809171 DOI: 10.1007/s10803-020-04655-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lower quality of life, school belonging and mental health, however the hypothesised decline after school transition was not supported. Characteristics of both the primary and secondary school appeared to be contributing to the wellbeing of students with high AS traits which could be clarified by further investigation with a larger sample.
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Affiliation(s)
- Moira Whelan
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3220, Australia.
| | - Jane McGillivray
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3220, Australia
| | - Nicole J Rinehart
- Deakin Child Study Centre, School of Psychology, Faculty of Health, Deakin University, Waterfront Campus, 1 Gheringhap Street, Geelong, VIC, 3220, Australia
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45
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Evans D, Field AP. Predictors of mathematical attainment trajectories across the primary-to-secondary education transition: parental factors and the home environment. ROYAL SOCIETY OPEN SCIENCE 2020; 7:200422. [PMID: 32874637 PMCID: PMC7428259 DOI: 10.1098/rsos.200422] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 06/13/2020] [Indexed: 05/24/2023]
Abstract
A 'maths crisis' has been identified in the UK, with many adults and adolescents underachieving in maths and numeracy. This poor performance is likely to develop from deficits in maths already present in childhood. Potential predictors of maths attainment trajectories throughout childhood and adolescence relate to the home environment and aspects of parenting including parent-child relationships, parental mental health, school involvement, home teaching, parental education and gendered play at home. This study examined the aforementioned factors as predictors of children's maths attainment trajectories (age 7-16) across the challenging transition to secondary education. A secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children found support for parental education qualifications, a harmonious parent-child relationship and school involvement at age 11 as substantial predictors of maths attainment trajectories across the transition to secondary education. These findings highlight the importance of parental involvement for maths attainment throughout primary and secondary education.
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Evans D, Gaysina D, Field AP. Internalizing symptoms and working memory as predictors of mathematical attainment trajectories across the primary-secondary education transition. ROYAL SOCIETY OPEN SCIENCE 2020; 7:191433. [PMID: 32537188 PMCID: PMC7277270 DOI: 10.1098/rsos.191433] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2019] [Accepted: 04/03/2020] [Indexed: 05/09/2023]
Abstract
The transition from primary to secondary education is a critical period in early adolescence which is related to increased anxiety and stress, increased prevalence of mental health issues, and decreased maths performance, suggesting it is an important period to investigate maths attainment. Previous research has focused on anxiety and working memory as predictors of maths, without investigating any long-term effects around the education transition. This study examined working memory and internalizing symptoms as predictors of children's maths attainment trajectories (age 7-16) across the transition to secondary education using secondary longitudinal analysis of the Avon Longitudinal Study of Parents and Children (ALSPAC). This study found statistically significant, but very weak evidence for the effect of internalizing symptoms and working memory on maths attainment. Greater parental education was the strongest predictor, suggesting that children of parents with a degree (compared with those with a CSE) gain the equivalent of almost a year's schooling in maths. However, due to methodological limitations, the effects of working memory and internalizing symptoms on attainment cannot be fully understood with the current study. Additional research is needed to further uncover this relationship, using more time-appropriate measures.
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Coelho VA, Bear GG, Brás P. A Multilevel Analysis of the Importance of School Climate for the Trajectories of Students' Self-concept and Self-esteem Throughout the Middle School Transition. J Youth Adolesc 2020; 49:1793-1804. [PMID: 32356038 DOI: 10.1007/s10964-020-01245-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2020] [Accepted: 04/11/2020] [Indexed: 10/24/2022]
Abstract
Understanding which environmental factors influence the trajectory of self-concept and self-esteem during middle school transition may help schools better support students during this period. This short longitudinal study examined the influence of students' perceptions of school climate upon the trajectory of students' self-concept and self-esteem during middle school transition. Students in 25 classes from four schools (N = 404; Mage = 9.40, SD = 0.67) completed self-report measures of self-concept and self-esteem at four time points: twice before (fourth grade) and twice after middle school transition (fifth grade). The results showed that students with more positive perceptions of school climate in the beginning of fifth grade displayed more positive trajectories in self-concept and self-esteem. Students from larger fourth grade classes had more positive trajectories of social self-concept compared to those from smaller classes. The findings highlight the importance of school climate in the development of self-concept and self-esteem during middle school transition.
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Affiliation(s)
- Vítor Alexandre Coelho
- Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2560-703, Torres Vedras, Portugal. .,Psychology for Positive Development Research Center, Universidade Lusíada Norte, Rua Lopo de Carvalho, 67, 4369-006, Porto, Portugal.
| | - George G Bear
- School of Education, University of Delaware, Newark, DE, 19716, USA
| | - Patrícia Brás
- Académico de Torres Vedras, Travessa do Quebra-Costas, 9, 2560-703, Torres Vedras, Portugal
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48
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Jain Gupta N, Khare A. Disruption in daily eating-fasting and activity-rest cycles in Indian adolescents attending school. PLoS One 2020; 15:e0227002. [PMID: 31923256 PMCID: PMC6953840 DOI: 10.1371/journal.pone.0227002] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2019] [Accepted: 12/09/2019] [Indexed: 11/23/2022] Open
Abstract
A lifestyle with erratic eating patterns and habits predisposes youngsters to obesity. Through a two-phase feasibility study among Indian students living in the Delhi area, we longitudinally examined the following: (1) the daily eating-fasting cycles of students (N = 34) in school and college using smartphones as they transition from high school (aged 13–15 years; nIX = 13) to higher secondary school (HSSS; 16–18 years; nXII = 9) to their first year (FY) of college (18–19 years; nFC = 12); and (2) daily activity-rest cycles and light-dark exposure of 31 higher secondary school students (HSSS) using actigraphy. In phase 1, students’ food data were analyzed for temporal details of eating events and observable differences in diet composition, such as an energy-dense diet (fast food (FF)), as confounding factors of circadian health. Overall, the mean eating duration in high school, higher secondary and FY college students ranged from 14.1 to 16.2h. HSSS exhibited the shortest night fasting. Although FY college students exhibited the highest fast food percentage (FF%), a positive correlation between body mass index (BMI) and FF% was observed only among HSSS. Furthermore, the body weight of HSSS was significantly higher, indicating that FF, untimely eating and reduced night fasting were important obesity-associated factors in adolescents. Reduced night fasting duration was also related to shorter sleep in HSSS. Therefore, food data were supplemented with wrist actigraphy, i.e., activity-rest data, in HSSS. Actigraphy externally validated the increased obesogenic consequences of deregulated eating rhythms in HSSS. CamNtech motion watches were used to assess the relationship between disturbed activity cycles of HSSS and other circadian clock-related rhythms, such as sleep. Less than 50% of Indian HSSS slept 6 hours or more per night. Seven of 31 students remained awake throughout the night, during which they had more than 20% of their daily light exposure. Three nonparametric circadian rhythm analysis (NPCRA) variables revealed circadian disruption of activity in HSSS. The present study suggests that inappropriate timing and quality of food and sleep disturbances are important determinants of circadian disruptions in adolescents attending school.
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Affiliation(s)
- Neelu Jain Gupta
- Department of Zoology, Chaudhary Charan Singh University, Meerut, UP, India
- * E-mail:
| | - Akansha Khare
- Department of Zoology, Chaudhary Charan Singh University, Meerut, UP, India
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Kara B, Morris R, Brown A, Wigglesworth P, Kania J, Hart A, Mezes B, Cameron J, Eryigit-Madzwamuse S. Bounce Forward: A School-Based Prevention Programme for Building Resilience in a Socioeconomically Disadvantaged Context. Front Psychiatry 2020; 11:599669. [PMID: 33519550 PMCID: PMC7840841 DOI: 10.3389/fpsyt.2020.599669] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 12/02/2020] [Indexed: 11/15/2022] Open
Abstract
Socioeconomic status is a strong predictor of normative development and well-being in young people. It is well-known that growing up in a socioeconomically disadvantaged context may lead to negative outcomes, both in childhood and in adulthood. Early intervention and prevention programmes are crucial for building resilience and improving health, well-being and equity. Bounce Forward is a school-based prevention programme implemented in Blackpool, a town in the United Kingdom facing multiple challenges. It was part of a whole town resilience approach and nascent global social movement known as the "Resilience Revolution." Between 2017 and 2019, the programme was delivered in all Year 5 classes at every primary school in Blackpool (n school = 36), reaching out to 3,134 students (ages 9-10; 50.4% male). The programme aimed to increase resilience in young people by building knowledge and skills about mental health and resilience through 10 sessions. In the current study, we longitudinally examined a range of protective factors, which are relevant to young people's resilience, as well as their mental health outcomes at three time points: before they participated in Bounce Forward, at the end of the programme, and 3-5 months later, when they started Year 6. The current sample included 441 Year 5 students (54.2% male) from 11 primary schools in Blackpool. Nineteen teaching staff also participated in the study and provided qualitative data regarding the impact of the programme on their students. Results showed improvement in some areas of young people's resilience after taking part in Bounce Forward. We also identified gender differences in several protective factors, indicating that boys may need further support. Teaching staff highlighted improvements in various areas; and also observed that their students have been using the strategies that they learnt from the programme. Altogether, findings suggested that young people benefitted from Bounce Forward. The programme is sustainable, offering a free to download teacher resource pack that allows schools to self-deliver it.
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Affiliation(s)
- Buket Kara
- Centre of Resilience for Social Justice, School of Health Sciences, University of Brighton, Brighton, United Kingdom
| | | | - Alice Brown
- Blackpool Council, Blackpool, United Kingdom
| | | | | | - Angie Hart
- Centre of Resilience for Social Justice, School of Health Sciences, University of Brighton, Brighton, United Kingdom
| | - Barbara Mezes
- Centre of Resilience for Social Justice, School of Health Sciences, University of Brighton, Brighton, United Kingdom
| | - Josh Cameron
- Centre of Resilience for Social Justice, School of Health Sciences, University of Brighton, Brighton, United Kingdom
| | - Suna Eryigit-Madzwamuse
- Centre of Resilience for Social Justice, School of Health Sciences, University of Brighton, Brighton, United Kingdom
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Barbier K, Donche V, Verschueren K. Academic (Under)achievement of Intellectually Gifted Students in the Transition Between Primary and Secondary Education: An Individual Learner Perspective. Front Psychol 2019; 10:2533. [PMID: 31798498 PMCID: PMC6863923 DOI: 10.3389/fpsyg.2019.02533] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2019] [Accepted: 10/25/2019] [Indexed: 11/25/2022] Open
Abstract
In the last decade, the Achievement Orientation Model (AOM) of Siegle and McCoach has often been used to quantitatively explore different pathways for academic achievement among intellectually gifted students in educational settings, mostly in secondary education. To study the dynamics of the different components in the AOM, we further examined the inhibiting and facilitating factors associated with academic achievement as experienced by well-performing and underperforming gifted students. Because the transition from elementary to secondary education is a crucial phase for intellectually gifted students, we selected students from the 7th and 8th grade, using purposive sampling. Six gifted students, three well-performing and three underperforming, from two different high schools participated in in-depth interviews. By capturing the lived experiences of six intellectually gifted students in this study, we were able to get more insight into the complex processes that relate to students’ (dis)engagement and (under)achievement in school. The findings underline the value of the AOM and stress the importance of taking learner perceptions into account.
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Affiliation(s)
- Katelijne Barbier
- Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium
| | - Vincent Donche
- Department of Training and Education Sciences, Faculty of Social Sciences, University of Antwerp, Antwerp, Belgium
| | - Karine Verschueren
- Faculty of Psychology and Educational Sciences, School Psychology and Development in Context, KU Leuven, Leuven, Belgium
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