Predicting Adolescent Adjustment and Well-Being: The Interplay between Socio-Emotional and Personal Factors

Positive Youth Development, Mental Stress and Life Satisfaction in Middle School and High School Students in Portugal: Outcomes on Stress, Anxiety and Depression

The relation between positive youth development and stress, anxiety and depression was studied considering the mediator role of psychological symptoms and life satisfaction. A total of 3109 students included in the "Psychological Health and Well-being" study of the School Observatory participated, including 1618 females and 1491 males aged between 11 and 18 years old (M = 14.45; SD = 1.88), belonging to different school groups in different regions of the country. Adolescents with higher stress, depression and anxiety levels reported lower levels of competence, confidence and connection, as well as more psychological symptoms and lower life satisfaction. The results also showed that adolescents with higher levels of competence, confidence and connection reported less psychological symptoms and more life satisfaction. Two separate mediation analyses were performed to analyse the role of mental distress and life satisfaction on the relationship between positive youth development indicators and stress, anxiety and depression. These analyses confirmed the predicted relationships and partial mediations between mental distress and life satisfaction. These results should be taken into account in public policies concerning young people's health and education that should involve both targeted and indicated prevention strategies, including school and community-based interventions, in order to be effective.

Self-esteem and self-concept as correlates of life satisfaction and attitudes toward school among Ghanaian girls

During adolescence, youth experience several physical, psychosocial, and cognitive changes. Self-esteem and self-concept are identified as protective factors for adolescents in high-income countries, but studies are limited in sub-Saharan Africa. We examined the associations of self-esteem and self-concept with life satisfaction and attitudes toward school using baseline data from 97 Ghanaian adolescent girls at risk of school dropout. Ordinary Least Squares regression models were fitted to examine the association between self-esteem and self-concept on school attitudes and life satisfaction. Self-esteem was positively associated with life satisfaction. Self-concept was associated with more positive attitudes toward school. Hence, self-esteem and self-concept may be critical protective factors in promoting adolescent girls' life satisfaction and positive attitudes toward school.

Mental and Psychosomatic Effects of the Coronavirus Disease 2019 Pandemic on Adolescents: A Validation Study

OBJECTIVES

The coronavirus disease 2019 (COVID-19) pandemic has had detrimental impacts on both physical and mental health worldwide. In addition to the behavioral effects, it has caused a range of psychological problems such as depression, anxiety, sleep disorders, and anger. Fear and stress have been particularly prevalent in individuals. This study aims to assess the psychometric properties of the Scale for the Evaluation of Mental and Psychosomatic Effects of the COVID-19 Pandemic (COVID-19 PRPEDS) on adolescents and explore the pandemic's psychosomatic effects.

MATERIALS AND METHODS

A total of 503 adolescents between the ages of 14 and 18 years who continue their high school education constituted the study population. The COVID-19 PRPEDS comprising 18 items and 2 subscales (Mental Effects, Psychosomatic Effects), was used in adolescents. The forms were delivered to the students via the Internet, and in addition to the scale, the age and sex of the adolescents were recorded.

RESULTS

A majority of the participants (96.6%, n = 486) had knowledge about COVID-19, 93.8% (n = 472) could differentiate COVID-19 from other diseases, 96.6% (n = 486) were able to explain the transmission ways of COVID-19 and 96% (n = 483) took the necessary precautions to protect themselves from COVID-19. The COVID-19 PRPEDS scores of males were higher than females. The study validation index was above 0.9, which is considered to be acceptable for adolescents.

CONCLUSIONS

Like in the other pandemics, adolescents experienced serious mental health problems during the COVID-19 pandemic. In addition to its psychosomatic effects, the mental issues related to the pandemic were more common in male adolescents. Cite this article as: İnce G, Üzüm Ö, Eliaçik K, Kanık A, Emir B, Helvacı M. Mental and psychosomatic effects of the coronavirus disease 2019 pandemic on adolescents: A validation study. Turk Arch Pediatr. 2024;59(1):60-69.

Adolescent social media use: cultivating and constraining competence

According to self-determination theory competence is a basic psychological need that is crucial for wellbeing. Social contexts strongly influence whether competence is supported or thwarted. Given that social media is a pervasive social context within adolescents' lives, it can play a crucial role in competence development. Three qualitative methods were used to investigate mid-adolescents' perspectives of how their social media use impacts competence. Participants included 36 students aged 15 years from four Australian schools. All participants completed a rich picture mapping activity and focus group discussions. A sub-sample of 11 students participated in follow-up interviews. Reflexive thematic analysis generated two overarching themes. The first theme cultivating competence includes sub-themes; enhancing social competencies, mastery experiences and goal accomplishment, and social media expertise. The second theme constraining competence includes sub-themes; ineffectance within the social media environment, interfering with sleep, and hindering learning. Findings demonstrated that social media contributes to today's adolescents encountering unique experiences with regards to competence development. Furthermore, adolescents' interactions on social media have broad implications for competence within online and offline realms. This study identifies aspects of social media use that can be targeted to help adolescents engage with social media in ways that cultivate rather than constrain competence.

The psychological impact of the ongoing COVID-19 pandemic on health-care workers in primary health-care centers in resource-poor settings

Background

Health-care workers' psychological status is essential to Preventive control measures in a weak and unstable health system with poor infrastructural constraints. This study examines the psychological impact of the ongoing coronavirus disease 2019 (COVID-19) pandemic on the health-care providers working in primary health-care settings in Sudan.

Materials and Methods

This is a health facility-based cross-sectional study conducted in primary health-care units in White Nile State, Sudan. The psychological impact of stress and anxiety was determined using the Depression Anxiety Stress Scale 21 (DASS-21). A self-administered questionnaire measured depression, anxiety, and stress. The population of this study included health professionals working in health centers, including physicians, nurses, technicians, pharmacists, and other support staff.

Results

A total of 167 health professionals were systematically recruited. The mean anxiety score in the study population was 8.26 & 9.0 (corresponding to mild anxiety). Participants without anxiety constituted 26.35% (n = 44) of the participants. Women were significantly more likely to be affected than men (P = 0.0). Age (21-40 years), female nurses, and other health-care workers (anesthesiology, public health, health education, occupational health, psychiatry, etc.) could be strong predictors of psychological disorders (P-value of 0.0).

Conclusion

This study provided evidence for primary health care at its preparatory levels, as they are the first line of protection against the COVID-19 pandemic. Addressing the high-risk population is a high priority in the preliminary phase.

Perceived Quality of Life and Life Satisfaction: Does the Role of Gender, Age, Skills, and Psychological Factors Remain Relevant after the COVID-19 Pandemic?

BACKGROUND

After two years of psychological, physical, social, economic, environmental, and societal challenges, this paper examines the psychological health and well-being of Portuguese students based on their socioemotional skills (SSES), positive youth development (PYD), depression, anxiety, and stress (DASS), as well as the relationship between these variables and their influence on perceived quality of life and life satisfaction.

METHODS

This study examined 3235 students from lower to upper secondary, half of whom were female (M = 14.46 ± 1.883 years old). Using SPSS software, descriptive statistics were determined for all variables; mean differences between age and gender were found using ANOVA and the post hoc Scheffe test. Linear regressions with the Enter method were used to study how to predict perceived quality of life and satisfaction with life.

RESULTS

Males had scores indicating more SSES|optimism, emotional control, resilience, confidence, sociability, creativity, energy, a sense of belonging to school, and PYD. Girls had better skills for cooperating and relating to teachers but more test anxiety and DASS. Younger adolescents had better psychological health, greater skills, and a better perception of quality of life and life satisfaction when compared to older adolescents. Age, gender, SSES, PYD, and the DASS variables can explain 69% of the variance in life satisfaction, while these variables can explain 60.5% of the variance in perceived quality of life.

CONCLUSIONS

These results point to the relevance of SSES for psychological health and well-being, suggesting that interventions should focus on promoting these variables, paying special attention to female gender and age-related challenges.

Emotional Intelligence from Gender Perspective during Mid to Late Adolescence in an Indian Context

Background

Emotional Intelligence (EI) contributes to overall success in life. Our objectives are to explore EI among adolescents and its gender differences as per some parameters of social environments.

Material and Methods

Present cross-sectional study was conducted in secondary schools in one of municipal corporations in western Maharashtra EI of adolescents studying in tenth standard in randomly selected secondary schools, was assessed by Schutte's Self-Reported Emotional Intelligence Test with collection of relevant sociodemographic information maintaining confidentiality. Data were analyzed by SPSS 20 software.

Results

Total 1060 adolescents in 14-16 years of age participated in the study. Socio-economic status affected EI of adolescent girls more adversely than adolescent boys (P = 0.003, P = 0.036 respectively). Co-educational type of school favored lower EI than gender specific schools (P < 0.001). After gender wise stratification, EI did not differ significantly among boys (P = 0.154) with respect to type of schooling, but differed significantly (P = 0.001) among girls.

Conclusion

Apart from continued efforts directed to for improvement in SES, mental health component of school health services needs to take a step forward for assessment and improvement of towards mental health parameters including EI of adolescents. EI training programs commenced in school activities based on gender, socio-economic status and other issues relevant to the situation shall prove beneficial in long run.

Effect of physical exercise on social adaptability of college students: Chain intermediary effect of social-emotional competency and self-esteem

Objective

To explore the relationship between physical exercise and college students' social adaptability, as well as the mediating role of social-emotional competency and self-esteem.

Methods

One thousand two hundred thirty college students were investigated by physical exercise questionnaire, social-emotional competency scale, self-esteem scale, and social adaptability scale. Data were analyzed by Pearson correlation analysis, structural equation model test and deviation-corrected percentile Bootstrap method.

Results

(1) Physical exercise was positively correlated with social adaptability (r = 0.397, p < 0.01), and the direct path of physical exercise on social adaptability was significant (β = 0.397, t = 15.174, p < 0.01). (2) Physical exercise positively predicted social-emotional competency (β = 0.399, t = 15.235, p < 0.01) and self-esteem (β = 0.305, t = 10.570, p < 0.01). Social-emotional competency positively predicted self-esteem (β = 0.130, t = 4.507, p < 0.01) and social adaptability (β = 0.169, t = 6.104, p < 0.01). Self-esteem positively predicted social adaptability (β = 0.189, t = 6.957, p < 0.01). (3) Social-emotional competency and self-esteem play a significant mediating role between physical exercise and social adaptability. The mediating effect includes three paths: physical exercise→social-emotional competency→social adaptability (the mediating effect value: 0.068); physical exercise→self-esteem→social adaptability (the mediating effect value: 0.059). Physical exercise→social-emotional competency→self-esteem→social adaptability (the mediating effect value: 0.010).

Conclusion

Physical exercise can not only directly affect social adaptability of college students, but also indirectly affect social adaptability through the independent intermediary role of social-emotional competency and self-esteem. Furthermore, physical exercise also affect social adaptability through the chain mediation of social-emotional competency and self-esteem.

Emotional State, Life Satisfaction and Worries Regarding COVID-19 in Spanish and Chilean Adolescents during Spring 2020

Background

The lockdown due to COVID-19, has affected the mental health of the population. Recent literature suggests a greater psychological impact on adolescents regardless of their cultural background.

Objective

The aim is to analyze the emotional state, life satisfaction and worries about COVID-19 in Chilean and Spanish adolescents.

Method

A total of 1078 adolescents (M=15.18; SD=1.25) completed the Depression, Anxiety and Stress Scale, the COVID-19 Worry Scale and the Life Satisfaction Scale. The design was cross-sectional and descriptive. Descriptive analyses, t-tests, and linear regressions were performed.

Results

More emotional symptoms, worries and lower life satisfaction were observed in Chile. Girls had more worries and emotional symptoms. An affected psychological state is also observed in Spanish adolescents, especially in Chilean adolescents. Worries about COVID-19 affect depression, anxiety, stress and life satisfaction in both samples.

Conclusions

Further research is needed to prevent psychological distress in future pandemics. Developing tailored interventions are encouraged.

Patterns of students' well-being in early adolescence: A latent class and two-wave latent transition analysis

Adolescence is a developmental stage with high risks in terms of psychological challenges and adjustments related to subjective well-being. Thus far, the findings reported a general decrease in school-related well-being over time. We considered well-being a multidimensional and latent construct that included both feeling good and functioning well at the individual level, and focused on the interplay between hedonic and eudemonic factors. Data of N = 377 high school students in Switzerland were used by conducting an online longitudinal study with two waves. Baseline data was gathered in autumn 2019 and the subsequent time point occurred 1 year later (2020; grades seven and eight). By applying a person-oriented analytical approach via latent class and latent transition analyses, we were able to identify and compare longitudinally three distinct well-being patterns and the respective trajectories. Regarding the distribution of the well-being patterns for both waves, significant changes over time were identified: particularly from wave 1 to wave 2, where there was an increase for the low and high well-being patterns, yet a decrease for the middle pattern. Comparing the stability of the respective patterns over time, the high well-being level showed the highest stability of all identified patterns. Multinomial logistic regression of covariates to the identified latent status membership established for both waves showed low but significant effects of socio-demographic variables. At wave 1, having a migration background was associated with a significant increase of being in a low versus high well-being level pattern. At wave 2, being female was associated with a significant increase of being in a low versus high and in a middle versus high well-being pattern.

Exploring caregivers' gender attitudes' influence on adolescent health in the eastern Democratic Republic of Congo: A mixed methods study

Adolescence is a developmentally important phase in one's life. However, restrictive gender attitudes that gain increased importance during adolescence prevent many from reaching their health and development potential. The objective of this study is to explore associations between caregiver gender attitudes and adolescent psychosocial health, school attendance, and food security in a sample living in the eastern Democratic Republic of Congo, a region that has experienced persistent poverty and nearly thirty years of insecurity. A mixed methods design was selected for this research. Quantitative results were combined with qualitative focus group discussion results to provide new insight into how caregiver gender attitudes might influence adolescent health and development. Findings from the research suggest that more gender equitable caregiver attitudes are associated with fewer reports of internalising behaviour and greater food security in adolescent girls. No significant associations were found between caregiver gender equality attitudes and adolescent prosocial behaviour or school attendance. Focus group discussions supported some quantitative findings while refuting others. Participants suggested that adolescent girls with caregivers who endorse more equitable gender attitudes experience less psychological control and witness less conflict and violence between caregivers in their home.

Parenting Styles and Self-Esteem in Adolescent Cybervictims and Cyberaggressors: Self-Esteem as a Mediator Variable

BACKGROUND

Family relationships and self-esteem are relevant variables into the understanding of cyberbullying. However, little is known about the mediating role of self-esteem in the connections between cyberbullying and parenting. The study had two goals: (1) to analyze the relation between being a cybervictim and/or cyberaggressor and self-esteem, parents' acceptance/coercion, and parenting styles and (2) to explore whether self-esteem is a mediator in the relationship between parents' acceptance/coercion and being a cybervictim/cyberaggressor.

METHOD

The sample comprises 3026 Spanish adolescents (51.5% girls and 48.5% boys) aged 12-18 years (M_age = 14.39; SD = 1.69). The study has a cross-sectional design, retrospective ex-post with multiple measurements.

RESULTS

(1) cybervictims and cyberaggressors have low self-esteem, and their parents have a low level of involvement/acceptance and a high level of coercion/imposition towards their sons/daughters, (2) participants whose parents were authoritarian obtained significantly lower scores in self-esteem and higher scores in cybervictimization/cyberaggression, whereas those whose parents were indulgent obtained significantly higher scores in self-esteem and lower scores in cybervictimization/cyberaggression, and (3) it was found a mediation of self-esteem in the relationship between the involvement/acceptance of both parents and being a cybervictim, as well as between the father's coercion/imposition and being a cyberaggressor.

CONCLUSION

An adequate level of self-esteem, high parental acceptance/involvement, and a reasonably low level of coercion/discipline as the parenting style can have very positive effects on the prevention of cyberbullying.

Systematic review and meta-analysis: The association between emotional intelligence and subjective well-being in adolescents

INTRODUCTION

Emotional intelligence (EI) is a psychological protective factor that can improve subjective well-being (WB) in adolescents. This study aims to establish the overall relationship between different EI models (performance-based ability model, self-report ability model, and self-report mixed model) and subjective WB in adolescents, analyze the affective WB and cognitive WB components, and examine the moderating effect of EI models on both types of subjective WB.

METHOD

We searched PsycINFO and WOS databases. Eligible studies reported an association between EI and subjective WB in adolescents aged 10-19 years using instruments that directly measure subjective WB. In addition, two meta-analyses were conducted, one for the relationship between EI and affective WB and the other for EI and cognitive WB.

RESULTS

A total of 41 studies were included, of which 37 were pooled in the meta-analyses. We found a significant positive relationship between EI and affective WB (estimated effect size = 0.35) and between EI and cognitive WB (estimated effect size = 0.27). Regarding EI models, self-report ability showed an estimated effect size of 0.33 for affective WB and 0.27 for cognitive WB. For the self-report mixed model, we obtained an estimated effect size of 0.42 for affective WB and 0.37 for cognitive WB.

CONCLUSIONS

Establishing a quantitative relationship between EI and subjective WB makes it possible to implement clinical and educational prevention measures. Introducing EI training in educational and clinical settings can increase subjective WB, significantly impacting the prevention of emotional disorders in adolescents.

Dependence of Socio-Emotional Competence Expression on Gender and Grade for K5–K12 Students

Socio-emotional education is referred to as the missing part that links academic knowledge to successes in school, family, community, workplace, and life. Socio-emotional education, in conjunction with academic instruction, aims to lay the groundwork for a sound moral education. This manuscript is aimed at proving that socio-emotional education may improve children’s mental health. In total, 1322 students (of grades K5–K12) participated in this study back in October 2020. A statistically validated and partially modified questionnaire according to The Limbic Performance Indicators™ (Cronbach’s alpha = 0.92, p < 0.000) was used to assess general education school students’ social–emotional competencies. The study uses an abbreviated version of the questionnaire adapted by the Lithuanian Association of Social Emotional Education, which has been adapted with the consent of the selected age group. As a result, this study explores how to determine general education school students’ knowledge and skills in socio-emotional education while also identifying the best pedagogical approaches to addressing socio-emotional education. According to research findings, students that participated in the study displayed more personal values, respect for others, internal balance, collaboration, emotional perception of others, or basic emotional needs. Personal values, respect for others, emotional perception of others, internal balance, support, and basic emotional needs were estimated to be greater in the target group of girls than in the target group of boys.

Serious game to promote socioemotional learning and mental health (emoTIC): a study protocol for randomised controlled trial

INTRODUCTION

The development of emotional competences may be a protective factor for mental health problems, promoting well-being at such a complex age as adolescence. Technologies may be used to carry out this empowerment because adolescents are attracted to them. The purpose of the study is to design a serious game based on the Mayer et al's emotional intelligence ability model and analyse the effectiveness of the emoTIC programme to develop emotional competences, well-being, mental health, and personal strengths immediately after completion and at 12 months.

METHODS AND ANALYSIS

The new version of emoTIC will be designed following the suggestions of the adolescents who participated in the pilot study and the results obtained from the statistical analysis. The participants will be 385 adolescents aged 11-16 years who will be randomly assigned to the control group and the experimental group. The experimental group will complete the emoTIC programme. The primary outcomes include emotional competences and subjective well-being. The secondary outcomes are self-esteem; general self-efficacy; personality; social and personal responsibility; school social climate; somatic complaints; depression, anxiety and stress symptoms; emotional and behavioural difficulties; suicidal behaviour; and subjective happiness. Data will be collected at three moments: baseline (T1), immediately post-intervention (T2) and 12-month follow-up (T3). The effectiveness of the programme will be analysed using different statistical packages.

ETHICS AND DISSEMINATION

The study has been approved by the Ethics Commission of the University of Valencia (H152865096049), and the standards of the Declaration of Helsinki to collect the data will be followed. Results will be disseminated across the scientific community.

TRIAL REGISTRATION NUMBER

ClinicalTrials.gov Registry (NCT04414449).

TRIAL SPONSOR

University of Valencia. Principal investigator: Inmaculada Montoya-Castilla.

A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?

Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.

From Conflict to Socio-Emotional Well-Being. Application of the GIAM Model through Traditional Sporting Games

The education of pleasant interpersonal relationships is one of the great challenges of modern physical education. Learning to live together sustainably is also learning to transform conflicts and the negative emotions elicited by them. The aim of this study was to determine the effect of the GIAM pedagogical model (of the Motor Action Research Group) through cooperation-opposition traditional sporting games with competition in the presence of motor conflicts (conflict transformation; relational well-being) and on emotional regulation (management of negative emotions; emotional well-being). Empirical research was carried out using an associative strategy (explanatory study) involving 222 secondary school students (Mage = 14.86; SD = 0.65). A seven-session pedagogical intervention was carried out based on a championship using the Marro (Prisoner’s Bar) game. The students answered two validated questionnaires of socio-emotional well-being, the Games and Emotions Scale (GES-II) and the Motor Conflict Questionnaire (MCQ), at three phases during the experience (beginning, middle, and end). The findings showed that, through the GIAM model, motor conflicts and the intensity of negative emotions were reduced. It was found that conflicts and negative emotions are part of the same phenomenon and that through an appropriate pedagogical program it is possible to turn them into experiences of socio-emotional well-being.

Self-Perceptions, Normative Beliefs, and Substance Use Associated With High School Girls Comparing Themselves to Peers

BACKGROUND

We assessed whether self-descriptions, self-perceptions, perceived substance use of friends, and actual substance use were associated with high school girls' frequency of making social comparisons to peers.

METHODS

We analyzed data from the Adolescent Health Risk Behavior Survey data for 357 high school girls using multinomial logistic regression.

RESULTS

Compared to those who "never/rarely" made social comparisons, participants who self-described as fearing something constantly (p = .014) and forced to imitate the people they like (p = .009) were more likely to "usually" compare themselves to peers. Participants who described themselves as feeling forced to imitate the people they like (p = .022), were not the person they would like to be (p = .005), and did not remain calm under pressure (p = .010), were more likely to "often/always" make social comparisons. Participants who perceived themselves as unattractive (p = .034) and self-centered (p = .016) were more likely to "often/always" make social comparisons. Participants who perceived a larger proportion of friends use illicit drugs were less likely to "usually" make social comparisons (p = .027). Participants who perceived a larger proportion of friends drink alcohol were more likely to "often/always" make social comparisons (p = .018).

CONCLUSIONS

Girls who perceive and describe themselves more negatively are at increased odds of making social comparisons to peers.

Effect of COVID-19 on Health-Related Quality of Life in Adolescents and Children: A Systematic Review

The aim of the present systematic review was to assess and provide an up-to-date analysis of the impact of coronavirus disease 2019 (COVID-19) pandemic on the health-related quality of life (HRQoL) of children and adolescents. Thus, an electronic search of the literature, in two well-known databases (PubMed and Web of Science), was performed until February 2021 (without date restriction). PRISMA guideline methodology was employed and data regarding the HRQoL were extracted from eligible studies. Articles were included if they met the following inclusion criteria: (a) children and/or adolescent population (4 to 19 years old); (b) HRQoL as a main assessment; (c) German, Spanish, Portuguese, French, and English language; and (d) pre-pandemic and during pandemic HRQoL data. Following the initial search, 241 possible related articles were identified. A total of 79 articles were identified as duplicates. Moreover, 129 articles were removed after reading the title and abstract. Of the remaining 33 articles, 27 were removed since they were not focused on children or adolescents (n = 19), articles did not report pre- and post- pandemic HRQoL values (n = 6), articles were not focused on HRQoL (n = 6), and one article was an editorial. Finally, six studies fulfilled the inclusion criteria and, therefore, were included in the systematic review. A total of 3177 children and/or adolescents during COVID-19 were included in this systematic review. Three articles showed that COVID-19 pandemic significantly impacted the HRQoL of children and adolescents, and another did not report comparison between pre- and during COVID-19 pandemic, although a reduction in the HRQoL can be observed. Nevertheless, two articles did not find significant changes and another one did not report p-values. Regarding sex differences, only two studies analyzed this topic, observing no differences between girls and boys in the impact of COVID-19 pandemic on HRQoL. Taking into account these results, this systematic review might confirm that COVID-19 has a negative impact on the HRQoL of children and/or adolescents.

EmoTIC: Impact of a game-based social-emotional programme on adolescents

INTRODUCTION

Technologies provide a brilliant opportunity to promote social-emotional competences, well-being and adjustment in adolescence. Game-based programmes and serious games are digital tools that pursue an educational goal in an attractive environment for adolescents. The purpose of this study was therefore to determine the effectiveness of emoTIC, a game-based social-emotional programme designed according to Mayer, Caruso, and Salovey's model of emotional intelligence.

MATERIALS AND METHODS

The participants were 119 adolescents between 11 and 15 years, randomly assigned to the experimental group and the control group. The adolescents completed questionnaires to assess their emotional intelligence, self-esteem, affect balance, difficulties, prosocial behaviour, depression, anxiety and stress.

RESULTS

The MANCOVA results showed that adolescents who completed the game-based programme had improved self-esteem, affect balance, emotional symptoms, behavioural problems, and hyperactivity (Wilks' λ = .77; F = 2.10; p = .035). Hierarchical multiple regression indicated that adolescents in the experimental group had a greater change in self-esteem and affect balance (positive β), while their emotional problems and hyperactivity decreased (negative β). Anxiety moderated the influence of the intervention on self-esteem (b = .04; t = -2.55; p ≤ .05; LLCI = -0.43, ULCI = -0.05). Adolescents with low or medium anxiety improved their self-esteem with the intervention, while those with high anxiety did not develop it.

CONCLUSIONS

The use of technology in social-emotional programmes could be the first step in increasing adolescents' interest in emotions and emoTIC could be considered a useful programme which influences their personal, emotional and social factors.

TRIAL REGISTRATION

Clinical Trial identifier: NCT04414449.

The Impact of Adolescent Internet Addiction on Sexual Online Victimization: The Mediating Effects of Sexting and Body Self-Esteem

Adolescents’ problematic use of the internet and the risk of sexual online victimization are an increasing concern among families, researchers, professionals and society. This study aimed to analyze the interplay between adolescents’ addiction to social networks and internet, body self-esteem and sexual–erotic risk behavior online: sexting, sextortion and grooming. While sexting refers to the voluntary engagement in texting sexual–erotic messages, sextortion and grooming are means of sexual–erotic victimization through the use of the internet. Participants were 1763 adolescents (51% girls), aged 12 to 16 years (M = 14.56; SD = 1.16), from public (n = 1068; 60.60%) and private (n = 695; 39.40%) high schools in the Basque Country (Spain). We carried out structural equation modeling (SEM) using Mplus to assess the mediating effects of body self-esteem in the relationship between addiction to social media and internet and sexual–erotic risk behavior. The results showed that internet addiction predicts online sexual victimization; specifically, the best predictors of sexting, sextortion and grooming victimization were symptoms of internet addiction and geek behavior. Body self-esteem and sexting mediated the relationship between internet addiction and sexual online victimization in adolescents. These results highlight the importance of attending to adolescents’ mental health regarding their online behavior, considering the risk and protective factors involved, due to its close association with online sexual victimization.

The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents

In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.

Psychological Risk Factors that Predict Social Networking and Internet Addiction in Adolescents

Adolescents' addictive use of social media and the internet is an increasing concern among parents, teachers, researchers and society. The purpose was to examine the contribution of body self-esteem, personality traits, and demographic factors in the prediction of adolescents' addictive use of social media and the internet. The participants were 447 Spanish adolescents aged 13-16 years (M = 14.90, SD = 0.81, 56.2% women). We measured gender, age, body self-esteem (body satisfaction and physical attractiveness), personality traits (extraversion, neuroticism, disinhibition and narcissism) and social networking and internet addiction (internet addiction symptoms, social media use, geek behaviour, and nomophobia). The effects of gender, age, body self-esteem and personality on the different dimensions of internet addiction were estimated, conducting hierarchical linear multiple regression analysis and a fuzzy-set qualitative comparative analysis (fsQCA). The results evidenced different pathways explaining four types of adolescents' internet addiction: gender and disinhibition were the most relevant predictors of addiction symptoms; gender combined with physical attractiveness best explained social media use; narcissism and neuroticism appear to be the most relevant predictors of geek behaviour; and narcissism was the variable that best explained nomophobia. Furthermore, the advantages and differences between both methodologies (regressions vs. QCA) were discussed.

Towards a Model of Teacher Well-Being from a Positive Emotions Perspective

Teacher well-being represents a key factor in assuring the quality of learning in terms of both process and outcomes. Despite a growing literature addressing the role of job demands and job resources in teacher well-being, fewer studies have focused on the effect of individual variables. The present paper aims at developing a teacher well-being model using self-efficacy and teaching emotions such as enjoyment of teaching, anger and anxiety to explain the influence of job demands and job resources on teachers' subjective happiness. A cross-sectional quantitative design was applied to a sample of 1092 Romanian pre-university teachers. The participants completed a self-report questionnaire. Descriptive statistics, factor analysis and structural equations modelling were used to analyse the data. The findings indicate significant paths between the variables included in the model. Thus, job resources have a considerable positive influence on the enjoyment of teaching and the teachers' subjective happiness, having a more powerful effect than personal resources, namely self-efficacy. In turn, perceived self-efficacy mediates the effect of job demands on teaching emotions and subjective well-being. It is argued that the enjoyment of teaching has a notable effect on teachers' general well-being.