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Mackenzie E, McMaugh A, Van Bergen P, Parada RH. Adolescent girls’ academic support-seeking, depression, and anxiety: the mediating role of digital support-seeking. Australian Journal of Psychology 2023. [DOI: 10.1080/00049530.2023.2170279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/11/2023]
Affiliation(s)
- Erin Mackenzie
- Macquarie School of Education, Macquarie University
- Centre for Educational Research, Western Sydney University
| | - Anne McMaugh
- Macquarie School of Education, Macquarie University
| | - Penny Van Bergen
- Macquarie School of Education, Macquarie University
- School of Education, University of Wollongong
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Mackenzie E, McMaugh A, Van Bergen P, Parada RH. Online support seeking, co-rumination, and mental health in adolescent girls. Front Psychiatry 2023; 14:1040636. [PMID: 36960461 PMCID: PMC10027699 DOI: 10.3389/fpsyt.2023.1040636] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/09/2022] [Accepted: 02/20/2023] [Indexed: 03/09/2023] Open
Abstract
Introduction Adolescents frequently use informal support seeking to cope with stress and worries. Past research in face-to-face contexts has shown that the relationship between informal support seeking and mental health is influenced by the specific strategy used and the mode through which support is sought. To date, little research has considered the relationship between support seeking online and adolescent mental health. Methods In this study, structural equation modeling (SEM) examined the mediating role of co-rumination in the relationships between seeking support from friends or online and two measures of mental health: depression and anxiety. Participants were 186 adolescent girls, drawn from four independent girls' schools in Sydney, Australia. Four brief vignettes described common social stressors and participants rated their likelihood of seeking support from close friends and from informal online sources. Co-rumination was measured using a short form of the Co-rumination Questionnaire and depression and anxiety were measured with the youth version of the Depression, Anxiety, and Stress Scale-Youth (DASS-Y). Results Different patterns of findings were found for support seeking from close friends and support seeking online. First, support seeking from friends was related to lower levels of depression and anxiety while seeking support online was related to higher levels depression and anxiety. Second, co-rumination suppressed the relationship between seeking support from friends and depression, but not online support seeking and depression or anxiety. Discussion These findings suggest that co-rumination reduces the benefits of seeking support from friends but is unrelated to online support seeking. The findings also confirm the problematic nature of online support seeking for adolescent girls' mental health, particularly in response to social stressors.
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Affiliation(s)
- Erin Mackenzie
- Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
- *Correspondence: Erin Mackenzie,
| | - Anne McMaugh
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
| | - Penny Van Bergen
- Macquarie School of Education, Macquarie University, Sydney, NSW, Australia
- School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Roberto H. Parada
- Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia
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Marsh HW, Reeve J, Guo J, Pekrun R, Parada RH, Parker PD, Basarkod G, Craven R, Jang HR, Dicke T, Ciarrochi J, Sahdra BK, Devine EK, Cheon SH. Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. Perspect Psychol Sci 2022:17456916221112919. [PMID: 36239467 DOI: 10.1177/17456916221112919] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
Peer victimization at school is a worldwide problem with profound implications for victims, bullies, and whole-school communities. Yet the 50-year quest to solve the problem has produced mostly disappointing results. A critical examination of current research reveals both pivotal limitations and potential solutions. Solutions include introducing psychometrically sound measures to assess the parallel components of bullying and victimization, analyzing cross-national data sets, and embracing a social-ecological perspective emphasizing the motivation of bullies, importance of bystanders, pro-defending and antibullying attitudes, classroom climate, and a multilevel perspective. These solutions have been integrated into a series of recent interventions. Teachers can be professionally trained to create a highly supportive climate that allows student-bystanders to overcome their otherwise normative tendency to reinforce bullies. Once established, this intervention-enabled classroom climate impedes bully-victim episodes. The take-home message is to work with teachers on how to develop an interpersonally supportive classroom climate at the beginning of the school year to catalyze student-bystanders' volitional internalization of pro-defending and antibullying attitudes and social norms. Recommendations for future research include studying bullying and victimization simultaneously, testing multilevel models, targeting classroom climate and bystander roles as critical intervention outcomes, and integrating school-wide and individual student interventions only after improving social norms and the school climate.
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Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Johnmarshall Reeve
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Reinhard Pekrun
- Institute for Positive Psychology and Education, Australian Catholic University
- University of Essex
| | | | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Geetanjali Basarkod
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Rhonda Craven
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Hye-Ryen Jang
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Joseph Ciarrochi
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Baljinder K Sahdra
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Emma K Devine
- The Matilda Centre for Research in Mental Health and Substance Use, University of Sydney
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Balan R, Dobrean A, Balazsi R, Parada RH, Predescu E. The Adolescent Peer Relations Instrument- Bully/Target: Measurement Invariance Across Gender, Age, and Clinical Status. J Interpers Violence 2022; 37:1484-1513. [PMID: 32475204 DOI: 10.1177/0886260520922350] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Adolescent Peer Relations Instrument-Bully/Target (APRI-BT) is a multidimensional scale designed to assess bullying involvement both as target and perpetrator. Although existing research has shown that the APRI-BT satisfies the assumption of measurement invariance across age and gender, these findings come from western individualistic countries (e.g., Australia). This study aimed to investigate the factorial structure and measurement invariance across age, gender, and clinical status in a sample of Romanian youths. Participants were 1,024 adolescents, 10 to 18 years, recruited from both community and clinical setting. Our results confirmed a six first-order factor structure and two second-order factors (Bully including Bullying Physical, Bullying Verbal, Bullying Social and Victimization including Physical Victimization, Verbal Victimization, Social Victimization). In addition, measurement invariance across age, gender, and clinical status was demonstrated. This study identifies APRI-BT as an instrument with solid psychometric proprieties for measuring bullying and victimization among preadolescents and adolescents.
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Affiliation(s)
| | | | | | - Roberto H Parada
- Western Sydney University, Kingswood, New South Wales, Australia
| | - Elena Predescu
- Iuliu Haţieganu University of Medicine and Pharmacy Cluj-Napoca, Romania
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Marengo D, Settanni M, Prino LE, Parada RH, Longobardi C. Exploring the Dimensional Structure of Bullying Victimization Among Primary and Lower-Secondary School Students: Is One Factor Enough, or Do We Need More? Front Psychol 2019; 10:770. [PMID: 31019481 PMCID: PMC6458248 DOI: 10.3389/fpsyg.2019.00770] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2018] [Accepted: 03/20/2019] [Indexed: 11/13/2022] Open
Abstract
In adolescence, bullying victimization is typically represented in terms of a three-fold factor structure reflecting three components of verbal, physical, and social victimization. Recent studies have suggested the usefulness of alternativte models including both general and component-specific factors. In this study, we assessed the empirical and theoretical validity of an instrument assessing verbal, physical and social victimization using a set of alternative models of victimization: a unidimensional model, a three-factor model, and a bifactor model. Association between emerging factors and student variables were explored to establish theoretical fit of the models. Sample consisted of upper primary and lower secondary school students [N = 1311; 53% Male; Mean age (SD) = 10.73 (1.45)] and their teachers. The three factor and bifactor models showed good fit. In spite of acceptable fit, the unidimensional model showed lower empirical support when compared with the other models. The dimensions of the three-factor model showed similar associations with most student variables, while the bifactor showed more heterogeneous, and theoretically coherent associations. General victimization decreased with age and was positively related with externalizing and internalizing symptoms, student-teacher conflict and negative expectations. Verbal victimization showed increased prevalence among girls and older students. Physical victimization showed increased prevalence among boys and younger students, and positive associations with externalizing symptoms and student-teacher conflict. Social victimization was more frequent among girls, and positively related with internalizing symptoms and negative expectations toward teachers. These findings highlight the usefulness of modeling victimization using both general and form-specific dimensions for both assessment and theory-building purposes.
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Affiliation(s)
- Davide Marengo
- Department of Psychology, University of Turin, Turin, Italy
| | | | - Laura Elvira Prino
- Department of Philosophy and Educational Science, University of Turin, Turin, Italy
| | - Roberto H Parada
- School of Education, Western Sydney University, Sydney, NSW, Australia
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Marsh HW, Craven RG, Parker PD, Parada RH, Guo J, Dicke T, Abduljabbar AS. Temporal ordering effects of adolescent depression, relational aggression, and victimization over six waves: Fully latent reciprocal effects models. Dev Psychol 2017; 52:1994-2009. [PMID: 27893244 DOI: 10.1037/dev0000241] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The temporal ordering of depression, aggression, and victimization has important implications for theory, policy, and practice. For a representative sample of high school students (Grades 7-10; N = 3,793) who completed the same psychometrically strong, multiitem scales 6 times over a 2-year period, there were reciprocal effects between relational-aggression and relational-victimization factors: aggression led to subsequent victimization and victimization led to subsequent aggression. After controlling for prior depression, aggression, and victimization, depression had a positive effect on subsequent victimization, but victimization had no effect on subsequent depression. Aggression neither affected nor was affected by depression. The results suggest that depression is a selection factor that leads to victimization, but that victimization has little or no effect on subsequent depression beyond what can be explained by the preexisting depression. In support of developmental equilibrium, the results were consistent across the 6 waves. (PsycINFO Database Record
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Affiliation(s)
- Herbert W Marsh
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Rhonda G Craven
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Philip D Parker
- Institute for Positive Psychology and Education, Australian Catholic University
| | | | - Jiesi Guo
- Institute for Positive Psychology and Education, Australian Catholic University
| | - Theresa Dicke
- Institute for Positive Psychology and Education, Australian Catholic University
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Marsh HW, Nagengast B, Morin AJS, Parada RH, Craven RG, Hamilton LR. Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology 2011. [DOI: 10.1037/a0024122] [Citation(s) in RCA: 124] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Marsh HW, Ellis LA, Parada RH, Richards G, Heubeck BG. A short version of the Self Description Questionnaire II: operationalizing criteria for short-form evaluation with new applications of confirmatory factor analyses. Psychol Assess 2005; 17:81-102. [PMID: 15769230 DOI: 10.1037/1040-3590.17.1.81] [Citation(s) in RCA: 177] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Four studies evaluate the new Self Description Questionnaire II short-form (SDQII-S) that measures 11 dimensions of adolescent self-concept based on responses to 51 of the original 102 SDQII items and demonstrate new statistical strategies to operationalize guidelines for short-form evaluation proposed by G. T. Smith, D. M. McCarthy, and K. G. Anderson (2000). Multiple-group confirmatory factor analyses revealed that the factor structure based on responses to 51 items by a new cross-validation group (n=9,134) was invariant with the factor structures based on responses to the same 51 items and to all 102 items by the original normative archive group (n = 9,187). Reliabilities for the 11 SDQII-S factors were nearly the same and consistently high (.80 to .89) for both groups. Multitrait-multimethod analyses support the internal validity of responses over time. Gender and age effects on the 11 SDQII-S factors were invariant across the archive and cross-validation groups.
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Affiliation(s)
- Herbert W Marsh
- SELF Research Centre, University of Western Sydney, Penrith, NSW, Australia.
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Marsh HW, Parada RH, Ayotte V. A Multidimensional Perspective of Relations Between Self-Concept (Self Description Questionnaire II) and Adolescent Mental Health (Youth Self-Report). Psychol Assess 2004; 16:27-41. [PMID: 15023090 DOI: 10.1037/1040-3590.16.1.27] [Citation(s) in RCA: 80] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Relations between self-concept and mental health are best understood from a multidimensional perspective. For responses by 903 adolescents (mean age = 12.6) to a new French translation of the Self Description Questionnaire II (SDQII), confirmatory factor analysis demonstrated a well-defined multidimensional factor structure of reliable, highly differentiated self-concept factors. Correlations between 11 SDQII factors and 7 mental health problems (Youth Self-Report; YSR) varied substantially (.11 to -.83; mean r = -.35). Single higher-order factors could not explain relations among SDQII factors, among YSR factors, or between the SDQII and YSR factors. This highly differentiated multivariate pattern of relations supports a multidimensional perspective of self-concept, not the unidimensional perspective still prevalent in mental health research and assessment.
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Affiliation(s)
- Herbert W Marsh
- SELF Research Centre, University of Western Sydney, NSW, Australia.
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Marsh HW, Parada RH, Yeung AS, Healey J. Aggressive school troublemakers and victims: A longitudinal model examining the pivotal role of self-concept. Journal of Educational Psychology 2001. [DOI: 10.1037/0022-0663.93.2.411] [Citation(s) in RCA: 43] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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