Subjective Well-being, Bullying, and School Climate Among Chilean Adolescents Over Time

Sibling and School Bullying Victimization and Its Relation With Children's Subjective Well-Being in Indonesia: The Protective Role of Family and School Climate

Studies on the influence of family and school climates on the relationships between sibling and school bullying victimization and children's subjective well-being (SWB) in Indonesia are still scarce. The aims of this study are to investigate family and school climates as protective factors for children from the negative consequences of bullying by siblings or other children in school on SWB. The study used the third-wave data of the Children's Worlds survey that was collected in Indonesia in October 2017. Participants of the study were children aged 10 and 12 years old (N = 15,604; 49.8% girls, 50.2% boys, Mean age = 10.55; SD = 1.17). There are four questionnaires used in the study: five items measure bullying at home and at school, the Children's Worlds Subjective Well-Being Scale, six items measure family climate, and four items measure school climate. Data were analyzed using R and the lavaan library for multilevel structural equation modeling, using full information maximum likelihood (FIML) for missing data and robust maximum likelihood (ML) estimation. Results showed that children who experienced bullying incidents, both at home by siblings and at school, predicted lower levels of SWB. School climate and family climate predicted higher levels of SWB. Results also showed that school bullying interacted significantly with school climate, while sibling bullying interacted significantly with family climate. Schools with students that reported more positive levels of family climate also reported higher levels of SWB. Students from public schools reported higher levels of SWB, which is unexpected.

Longitudinal relationships between school assets, traditional bullying, and internet gaming disorder: the role of self-control and intentional self-regulation among Chinese adolescents

Introduction

Although developmental assets have been proven to be enabling factors for both adolescent traditional bullying and internet gaming disorder (IGD), there is a lack of empirical evidence that has investigated the direct relationship between school assets and both of these problematic behaviors concurrently. Based on the positive youth development (PYD) perspective, the present study aimed to explore the relationship between school assets, intentional self-regulation (ISR), self-control, traditional bullying, and IGD among Chinese adolescents.

Methods

A total of 742 middle school students (M_age = 13.88 years, SD = 1.99 years) were followed up to measure school assets, ISR, self-control, traditional bullying, and IGD in two waves that were separated by 5 months.

Results

Structural equation modeling (SEM) indicated that T1 school assets negatively predicted T2 traditional bullying and T2 IGD. T1 self-control significantly mediated the relationships between T1 school assets and T2 traditional bullying, as well as between T1 school assets and T2 IGD. Additionally, T1 ISR strengthened the positive effect of T1 school assets on T1 self-control and further moderated the two mediating paths.

Discussion

These findings show that plentiful school assets support the development of self-control and are more successful in reducing traditional bullying and IGD, particularly among students with higher ISR. As a result, schools should take measures to provide superior-quality assets for the positive development of youth, which will help to prevent and relieve traditional bullying and IGD in the school context.

Measuring school social climate in Latin America: the need for multidimensional and multi-informant tests - A systematic review

Introduction

School social climate is central to understanding learning experiences in education environments. Previous studies describe various conceptual and operational definitions around the construct; however, there are no records of reviews focused on Latin America.

Aim

This study sought to analyze the available evidence and the quality of school social climate measures in Latin America through a systematic review of the literature based on the PRISMA methodology and the COSMIN checklist to assess the psychometric properties of the instruments.

Methodology

The Web of Science, Scopus, Psycinfo, and SciELO databases were consulted. A total of 582 records was identified, of which 27 fulfilled the inclusion criteria and methodological quality to be included in the systematization.

Results

The results show that the country with the greatest scientific production on the topic is Chile, the measures are centered mainly on the students' perspective and the most used instrument is the CECSCE. In addition, a common aspect to all the records is that they were not sufficient to capture the complexity of school social climate.

Conclusion

Multidimensional and multi-informant measures are needed to adequately assess the construct.

Moderation effects of loneliness between fatalism and wellbeing during the COVID-19 pandemic

The COVID-19 pandemic has put more than just our physical health at risk. Due to containment measures, people have become increasingly isolated and have drastically reduced their daily social interactions. Many studies have already shown the negative effects of these measures, including fatalism. However, research linking fatalism during COVID-19 to well-being indicators is still limited. The goal of this study is to examine the relationship between COVID-19-related fatalism and well-being indicators, as well as the role of loneliness in moderating this relationship. Data was collected from 1,036 adults in Peru through an online survey that included the Quality-of-Life Index, the Fatalism Facing COVID-19 Scale, the Loneliness Scale, and the Mood Assessment Scale. Three models were tested using linear regression and ordinary least squares with bias-corrected bootstrapping. The results indicate that fatalism has a negative impact on quality of life and a positive effect on negative affect, and loneliness moderates both relationships, supporting the conclusion that fatalism exacerbates the effect of well-being indicators and negative affect.

Longitudinal Analysis of Adolescent Adjustment: The Role of Attachment and Emotional Competence

Emotional competencies as well as secure attachment relationships with peers are protective factors that facilitate psychological adjustment among adolescents. In this study, we will analyse how these socio-emotional factors influence adolescents' emotional symptoms, conduct problems and peer problems. The participants were 815 Spanish adolescents aged 12-17 years (M = 13.69; SD = 1.21) who completed the Strengths and Difficulties Questionnaire (SDQ), the Parent and Peer Attachment Inventory (IPPA) and the Emotional Skills and Competence Questionnaire (ESCQ). Besides descriptive analyses, such as Pearson's bivariate correlations, two different methodologies were combined to predict adolescent adjustment: structural equation modelling (SEM) and fuzzy set qualitative comparative analysis (fsQCA). The results show that secure attachment with peers and high emotional competence predict better psychological adjustment (low levels of emotional symptoms, conduct problems and peer problems), while insecure peer attachment and low emotional competence predict maladjustment. These results emphasise the role of socio-emotional variables in the promotion of psychological adjustment in adolescence through the implementation of emotional education programs.

Validation of a Bullying Scale in Peruvian Adolescents and Gender-Specific Differences

The objective of the study was to evaluate the psychometric properties of the European Bullying Intervention Project Questionnaire (EBIPQ) inPeruvian adolescents and to determine gender-specific differences. The sample comprised 532 students in sixth grade of elementary school to third grade of high school. To validate the instrument, we requested an expert judgement and conducted a pilot test. Subsequently, we performed the exploratory factorial analysis, which showed that all the questions were correctly loaded in both components, an aspect that explained the 48.6%variance. We determined the reliability by means of the internal-consistency method using the Cronbach's alfa (αtotal= .856;αvictimization= .807;αaggression= .828). We found gender-specific differences in bullying roles(p<.001). In conclusion, the factorial structure of the EBIPQ in Peruvian adolescents is similar to the original questionnaire and presents high reliability and construct validity.