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Drexl K, Ralisa V, Rosselet-Amoussou J, Wen CK, Urben S, Plessen KJ, Glaus J. Readdressing the Ongoing Challenge of Missing Data in Youth Ecological Momentary Assessment Studies: Meta-Analysis Update. J Med Internet Res 2025; 27:e65710. [PMID: 40305088 PMCID: PMC12079076 DOI: 10.2196/65710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2024] [Revised: 01/17/2025] [Accepted: 02/14/2025] [Indexed: 05/02/2025] Open
Abstract
BACKGROUND Ecological momentary assessment (EMA) is pivotal in longitudinal health research in youth, but potential bias associated with nonparticipation, omitted reports, or dropout threatens its clinical validity. Previous meta-analytic evidence is inconsistent regarding specific determinants of missing data. OBJECTIVE This meta-analysis aimed to update and expand upon previous research by examining key participation metrics-acceptance, compliance, and retention-in youth EMA studies. In addition, it sought to identify potential moderators among sample and design characteristics, with the goal of better understanding and mitigating the impact of missing data. METHODS We used a bibliographic database search to identify EMA studies involving children and adolescents published from 2001 to November 2023. Eligible studies used mobile-delivered EMA protocols in samples with an average age up to 18 years. We conducted separate meta-analyses for acceptance, compliance, and retention rates, and performed meta-regressions to address sample and design characteristics. Furthermore, we extracted and pooled sample-level effect sizes related to correlates of response compliance. Risk of publication bias was assessed using funnel plots, regression tests, and sensitivity analyses targeting inflated compliance rates. RESULTS We identified 285 samples, including 17,441 participants aged 5 to 17.96 years (mean age 14.22, SD 2.24 years; mean percentage of female participants 55.7%). Pooled estimates were 67.27% (k=88, 95% CI 62.39-71.96) for acceptance, 71.97% (k=216, 95% CI 69.83-74.11) for compliance, and 96.57% (k=169, 95% CI 95.42-97.56) for retention. Despite overall poor moderation of participation metrics, acceptance rates decreased as the number of EMA items increased (log-transformed b=-0.115, SE 0.036; 95% CI -0.185 to -0.045; P=.001; R2=19.98), compliance rates declined by 0.8% per year of publication (SE 0.25, 95% CI -1.3 to -0.3; P=.002; R2=4.17), and retention rates dropped with increasing study duration (log-transformed b=-0.061, SE 0.015; 95% CI -0.091 to 0.032; P<.001; R2=10.06). The benefits of monetary incentives on response compliance diminished as the proportion of female participants increased (b=-0.002, SE 0.001; 95% CI -0.003 to -0.001; P=.003; R2=9.47). Within-sample analyses showed a small but significant effect indicating higher compliance in girls compared to boys (k=25; g=0.18; 95% CI 0.06-0.31; P=.003), but no significant age-related effects were found (k=14; z score=0.05; 95% CI -0.01 to 0.16). CONCLUSIONS Despite a 5-fold increase in included effect sizes compared to the initial review, the variability in rates of missing data that one can expect based on specific sample and design characteristics remains substantial. The inconsistency in identifying robust moderators highlights the need for greater attention to missing data and its impact on study results. To eradicate any health-related bias in EMA studies, researchers should collectively increase transparent reporting practices, intensify primary methodological research, and involve participants' perspectives on missing data. TRIAL REGISTRATION PROSPERO CRD42022376948; https://www.crd.york.ac.uk/PROSPERO/view/CRD42022376948.
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Affiliation(s)
- Konstantin Drexl
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Vanisha Ralisa
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Joëlle Rosselet-Amoussou
- Medical Library-Cery, Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Prilly, Switzerland
| | - Cheng K Wen
- Dornsife Center for Self-Report Science, College of Letters, Arts,. and Sciences, University of Southern California, Los Angeles, United States
| | - Sébastien Urben
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Kerstin Jessica Plessen
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
| | - Jennifer Glaus
- Division of Child and Adolescent Psychiatry, Department of Psychiatry, Lausanne University Hospital and University of Lausanne, Lausanne, Switzerland
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Li D, Li W, Lin X, Zhu X. Parenting pathways to friendship: how Self-Control and emotion management skills mediate preschoolers' social lives in China? BMC Psychol 2025; 13:325. [PMID: 40176199 PMCID: PMC11967069 DOI: 10.1186/s40359-025-02641-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2024] [Accepted: 03/24/2025] [Indexed: 04/04/2025] Open
Abstract
BACKGROUND Parenting styles have been identified as significant factors influencing children's social behaviors, particularly in their peer interactions. However, the specific mechanisms through which different parenting styles affect these behaviors, particularly among children aged 3-6, remain understudied. OBJECTIVE Applying the theoretical frameworks of SLT and SRT, this study aimed to explore how authoritarian and authoritative parenting styles affect peer interactions in 3- and 6-year-old children, focusing on the mediating role of self-control and emotion management skills. METHODOLOGY A survey was conducted using a stratified cluster random sampling method, with 2,397 participants recruited from 16 kindergartens in 10 provinces and 7 regions across the country. The study employed descriptive statistics, Pearson correlation, structural equation modeling, and bootstrap method to examine the relationships between parenting styles, self-control, emotion management skills, and peer interactions. RESULTS Authoritarian parenting style is negatively and strongly correlated with children's peer interactions ( β = -0.57, p > 0.05); self-control fully mediated this relationship, accounting for 32.79%, and emotion management skills partially mediated 16.39%. Authoritative parenting had a direct effect on peer interactions ( β = 0.07, p < 0.05); self-control partially mediated 26.47% and emotion management skills 35.29% of the total effect; individual self-control (stable psychological traits) and emotion management skills (dynamic psychological processes) are important bridges through which family parenting practices influence the socialization process of children, and are also essential internal resources for achieving positive social adjustment. CONCLUSIONS This study contributes to the existing literature by providing empirical evidence on the differing effects of authoritarian and authoritative parenting styles on children's peer interactions, while highlighting the crucial roles of self-control and emotion management skills in these relationships. The findings offer practical implications for parents and educators in Chinese families, suggesting effective parenting strategies that promote positive social development among young children.
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Affiliation(s)
- Dexian Li
- School of Education, Liaoning Normal University, Dalian, China
| | - Wencan Li
- Faculty of Education, East China Normal University, Shanghai, China
| | - Xin Lin
- Faculty of Education, University of Macau, Macau, China.
| | - Xingchen Zhu
- College of Psychology, Liaoning Normal University, Dalian, China.
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Breitwieser J, Neubauer AB, Schmiedek F, Brod G. Realizing the potential of mobile interventions for education. NPJ SCIENCE OF LEARNING 2024; 9:76. [PMID: 39668147 PMCID: PMC11638259 DOI: 10.1038/s41539-024-00289-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 12/04/2024] [Indexed: 12/14/2024]
Abstract
Mobile devices are ubiquitous, but their potential for adaptive educational interventions remains largely untapped. We identify three key promises of mobile interventions for educational research and practice: 1) intervening when it is most beneficial (i.e., "just-in-time adaptivity"), 2) estimating causal effects of interventions in ecologically valid settings, 3) considering the impact of context on the effectiveness of interventions. We discuss the challenges and next steps to advance this field.
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Affiliation(s)
- Jasmin Breitwieser
- Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany.
- IDeA Center for Research on Individual Development and Adaptive Education of Children at Risk, Frankfurt am Main, Germany.
| | | | - Florian Schmiedek
- Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- IDeA Center for Research on Individual Development and Adaptive Education of Children at Risk, Frankfurt am Main, Germany
- Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Garvin Brod
- Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- IDeA Center for Research on Individual Development and Adaptive Education of Children at Risk, Frankfurt am Main, Germany
- Institute of Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany
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Irmer A, Schmiedek F. Associations between youth's daily social media use and well-being are mediated by upward comparisons. COMMUNICATIONS PSYCHOLOGY 2023; 1:12. [PMID: 39242889 PMCID: PMC11332017 DOI: 10.1038/s44271-023-00013-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 07/20/2023] [Indexed: 09/09/2024]
Abstract
Studies examining the associations between social media use and subjective well-being have revealed inconsistent results and mainly refer to the between-person level. We conducted a 14-day diary study among 200 youths ages 10 to 14 to examine within- and between-person associations of social media use (Instagram, TikTok, and YouTube), subjective well-being (positive/negative self-worth, positive/negative affect), and upward social comparisons (general impression of others being better off). Multilevel structural equation models showed that social media use was linked to lower positive and higher negative self-worth on a daily basis, and that upward social comparisons were linked to diminished subjective well-being on all dimensions. Furthermore, our findings were consistent with (partial) mediation of the effect of social media use on subjective well-being by upward social comparisons on the between- and within-person levels. Youths' feelings that others are better off than themselves may help explain part of the heterogeneity of previous findings.
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Affiliation(s)
- Andrea Irmer
- DIPF | Leibniz Institute for Research and Information in Education, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany.
| | - Florian Schmiedek
- DIPF | Leibniz Institute for Research and Information in Education, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
- Goethe-University, Frankfurt am Main, Germany
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Cochran G, Cohen ZP, Paulus MP, Tsuchiyagaito A, Kirlic N. Sustained increase in depression and anxiety among psychiatrically healthy adolescents during late stage COVID-19 pandemic. Front Psychiatry 2023; 14:1137842. [PMID: 37009105 PMCID: PMC10063786 DOI: 10.3389/fpsyt.2023.1137842] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Accepted: 02/24/2023] [Indexed: 03/19/2023] Open
Abstract
Background Adolescents have experienced increases in anxiety, depression, and stress during the COVID-19 pandemic and may be at particular risk for suffering from long-term mental health consequences because of their unique developmental stage. This study aimed to determine if initial increases in depression and anxiety in a small sample of healthy adolescents after the onset of the COVID-19 pandemic were sustained at follow-up during a later stage of the pandemic. Methods Fifteen healthy adolescents completed self-report measures at three timepoints (pre-pandemic [T1], early pandemic [T2], and later pandemic [T3]). The sustained effect of COVID-19 on depression and anxiety was examined using linear mixed-effect analyses. An exploratory analysis was conducted to investigate the relationship between difficulties in emotion regulation during COVID-19 at T2 and increases in depression and anxiety at T3. Results The severity of depression and anxiety was significantly increased at T2 and sustained at T3 (depression: Hedges' g [T1 to T2] = 1.04, g [T1 to T3] = 0.95; anxiety: g [T1 to T2] = 0.79, g [T1 to T3] = 0.80). This was accompanied by sustained reductions in positive affect, peer trust, and peer communication. Greater levels of difficulties in emotion regulation at T2 were related to greater symptoms of depression and anxiety at T3 (rho = 0.71 to 0.80). Conclusion Increased symptoms of depression and anxiety were sustained at the later stage of the pandemic in healthy adolescents. Replication of these findings with a larger sample size would be required to draw firm conclusions.
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Affiliation(s)
- Gabe Cochran
- Laureate Institute for Brain Research, Tulsa, OK, United States
| | - Zsofia P. Cohen
- Department of Psychology, Oklahoma State University, Stillwater, OK, United States
| | | | - Aki Tsuchiyagaito
- Laureate Institute for Brain Research, Tulsa, OK, United States
- Oxley College of Health Sciences, The University of Tulsa, Tulsa, OK, United States
- Research Center for Child Mental Development, Chiba University, Chiba, Japan
| | - Namik Kirlic
- Laureate Institute for Brain Research, Tulsa, OK, United States
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Stang-Rabrig J, Schwerter J, Witmer M, McElvany N. Beneficial and negative factors for the development of students’ well-being in educational context. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-04067-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
Abstract
AbstractStudents’ school-related well-being (SWB) is of vital importance. Nevertheless, it is unclear how SWB develops in late adolescence, especially among students in high-achieving environments and which factors are associated with it. Based on a longitudinal dataset (T1: Grade 11, T2: Grade 12), we analyzed how SWB (school satisfaction, academic self-concept, stress experience, exam anxiety, peer satisfaction) develops and whether psychological needs (autonomy, competence, relatedness) and achievement pressure from teachers and parents were related to the development. 1,286 students from high-achieving high schools (46.7% female, MageT1 = 16.40) answered sociodemographic questions and questions about key variables. From T1 to T2, particularly students’ stress experience and peer satisfaction declined. Need fulfilment and perceived achievement pressure was related to changes. Implications for research and practice are discussed.
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Webb CA, Tierney AO, Brown HA, Forbes EE, Pizzagalli DA, Ren B. Spontaneous Thought Characteristics are Differentially Related to Heightened Negative Affect vs. Blunted Positive Affect in Adolescents: An Experience Sampling Study. JCPP ADVANCES 2022; 2:e12110. [PMID: 36817188 PMCID: PMC9937432 DOI: 10.1002/jcv2.12110] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Abstract
Background Mind-wandering has been linked to negative affect and depressive symptoms in adolescents. However, mind-wandering is an extremely broad and heterogenous cognitive construct. Some features of spontaneous thought may be related to increased negative affect, whereas others may improve affect, or have no emotional influence. We used ecological momentary assessment (EMA) to investigate the characteristics of spontaneous thoughts in adolescents and their differential relations with moment-to-moment affect. Method One-hundred and sixteen adolescents (ages 13-18; Typical Mood (TM) = 58; Low Mood (LM) = 58) completed 5 days (2-3 times/day) of EMA (total 1,037 surveys) assessing current positive and negative affect (PA and NA) and dimensions of spontaneous thought. Multilevel models tested the relation between thought characteristics and affect. Results Relative to the TM group, LM adolescents had a higher frequency of mind-wandering (38% vs. 56%) and negatively-valanced thoughts during episodes of mind-wandering (21% vs. 37%). Negatively-valenced, self-referential and past-oriented thoughts were each associated with higher NA, even when controlling for plausible confounds (e.g., engagement in an unpleasant activity or social interaction, depressive symptom severity). In contrast, task-focused and positively-valenced thoughts were uniquely linked to higher PA. Conclusion Characteristics of spontaneous thought - including temporal orientation, self-referential quality, and task-relatedness - were differentially related to NA vs. PA in adolescents. If replicated, these findings could inform more nuanced assessments of and targeted interventions for specific dimensions of mind-wandering contributing to high NA vs. blunted PA in teens.
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Affiliation(s)
- Christian A. Webb
- Harvard Medical School – Boston, MA, USA,McLean Hospital – Belmont, MA, USA
| | | | | | | | | | - Boyu Ren
- Harvard Medical School – Boston, MA, USA,McLean Hospital – Belmont, MA, USA
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Finkbeiner M, Kühnhausen J, Schmid J, Conzelmann A, Dürrwächter U, Wahl LM, Kelava A, Gawrilow C, Renner TJ. E-Mental-Health aftercare for children and adolescents after partial or full inpatient psychiatric hospitalization: study protocol of the randomized controlled DigiPuR trial. Trials 2022; 23:713. [PMID: 36028894 PMCID: PMC9412803 DOI: 10.1186/s13063-022-06508-1] [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: 03/16/2022] [Accepted: 07/05/2022] [Indexed: 11/10/2022] Open
Abstract
Background During reintegration to daily school life following psychiatric hospitalization, children and adolescents are confronted with various challenges and are at risk for rehospitalization. Tailored post-discharge services could support a successful readjustment and accompany the high-risk transition period after discharge. The study DigiPuR (“Digital gestützte Psychotherapie und Reintegration,” digitally supported psychotherapy and reintegration) aims to establish and to evaluate an innovative digital aftercare program to alleviate challenges during reintegration and improve cross-sectoral care. Methods DigiPuR is a randomized controlled trial comparing a digital aftercare service with regular aftercare (TAU) (planned N = 150, 25 children/adolescents, 25 parents, and 25 teachers in each group). In the intervention group, direct communication via secure and regular video calls until 8 weeks after discharge and a secure messenger system between the hospital, family, and school, as well as, if needed, external support systems, are established. A longitudinal pre-post-follow-up assessment at admission, discharge, and 8, 24, and 36 weeks after discharge takes place supplemented by a daily smartphone-based ambulatory assessment from a triadic perspective of patients, parents, and teachers. Primary outcomes include whether participants in the intervention group have fewer readmissions and higher treatment satisfaction and health-related quality of life as well as lower symptom severity than participants in the control group. Discussion The present study is essential to address the cross-sectoral challenges associated with reintegration into daily (school) life following child and adolescent psychiatric hospitalization and to determine possible needed adaptations in partial or full inpatient settings. If applicability and efficacy of the aftercare service can be demonstrated, integration into regular care will be sought. Trial registration ClinicalTrials.govNCT04986228. Registered on August 2, 2021 Supplementary Information The online version contains supplementary material available at 10.1186/s13063-022-06508-1.
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Affiliation(s)
- Marlene Finkbeiner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Osianderstrasse 14-16, 72076, Tuebingen, Germany.
| | - Jan Kühnhausen
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Osianderstrasse 14-16, 72076, Tuebingen, Germany
| | - Johanna Schmid
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Osianderstrasse 14-16, 72076, Tuebingen, Germany
| | - Annette Conzelmann
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Osianderstrasse 14-16, 72076, Tuebingen, Germany.,PFH - Private University of Applied Sciences, Department of Psychology (Clinical Psychology II), Weender Landstraße 3-7, 37073, Goettingen, Germany
| | - Ute Dürrwächter
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Osianderstrasse 14-16, 72076, Tuebingen, Germany
| | - Lena-Marie Wahl
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Osianderstrasse 14-16, 72076, Tuebingen, Germany
| | - Augustin Kelava
- Methods Center, University of Tuebingen, Hausserstrasse 11, 72076, Tuebingen, Germany
| | - Caterina Gawrilow
- Department of Psychology, University of Tuebingen, Schleichstrasse 4, 72076, Tuebingen, Germany
| | - Tobias J Renner
- Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital of Psychiatry and Psychotherapy, Osianderstrasse 14-16, 72076, Tuebingen, Germany
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Conesa PJ, Onandia-Hinchado I, Duñabeitia JA, Moreno MÁ. Basic psychological needs in the classroom: A literature review in elementary and middle school students. LEARNING AND MOTIVATION 2022. [DOI: 10.1016/j.lmot.2022.101819] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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Markus S, Rieser S, Schwab S. The Gender-Specific Role of Social Relationships for School Well-Being in Primary School. ZEITSCHRIFT FUR PSYCHOLOGIE-JOURNAL OF PSYCHOLOGY 2022. [DOI: 10.1027/2151-2604/a000500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Since learning at school is always embedded in a social context, students’ social relationships are considered key variables for their school well-being. But especially studies at the primary school level that examine gender-specific linkages between students’ relationships with peers and teachers and components of their school well-being are lacking. Therefore, a longitudinal study with 351 primary school students was conducted. Girls indicated a better relationship with their teacher, a more positive attitude toward school, and predominantly more beneficial achievement emotions than boys. Manifest multi-group path models suggest that students’ perceived teacher-student-relationship seems to predict their attitude toward school for both genders positively, while its’ connections with particular achievement emotions differ between boys and girls. Student-student-relationships in the sense of comfortableness among classmates showed beneficial connections with positive emotions for girls and negative links with unpleasant emotions for boys. The results suggest that linkages between different social relationships and various dimensions of school well-being are gender-specific and should be considered in their broad variety both in research and instructional practice.
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Affiliation(s)
- Stefan Markus
- School of Education, Institute for Educational Research, University of Wuppertal, Germany
| | - Svenja Rieser
- School of Education, Institute for Educational Research, University of Wuppertal, Germany
| | - Susanne Schwab
- Centre for Teacher Education, Educational Sciences, University of Vienna, Austria
- School of Education, Research Focus Area Optentia, North-West University Vanderbijlpark, South Africa
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Boscardin CK, Bullock J, O'Sullivan P, Hauer K. Profiles for Success: Examining the Relationship between Student Profiles and Clerkship Performance Using Latent Profile Analysis. TEACHING AND LEARNING IN MEDICINE 2022; 34:145-154. [PMID: 35349389 DOI: 10.1080/10401334.2021.1937180] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Revised: 04/28/2021] [Accepted: 05/12/2021] [Indexed: 06/14/2023]
Abstract
PHENOMENON Learning is a complex phenomenon in which learners can vary in their learning orientation, learning approaches, and perception of the learning environment. Learners may be characterized as mastery oriented or performance oriented, and this learning orientation can influence their learning approaches, such as whether to seek feedback or ask for help. The learning environment includes institutional assessment policies and informal interactions that emphasize outcomes and differentiation among students. When learners perceive the learning environment as performance oriented, they feel competition from other learners and fear negative feedback. This complex interplay of learning orientation, its influence on feedback-seeking behavior, and the environmental influence and reinforcement of both can be captured through learner profiles. APPROACH In this multi-institutional cross-sectional survey study of students from six U.S. medical schools, we investigated learner profiles that characterize how these domains manifest together across individual learners. We then determined how these profiles are associated with students' clerkship grades. Measures included the Patterns of Adaptive Learning for learning orientation, self-reports for learning approaches, and perceptions of the learning environment. We used latent profile analysis to cluster students who share common characteristics around orientation, behavior, and environment. The relationship between these profiles and the percentage of honors earned was examined using multiple regression analysis. FINDINGS We found four distinct learner profiles within 666 of 974 (68%) analyzable responses: (1) performance oriented with negative perceptions of environment, (2) mastery oriented with desirable learning approaches, (3) "average" group, and (4) mastery orientation only. Profile 1 (M = 39%) and Profile 4 (M = 38%) students received fewer clerkship honors compared with other profiles. Profile 2 students earned a significantly higher percentage of honors grades (M = 54%) compared with other students. Profile 3 students (average group) earned the second highest percentage of honors (M = 46%). Effect sizes comparing the percentage of honors varied from 0.32 to 0.65, indicating medium to large differences. INSIGHTS The highest performers, as measured by clerkship honors grades, were mastery oriented, perceived a more positive learning environment, and were comfortable asking questions and seeking feedback for their learning. The lowest performing students were performance oriented and had negative perceptions of their learning environments. Contrary to previous findings, we found that the relationship between mastery orientation and learning approaches is not unidirectional but rather seems to be mediated by perceptions of the learning environment.
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Affiliation(s)
- Christy K Boscardin
- Department of Medicine, University of California San Francisco, San Francisco, California, USA
- Department of Anesthesia and Perioperative Care, University of California San Francisco, San Francisco, California, USA
| | - Justin Bullock
- Department of Medicine, University of California San Francisco, San Francisco, California, USA
| | - Patricia O'Sullivan
- Department of Medicine, University of California San Francisco, San Francisco, California, USA
- Department of Surgery, University of California San Francisco, San Francisco, California, USA
| | - Karen Hauer
- Department of Medicine, University of California San Francisco, San Francisco, California, USA
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Vafa Z, Azizi M, Elhami Athar M. Predicting Academic Alienation From Emotion Dysregulation, Social Competence, and Peer Relationships in School-Attending Girls: A Multiple-Regression Approach. Front Psychol 2022; 12:755952. [PMID: 35035367 PMCID: PMC8759297 DOI: 10.3389/fpsyg.2021.755952] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Accepted: 12/01/2021] [Indexed: 11/16/2022] Open
Abstract
School alienation (SA) refers to a collection of negative attitudes toward the social and academic realms of schooling consisting of cognitive and affective components. The current study was designed to examine whether emotion dysregulation, social competence, and peer problems predict school alienation. In this vein, 300 school-attending adolescents in Sarab were recruited and completed difficulties in emotion regulation scale (DERS), academic alienation questionnaire (AAQ), social competence test (SCT), and index of peer relations (IPR) measures, but 280 (M age = 16.35; SD = 0.82; 46% girls) completed data were gathered. The results of hierarchical multiple regression indicated that school alienation was significantly predicted by emotion dysregulation, social competency, and peer problems. In conclusion, our findings suggest that school psychologists and other clinicians design interventions to improve the students’ shortcomings in emotion regulations, social competency, and peer relationships domains.
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Affiliation(s)
- Zohreh Vafa
- Department of Psychology, Islamic Azad University, Sarab Branch, Sarab, Iran
| | - Morteza Azizi
- Department of Psychology, Islamic Azad University, Sarab Branch, Sarab, Iran
| | - Mojtaba Elhami Athar
- School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran
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Ganesan K, Shakoor S, Wertz J, Agnew-Blais J, Bowes L, Jaffee SR, Matthews T, Arseneault L. Bullying behaviours and other conduct problems: longitudinal investigation of their independent associations with risk factors and later outcomes. Soc Psychiatry Psychiatr Epidemiol 2021; 56:2041-2052. [PMID: 33856493 PMCID: PMC8521530 DOI: 10.1007/s00127-021-02062-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/01/2020] [Accepted: 03/10/2021] [Indexed: 12/02/2022]
Abstract
PURPOSE Bullying behaviours and other conduct problems often co-occur. However, we do not yet know whether bullying behaviours are associated with early factors and later poor outcomes independently of conduct problems. While there are differing, specific interventions for bullying behaviours and for conduct problems, it is unclear if such specificity is justified given parallels between both behaviours. METHODS We used prospective data from the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally representative sample of 2232 children. Mothers and teachers reported on children's bullying behaviours and conduct problems at ages 7 and 10. We collected measures of risk factors, including temperament and family factors, when children were age 5. We assessed behavioural, emotional, educational and social problems when participants reached the ages of 12 and 18. RESULTS Bullying behaviours and conduct problems co-occurred in childhood. Our findings indicated that bullying behaviours and other conduct problems were independently associated with the same risk factors. Furthermore, they were associated with the same poor outcomes at both ages 12 and 18. Despite this, bullying behaviours were uniquely associated with behavioural, emotional, educational and social problems at age 18. CONCLUSIONS Our findings suggest that anti-bullying programmes and interventions aimed at reducing conduct problems could benefit from greater integration. Furthermore, our study highlights the mental health problems children who bully may face in later years and the need to consider those in intervention plans.
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Affiliation(s)
- Keertana Ganesan
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Sania Shakoor
- Centre for Psychiatry, Wolfson Institute of Preventative Medicine, Queen Mary, University of London, London, UK
| | - Jasmin Wertz
- Department of Psychology and Neuroscience, Duke University, Durham, NC, USA
| | - Jessica Agnew-Blais
- Social, Genetic, and Developmental Psychiatry Research Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - Lucy Bowes
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Sara R Jaffee
- Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA
| | - Timothy Matthews
- Social, Genetic, and Developmental Psychiatry Research Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK
| | - Louise Arseneault
- Social, Genetic, and Developmental Psychiatry Research Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK.
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14
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Gempp R, González-Carrasco M. Peer Relatedness, School Satisfaction, and Life Satisfaction in Early Adolescence: A Non-recursive Model. Front Psychol 2021; 12:641714. [PMID: 33767651 PMCID: PMC7985552 DOI: 10.3389/fpsyg.2021.641714] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Accepted: 02/11/2021] [Indexed: 11/13/2022] Open
Abstract
Cumulative evidence suggests that, for children and adolescents, peer relatedness is an essential component of their overall sense of belonging, and correlates with subjective well-being and school-based well-being. However, it remains unclear what the underlying mechanism explaining these relationships is. Therefore, this study examines whether there is a reciprocal effect between school satisfaction and overall life satisfaction (Hypothesis 1), and whether the effect of peer relatedness on life satisfaction is mediated by school satisfaction (Hypothesis 2). A non-recursive model with instrumental variables was tested with econometric and structural equation modeling methodologies, using a cross-sectional sample of n = 5,619 Chilean early adolescents (49.2% girls), aged 10, 11, and 12 (46.13, 44.99, and 8.88% respectively). Results were highly consistent across methods and supported the hypotheses. First, the findings confirmed a significant reciprocal influence between school satisfaction and overall life satisfaction, with a greater impact from school to life satisfaction. Second, the effect of peer relatedness on overall life satisfaction was fully mediated by school satisfaction. The study further suggests the importance of considering reciprocal effects among domain-specific satisfaction and overall life satisfaction and illustrates the application of non-recursive models for this purpose.
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Affiliation(s)
- René Gempp
- Facultad de Economía y Empresa, Universidad Diego Portales, Santiago, Chile
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15
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Hunersen K, Ramaiya A, Yu C, Green J, Pinandari AW, Blum R. Considerations for Remote Data Collection Among Adolescents During the COVID-19 Pandemic. J Adolesc Health 2021; 68:439-440. [PMID: 33431245 PMCID: PMC7921833 DOI: 10.1016/j.jadohealth.2020.11.020] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/11/2020] [Revised: 11/25/2020] [Accepted: 11/30/2020] [Indexed: 11/25/2022]
Affiliation(s)
- Kara Hunersen
- Department of Population and Family Health, Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland.
| | - Astha Ramaiya
- Department of Population and Family Health, Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland
| | - Chunyan Yu
- Department of Epidemiology & Social Science, NHC Key Laboratory of Reproductive Regulation (Shanghai Institute of Planned Parenthood Research), Fudan University, Shanghai, China
| | - Jakevia Green
- Institute of Women and Ethnic Studies, UNO Research and Technology Foundation, Inc, New Orleans, Louisiana
| | | | - Robert Blum
- Department of Population and Family Health, Johns Hopkins University Bloomberg School of Public Health, Baltimore, Maryland
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16
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Schmidt A, Dirk J, Neubauer AB, Schmiedek F. Evaluating sociometer theory in children’s everyday lives: Inclusion, but not exclusion by peers at school is related to within-day change in self-esteem. EUROPEAN JOURNAL OF PERSONALITY 2020. [DOI: 10.1177/0890207020962328] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Sociometer theory proposes that a person’s self-esteem is a permanent monitor of perceived social inclusion and exclusion in a given situation. Despite this within-person perspective, respective research in children’s everyday lives is lacking. In three intensive longitudinal studies, we examined whether children’s self-esteem was associated with social inclusion and exclusion by peers at school. Based on sociometer theory, we expected social inclusion to positively predict self-esteem and social exclusion to negatively predict self-esteem on within- and between-person levels. Children aged 9–12 years reported state self-esteem twice per day (morning and evening) and social inclusion and exclusion once per day for two (Study 1) and four weeks (Studies 2–3). Consistently across studies, we found that social inclusion positively predicted evening self-esteem on within- and between-person levels. By contrast, social exclusion was not associated with evening self-esteem on the within-person level. On the between-person level, social exclusion was negatively linked to evening self-esteem only in Study 1. Multilevel latent change score models revealed that children’s self-esteem changed from mornings (before school) to evenings (after school) depending on their perceived daily social inclusion, but not exclusion. The findings are discussed in light of sociometer theory and the bad-is-stronger-than-good phenomenon.
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Affiliation(s)
- Andrea Schmidt
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Judith Dirk
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Andreas B Neubauer
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
| | - Florian Schmiedek
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany
- Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt am Main, Germany
- Department of Educational Psychology, Goethe-University, Frankfurt am Main, Germany
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17
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Henkel AP, Čaić M, Blaurock M, Okan M. Robotic transformative service research: deploying social robots for consumer well-being during COVID-19 and beyond. JOURNAL OF SERVICE MANAGEMENT 2020. [DOI: 10.1108/josm-05-2020-0145] [Citation(s) in RCA: 67] [Impact Index Per Article: 13.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeBesides the direct physical health consequences, through social isolation COVID-19 affects a considerably larger share of consumers with deleterious effects for their psychological well-being. Two vulnerable consumer groups are particularly affected: older adults and children. The purpose of the underlying paper is to take a transformative research perspective on how social robots can be deployed for advancing the well-being of these vulnerable consumers and to spur robotic transformative service research (RTSR).Design/methodology/approachThis paper follows a conceptual approach that integrates findings from various domains: service research, social robotics, social psychology and medicine.FindingsTwo key findings advanced in this paper are (1) a typology of robotic transformative service (i.e. entertainer, social enabler, mentor and friend) as a function of consumers' state of social isolation, well-being focus and robot capabilities and (2) a future research agenda for RTSR.Practical implicationsThis paper guides service consumers and providers and robot developers in identifying and developing the most appropriate social robot type for advancing the well-being of vulnerable consumers in social isolation.Originality/valueThis study is the first to integrate social robotics and transformative service research by developing a typology of social robots as a guiding framework for assessing the status quo of transformative robotic service on the basis of which it advances a future research agenda for RTSR. It further complements the underdeveloped body of service research with a focus on eudaimonic consumer well-being.
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18
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Schmidt A, Dirk J, Schmiedek F. The Power of Everyday Peer Relatedness in Predicting Subjective Well-Being After School Transition. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1026/0049-8637/a000220] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. The transition from primary to secondary school represents a challenging life event. This study examined 108 children (age M = 10.11 years, SD = 0.44) in Germany during the first 12 weeks at a new school. Daily satisfaction and frustration of the basic need for relatedness were examined as predictors of subjective well-being versus ill-being and adjustment versus psychopathology. Subjective well-being or ill-being was assessed at weeks 3 – 4 and week 11 of the school year. In between, there was a 4-week period of daily assessments of perceived relatedness satisfaction and frustration. Teachers indicated each child’s psychological adjustment or psychopathology (e. g., emotional symptoms) in weeks 11 – 12. Daily relatedness satisfaction was associated with increases in positive affect from weeks 3 – 4 to week 11, while daily relatedness frustration was linked to an increase in negative affect and school anxiety. Furthermore, daily relatedness satisfaction was negatively linked to teacher-reported emotional symptoms and peer problems at weeks 11 – 12, and daily relatedness frustration was positively associated with teacher-reported conduct problems and hyperactivity-inattention.
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Affiliation(s)
- Andrea Schmidt
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
| | - Judith Dirk
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
| | - Florian Schmiedek
- DIPF
- Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany, and Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt a. M., Germany
- Goethe-University, Frankfurt am Main, Germany
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