Social-Emotional Factors Affecting Achievement Outcomes Among Disadvantaged Students: Closing the Achievement Gap

School belonging mediates the longitudinal effects of racial/ethnic identity on academic achievement and emotional well-being among Black and Latinx adolescents

Social Identity Theory proposes that a positive in-group social identification fosters students' academic motivation and psychological well-being. The present study, grounded in Social Identity Theory, investigated the roles of racial/ethnicity identity (REI) in the development of school adjustment among Black and Latinx youth as well as the psychological mechanisms underlying these longitudinal associations. We hypothesized that REI would positively predict the development of academic achievement and emotional symptoms. In addition, we hypothesized that the development of school belonging would mediate the predictive effects of REI on the growth of academic achievement and emotional symptoms. Participants were 475 (n = 182 Black, 48.9% female; 293 Latinx, 47.8% female) students in Grades 7-9. Students self-reported their REI, school belonging, and emotional symptoms. Academic achievement was assessed using standardized achievement test scores. The longitudinal mediation models indicated that REI indirectly predicted the development of academic achievement and emotional symptoms through students' sense of school belonging. Specifically, higher REI embedded achievement and lower REI awareness of racism predicted higher school belonging in Grade 7. Higher Grade 7 school belonging in turn predicted faster academic growth in Grade 7 to Grade 9 as well as lower emotional symptoms in Grade 7. In addition, the three dimensions of REI also directly predicted the growth of academic achievement and emotional symptoms in Grades 7-9. The mediated effects were smaller in size than the direct effects. These findings highlight the importance of fostering positive REI and a strong sense of school belonging in promoting school adjustment among racial/ethnic minoritized, academically at-risk youth.

Exploration of Variables Predicting Sense of School Belonging Using the Machine Learning Method-Group Mnet

The purpose of this study was to explore variables related to school belonging from a holistic perspective, including a large number of variables in one model, different to the traditional analytical method. Using 2015 data from the Program for International Student Assessment (PISA), we sought to identify variables related to school belonging by searching for hundreds of predictors in one model using the group Mnet machine learning technique. The study repeated 100 rounds of model building after random data splitting. After exploring 504 variables (384 student and 99 parent), 32 variables were finally selected after selection counts. Variables predicting a sense of school belonging were categorized as individual/parent variables (e.g. motivation to achieve, tendency to cooperative learning, parental support) and school-related variables (e.g. school satisfaction, peer/teacher relationship, learning/physical activities). The significance and implications of the study as well as future research topics were discussed.

Study of attentional deficits (unilateral spatial neglect) in Moroccan adolescents attending school-Rabat Sale Kenitra region

Objectives

Attention is an essential part of cognitive functions for all learning in the school environment. The screening of attentional deficits constitutes an important field of research, given its relationship with other cognitive functions and the neurocognitive profiling of Moroccan adolescents in school.

Materials and Methods

A study was conducted over 3 months. A comparative and predictive method is used, the Bells test, to assess the state of neglect of these students, as well as the detection of attention deficit.

Results

Two hundred and fifty students participated, including 152 girls [60.4%] and 98 boys [39.6%], the average age is 16.77 ± 1.23 years, range: 14-21, divided into three school levels: Common core (TC) 27.6%, 1st-year baccalaureate 50.8%, and 2nd-year baccalaureate 21.6%. This study found that 18.4% of the students had attentional deficits and 4% had a unilateral spatial neglect pattern in young adolescents in school.

Conclusion

The Bells Test is a useful screening tool to detect these attentional deficits. This implies that attentional disorders negatively influence the academic and motor performance of the subjects. This implies that attentional disorders negatively influence the academic and motor performance of the subjects and, therefore, increase the percentage of school failure.

We can do it - Empowering learning

We all need to adapt constantly in order to thrive in our ever-changing complex world. Thus, education and educators need to empower learners to develop a mindset and skills set of lifelong and lifewide learning. Papers from around the globe, reflecting the current drivers in education, were published in the FEMS Microbiology Letters virtual Thematic Issue 'Empowering learning' in October 2023. Its content is reviewed here to provide the context for further discussions within the professional community. The focus is on being inclusive, on lowering and removing barriers to learning, and fostering a sense of belonging. So learning communities can be established and connected in support of learning with and from each other for societal benefit, and this is discussed. Authentic learning approaches are highlighted with respect to the inherent opportunities for learners to take ownership for their learning, yet learn collaboratively, and develop resilience over time. Supporting learners in becoming self-regulated and realizing their full potential is truly worthwhile.

The impact of head teacher praise and criticism on adolescent non-cognitive skills: Evidence from China

Introduction

Although the importance of teacher feedback has been confirmed by a great number of studies, the association of head teacher praise and criticism with adolescents' non-cognitive skills still needs more deeper and more extensive research. Therefore, how to improve the non-cognitive skills of adolescents, especially those with disadvantaged family and economic backgrounds, has become a key concern in the field of educational practice.

Methods

Based on CEPS data, this paper used panel regression and PSM-DID methods to analyze the impact of head teacher feedback on an adolescent's non-cognitive skills measured by the big-five personality scale.

Results

It found that praise from head teachers favorably influenced adolescents' extraversion, agreeableness, openness, and conscientiousness, yet significantly mitigates their neuroticism. Meanwhile, the effect of criticism from head teachers is bi-facial: It made a positive effect on adolescents' extraversion and openness but impaired their conscientiousness and neuroticism. As rural adolescents notably lag in their non-cognitive skills and are much less likely to be praised by head teachers compared to their urban peers, we estimate that when rural adolescents are frequently praised by their head teachers at the same level as urban students, their gap in extraversion, agreeableness, neuroticism, openness, and conscientiousness would be narrowed by 12.51%, 16.58%, 11.35%, 14.25%, and 24.29%. This finding has significant implications for head teacher teaching and adolescent well-being.

Conclusions

The study examined the effects of head teacher praise and criticism on adolescent non-cognitive skills. The results showed that adolescents who were often praised by head teachers developed better non-cognitive skills. While the effect of head teacher criticism was two-sided: it enhances extraversion and openness as well as heightens neuroticism and corrupts conscientiousness. We further analyzed the urban-rural gap in non-cognitive skills and found that rural adolescents significantly lagged, and they have a lower possibility to be often praised by the head teacher, but a higher probability to be criticized. Through the PSM-DID quasi-experimental design, it was suggested that more head teacher praise can improve the non-cognitive skills among adolescents. When rural adolescents are estimated to receive the same amount of praise as urban adolescents, the disparities reduction in their non-cognitive skills can become possible. Our findings are of great significance to promote adolescent non-cognitive skills development and improve educational equity in urban and rural areas.

The relationship between childhood abuse and depression among adolescents: The mediating role of school connectedness and psychological resilience

BACKGROUND

Adolescent depression is a major public health concern worldwide, and depressive symptoms among adolescents in Chinese secondary school increase with grade. Although numerous studies noted that childhood abuse was associated with the development of depression in adolescents, the underlying mediators involved in this pathway remain unclear. Therefore, our study aims to explore whether psychological resilience and school connectedness mediate the association between childhood abuse and depression among Chinese adolescents.

METHODS

A cross-sectional survey was carried out among 1607 adolescents at four high schools located in Henan Province, Central China. Structural equation modeling was performed to determine whether psychological resilience and school connectedness mediate the influence of childhood abuse on depression.

RESULTS

Findings revealed that childhood abuse was directly (β = 0.410, p < 0.001) and indirectly (β = 0.141, p < 0.001) related to depression. Specifically, psychological resilience (β = 0.018, p = 0.009), school connectedness (β = 0.087, p < 0.001), and school connectedness together with psychological resilience (β = 0.036, p < 0.001) partially mediated the relationship between childhood abuse and depression.

CONCLUSIONS

The detrimental impact of childhood abuse on adolescents' depression may be reduced by fostering psychological resilience and school connectedness.

Impact of School and Peer Connectedness on Adolescent Mental Health and Well-Being Outcomes during the COVID-19 Pandemic: A Longitudinal Panel Survey

School closures and social distancing measures during the pandemic have disrupted young people’s daily routines and social relationships. We explored patterns of change in adolescent mental health and tested the relationship between pre-pandemic levels of school and peer connectedness and changes in mental health and well-being between the first lockdown and the return to school. This is a secondary analysis of a longitudinal 3-wave panel survey. The study sample included 603 students (aged 13–14) in 17 secondary schools across south-west England. Students completed a survey pre-pandemic (October 2019), during lockdown (May 2020) and shortly after returning to school (October 2020). Multilevel models, with random effects, were conducted for anxiety, depression and well-being outcomes with school and peer connectedness as predictor variables. Symptoms of anxiety decreased from pre-pandemic to during the first UK lockdown and increased on the return to school; anxious symptoms decreased the most for students reporting feeling least connected to school pre-pandemic. Students reporting low levels of school and peer connectedness pre-pandemic experienced poorer mental health and well-being at all time points. Low school connectedness pre-pandemic was associated with a greater increase in anxious and depressive symptoms between lockdown and the return to school when compared to students with medium levels of school connectedness. No associations were found with high school connectedness or with low/high peer connectedness. For adolescents with poor school connectedness, the enforced time away from school that the pandemic caused led to reduced anxiety. Going forwards, we need to consider ways in which to promote connection with school as a way of supporting mental health and well-being.

Family Socioeconomic Status and Adolescent School Satisfaction: Does Schoolwork Support Affect This Association?

Background

The aim of this study is to explore the association of family socioeconomic status (SES) and internal and external schoolwork support with adolescents' school satisfaction and whether schoolwork support modifies these associations.

Methods

Data come from the cross-sectional Health Behavior in School-aged Children study collected in 2018 from Slovak 15-year-olds (N = 1127; 52.7% boys). SES was measured by Family Affluence Scale (low; middle; high). School satisfaction was measured via school engagement and attitudes toward education. Schoolwork support was measured regarding two groups of sources inside and outside the family, separately. Logistic regression models were used to explore the associations of SES and schoolwork support with school satisfaction as well as the moderating effect of schoolwork support.

Results

Adolescents with low SES were more likely to feel indifferent toward school and education (odds ratios/95%-confidence interval: 1.77/1.26-2.49), and similarly, adolescents who did not have schoolwork support inside or outside the family (1.38/1.02-1.87, and 1.50/1.01-2.22, respectively). Schoolwork support moderated the associations of SES with school satisfaction. Adolescents with low and middle SES without support inside or outside the family were more likely to feel indifferent than satisfied (2.72/1.21-6.10; 3.00/1.27-7.06; and 2.86/1.05-7.80; 6.04/1.72-21.24, respectively).

Conclusion

Adolescents from low and middle SES without schoolwork support inside or outside the family are more likely to feel indifferent toward school and education.

Implementing School-Based Mental Health Services: A Scoping Review of the Literature Summarizing the Factors That Affect Implementation

BACKGROUND

Mental illness in children and youths has become an increasing problem. School-based mental health services (SBMHS) are an attempt to increase accessibility to mental health services. The effects of these services seem positive, with some mixed results. To date, little is known about the implementation process of SBMHS. Therefore, this scoping review synthesizes the literature on factors that affect the implementation of SBMHS.

METHODS

A scoping review based on four stages: (a) identifying relevant studies; (b) study selection; (c) charting the data; and (d) collating, summarizing, and reporting the results was performed. From the searches (4414 citations), 360 were include in the full-text screen and 38 in the review.

RESULTS

Implementation-related factors were found in all five domains of the Consolidated Framework for Implementation Research. However, certain subfactors were mentioned more often (e.g., the adaptability of the programs, communication, or engagement of key stakeholders).

CONCLUSIONS

Even though SBMHS differed in their goals and way they were conducted, certain common implementation factors were highlighted more frequently. To minimize the challenges associated with these types of interventions, learning about the implementation of SBMHS and using this knowledge in practice when introducing SBMHS is essential to achieving the best possible effects with SMBHSs.

Students' Entire Deep Learning Personality Model and Perceived Teachers' Emotional Support

In recent years, deep learning as the requirement of higher education for students has attracted the attention of many scholars, and previous studies focused on defining deep learning as the deep processing of knowledge of the brain, however, in the process of knowledge processing, the brain not only involves the deep processing of information but also participates in learning consciously and emotionally. Therefore, this research proposed a four-factor model hypothesis for deep learning that includes deep learning investment, deep cognitive-emotional experience, deep information processing, and deep learning meta-cognitive. In addition, the research proposed teachers’ emotional support perceived by students has an effect on the four factors of deep learning. Through SPSS 26 and AMOS 24, this research has verified the four-factor model of deep learning applying exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) and verified that the perceived teacher emotional support has an impact on the four factors of students’ deep learning using the SEM.

Distinct roles of perceived teacher and peer relationships in adolescent students’ academic motivation and outcomes: Father absence as a moderator

In the learning environment, both teachers and peers are influential social agents. In the present study, we differentiated between positive and negative aspects of teacher and peer relationships and examined how they predict adolescent students’ academic interest and self-concept, which in turn lead to different levels of academic achievement and subjective well-being at school. Additionally, we explored whether father absence moderated these predictive relationships. Results based on a group of 4274 Chinese middle school students revealed that positive social relationships were more closely related to interest, self-concept, and well-being than negative ones. The predictive paths from teacher relationships to motivation and achievement were stronger than those from peer relationships. However, peers played a prominent role in helping students with absent fathers build a positive self-concept, which led to improved achievement.

School Adjustment and Socio-Family Risk as Predictors of Adolescents' Peer Preference

This work analyzes peer preferences at the beginning of adolescence. For this purpose, each adolescent’s sociometric status was studied in their classroom group, and attempts were made to identify indicators of academic, personal, and socio-family adjustment related to that status. Participants were 831 adolescents studying 1st grade of Compulsory Secondary Education (CSE), in 31 classrooms from 10 schools. The 31 tutors of these students also participated. Sample selection was intentional. A quantitative research approach was used. Sociometric data were collected using the nomination method. Teachers provided information about these youths’ adjustment and family risk variables. Descriptive analyses and bivariate correlations were calculated as a preliminary analysis of the study. Chi-square tests or ANOVAs examined the similarities and differences between status based on personal, socio-family, and school adjustment variables. Lastly, linear regression analysis and a Structural Equation Model (SEM) were performed. These latter analyses revealed that good performance and academic adjustment are important predictors of successful social relations. Also, the data show that the presence of personal and socio-family risk variables makes it difficult for adolescents to be accepted by their peers. The results suggest the need for school and family support to promote peer acceptance. Working on both aspects can help improve classroom coexistence. Intervention techniques are recommended for the entire group to intervene on attitudes, interpretations, and behaviors that enrich individual tools and the collective climate.

Supporting Child Development Through Parenting Interventions in Low- to Middle-Income Countries: An Updated Systematic Review

Background: Over 250 million children in low- and middle-income countries are at risk of not achieving their fullest developmental potential due to co-occurring risks such as poor nutrition and inadequate learning opportunities. Early intervention programs integrating the aspects of nurturing care, that is, good health, adequate nutrition, safety and security, responsive caregiving, and learning opportunities, may ameliorate against the negative impact of these adverse conditions. Methods: This meta-analytic review updates the evidence base of parenting interventions comprising stimulation and responsive caregiving components on developmental outcomes for children under age 2 years in low- and middle-income countries. It also describes and assesses the moderation effects of population characteristics and implementation features on the intervention effectiveness. Studies were identified based on previous systematic reviews and an updated literature search in eight databases and the gray literature up to December 2020. A random-effect model was used to explore the pooled effect sizes accounted for by the intervention for developmental outcome of cognition, language, motor, and social-emotional capacities. Exploratory moderation analyses were also conducted. Results: Twenty-one randomized controlled trials representing over 10,400 children from 12 low- and middle-income countries and regions across three continents (Africa, Latin America, and Asia) were identified. The interventions showed overall small-to-moderate effects on children's cognitive development (ES = 0.44; 95% CI = [0.30, 0.57]); language development (ES = 0.33; 95% CI = [0.18, 0.49]); and motor skills (ES = 0.21; 95% CI = [0.10, 0.32]). The overall effect on social-emotional development was non-significant (ES = 0.17; 95% CI = [-0.01, 0.34]). Effect sizes (ES) varied significantly across the studies. Parenting programs that targeted vulnerable groups, including rural communities and caregivers with lower education levels, had more significant effects on children's development. Group sessions (vs. individual visits) and high program dose (≥12 sessions) were also associated with stronger effects on child development. Further research is needed to determine the effectiveness of the workforce and training on programmatic outcomes. Conclusion: The findings indicate that parenting interventions that encourage nurturing care are effective in improving the early development of children, especially among vulnerable populations. We discuss opportunities to strengthen the implementation of research-based parenting interventions in such contexts.

Mindfulness and social-emotional skills in Latino pre-adolescents in the U.S.: The mediating role of executive function

Latino youth are the largest and the fastest growing ethnic minority group in the U.S., and social-emotional skills are critical to their ability to cope with acculturative stress, perceived racial/ethnic discrimination and cultural value conflicts. Despite the significant challenges faced by Latino youth in the U.S., a paucity of research has examined the social-emotional skills of Latino pre-adolescents specifically. Recent research suggests that mindfulness may be closely linked to youth social-emotional skills, and executive function may serve as a mediating mechanism, but such associations have not been examined prior to this study. Using a cross-sectional survey among a sample of Latino youth in fifth-sixth grades in northern New Jersey (N = 97, M_age  = 11, 54% male), this study examines the association between their mindfulness and their social-emotional skills, and tests the role of executive function in this relationship. Among the sampled Latino youth, mindfulness is positively associated with executive function, which is positively associated with social-emotional skills. Additionally, being male and being older both have marginally significant negative effect on social-emotional skills. Our results suggest that mindfulness, the awareness of and intentional focus on one's present thoughts and emotions with self-compassion, may benefit Latino pre-adolescents' executive function, which in turn may exhibit as improved social-emotional skills. This preliminary evidence and the differences based on gender and age therein warrant further investigation with larger samples among Latino youth. Future research and service implications are discussed.

Child Maltreatment, School Bonds, and Adult Violence: A Serial Mediation Model

Physically abused youth are vulnerable to experiencing difficulties across multiple domains of school functioning. Most of the literature examining the relationship between child physical abuse (CPA) and adult violence has focused narrowly on academic outcomes rather than taking a broader view that explores the processes undergirding school engagement and connections. The present study adopted Connell's model of school engagement, connectedness and outcomes within a social bond framework to examine (a) the link between CPA and school social bonds, (b) the link between CPA and adult violence persistence, and (c) the mediational (parallel, serial) effects of school bonds (engagement, connection, and achievement) on violence perpetration in adulthood. Consistent with previous research, results indicated that children who experience physical abuse have poorer academic performance, which, in turn, is related to future violent trajectories. We further found that the relationship between CPA and violence persistence is mediated by a process of bonding to school that begins with being actively engaged in school activities and ends with higher levels of academic achievement. In particular, some of the "school achievement" effect found in previous research operates through behavioral and emotional manifestations and may be partly explained through physically abused children's lessened ability to be engaged with and connected to school activities. We conclude with a discussion of the policy implications stemming from our findings.

Parenting matters: Parents can reduce or amplify children's anxiety and cortisol responses to acute stress

Parents serve important functions in regulating children's responses to stress and challenge. However, the parental characteristics that modulate the effectiveness of parents as stress buffers remain to be fully characterized. To address this gap, this study examined parental characteristics and behaviors that may explain variation in parents’ ability to buffer cortisol responses to acute stress of 180 children (ages 9–11 years old, M = 9.9 years, SD = .58). Children were randomly assigned to either participate in a public speaking task, the Trier Social Stress Test – modified for children (TSST-M) or a control condition. Children in the TSST-M condition were randomly assigned to prepare for the public speaking task either with their parent (N = 59) or alone (N = 60), whereas 61 children were assigned to the control condition (no TSST-M). We found that parental education moderated the effect of condition on children's responses to acute stress. Children whose parents had lower levels of education exhibited reduced cortisol responses in the parent condition compared to the alone condition, showing a buffered pattern of reactivity. In contrast, children of parents with high levels of education displayed higher cortisol reactivity in the parent condition compared to the alone and control conditions. Parental education was also positively associated with higher levels of state anxiety within the parent condition. These results suggest that highly educated parents may emphasize performance over comfort, amplifying their children's state anxiety and cortisol responses to a public performance.

Introducing 'holistic psychology' for life qualities: A theoretical model for consideration

Positive psychology has attracted extensive interests from educators, researchers, and organizations. Many would recognize the work of Martin Seligman (e.g., Seligman, 2010) and Mihaly Csikszentmihalyi (e.g.,Csíkszentmihályi, 2014b). In its summarized form, positive psychology is concerned with a person's state of flourishing, his/her perceived sense of resilience and inner virtues, and a desire to have positive outlooks in life. Positive psychology is significant, forming the basis for other research inquiries – for example, the advancement of the theory of optimization (Fraillon, 2004; Phan, Ngu and Yeung, 2019b). Considering this evidence, we develop and offer an alternative theoretical model for discussion, which we termed as ‘holistic psychology’.

Holistic psychology, the main focus of this theoretical-conceptual article, is significant for its emphasis on the existence of life experiences, which may exist on a continuous spectrum without distinction between negativity and positivity. This testament, we contend, reflects the importance of inclusiveness and that one could consider maladaptive and negative life experiences (e.g., school disengagement) as sources of vitality, motivating and governing a person to seek for improvement, resulting in a state of flourishing. Our conceptualization in this sense is philosophical, grounded in the main premise of optimization (Fraillon, 2004; Phan et al., 2019b) in which we propose a key tenet for consideration – namely, the ‘transformation’ of negative life experiences into a source of ‘energy’ (i.e., denoted as E) for subsequent enactment. In detail for discussion, our proposed model of holistic psychology consists of four major stages: (i) personal reflection, (ii) the sub-process of transformation, (iii) enactment of energy, and (iv) arousal and sustaining an improved state of functioning.

Associations between Mindfulness, Executive Function, Social-Emotional Skills, and Quality of Life among Hispanic Children

Hispanic children constitute the largest ethnic minority in the United States of America, and yet few studies examine the relationship between mindfulness and Hispanic children's quality of life. This 2018 study seeks to gain insight into how mindfulness is associated with Hispanic children's quality of life. We surveyed 96 children in 5th- and 6th-grade classes in three Northern New Jersey elementary schools in 2018. Structure Equation Modeling was used to examine the associations between mindfulness, executive function, social-emotional skills, and quality of life. The results indicate that mindfulness is significantly and directly associated with executive function (β = 0.53), and that executive function is positively associated with social-emotional skills (β = 0.54) and quality of life (β = 0.51) of the sampled Hispanic children. The total effects on quality of life are significant for mindfulness (β = 0.33), executive function (β = 0.62), and social-emotional skills (β = 0.20). The findings shed light upon factors that can affect Hispanic children's quality of life and call for interventions related to these factors in order to improve their well-being.

Current State and Future Trends: A Citation Network Analysis of the Academic Performance Field

Background: In recent years, due to its complexity and relevance, academic performance has become a controversial research topic within the health and educational field. The main purposes of this study were to analyze the links between publications and authors via citation networks, to identify the different research areas and to determine the most cited publications. Methods: The publication search was performed through the Web of Science database, using the term "Academic Performance" for a time interval from 1952 to 2019. The software used to analyze the publications was the Citation Network Explorer. Results: We found a total of 16,157 publications with 35,213 citations generated in the network, and 2018 had the highest number of publications of any year. The most cited publication was published in 2012 by Richardson et al. with a citation index score of 352. By using the clustering function, we found nine groups related to different areas of research in this field: health, psychology, psychosociology, demography, physical activity, sleep patterns, vision, economy, and delinquency. Conclusions: The citation network showed the main publications dealing with the different factors that affect academic performance, and it was determined that psychological and psychosocial factors were the most relevant.

Well-Being and Coping Capacities of Adolescent Students with Hearing Loss in Mainstream Schools

OBJECTIVES

Coping strategies used by adolescents has an important role in preventing or decreasing their stresses and also increasing their well-beings. This study aimed at evaluating the coping capacity and well-being of adolescent students with hearing loss in mainstream schools and also the correlations between their coping strategies and positive characteristics of well-being (engagement, perseverance, optimism, connectedness and happiness (EPOCH).

MATERIALS & METHODS

In this correlational study, 122 adolescent students with hearing loss were randomly selected from mainstream schools. Data collection was done by EPOCH Measure of Adolescent Well-Being and the Ways of Coping Questionnaire (WAYS). The Spearman correlation coefficient was used for determining the correlations between variables.

RESULTS

The mean scores of using different coping strategies varied from 1.36 in problem solving to 1.44 in seeking support. Among the positive characteristics of well-being, happiness had the lowest (11.04) and connectedness showed the highest score (12.33). The findings also showed a significant correlation between all coping strategies and EPOCH, however there was a strong positive correlation between total coping strategy score and perseverance (0.648) and happiness (0.629).

CONCLUSION

Based on the results, the score of happiness in students with hearing loss was the lowest among positive characteristics of well-being and also happiness showed a strong association with total scores in coping strategies. Accordingly, interventional studies are needed to examine whether training students with hearing loss to use coping strategies is effective in increasing their happiness and overall well-being.

Working memory, negative affect and personal assets: How do they relate to mathematics and reading literacy?

Introduction

Research has recently focused on the relationships between working memory, negative affect (e.g., general anxiety, depressive symptoms) and personal assets (e.g., self-concept, academic and competence dimensions, and ego-resiliency), and their influence on mathematics and reading literacy. Although these variables have been amply explored, previous research has usually considered each of these aspects in isolation.

Method

In the present study, 143 schoolchildren in sixth to eighth grade were tested on general anxiety, depressive symptoms, working memory, self-concept (academic and competence scales), ego-resiliency, and mathematics and reading literacy.

Results

Variance partitioning showed that all predictors, i.e., working memory, negative affect (i.e., general anxiety and depressive symptoms), and personal assets (i.e., self-concept, academic and competence dimensions, and ego-resiliency) explained a unique and shared portion of the variance in mathematics and reading literacy.

Conclusions

Our findings point to the importance of investigating the relationship between these factors. Underlying implications and directions for future research are discussed.

Neurocognitive study of school performance among Moroccan high school students: The role of working memory

ABSTRACT. The Moroccan school system suffers from recurring dysfunctions as reported by the National Evaluation Body (NEB). These results lead to the degradation of learning and academic performance, in which several factors come into play. In Morocco, studies focusing on the neurocognitive profile of students and its influence on school performance are very limited or rare. In this context, the present study aims to study the role of working memory in school performance among Moroccan high school students. Methods: our sample contains 146 high school students. A total of 78 boys and 68 girls participated in this study and the numerical version of The Rey-Osterrieth Complex Figure test (ROCF) was used to assess working memory. Moreover, school performance is represented in this study by the mean obtained during the first semester. Results: the results of multiple linear regression revealed that working memory significantly explains variation in school performance. Conclusion: neuropsychological abilities, particularly working memory, significantly explain the deterioration in school performance of students reported by the National Evaluation Body.

Testing moderator hypotheses in meta-analytic structural equation modeling using subgroup analysis

Meta-analytic structural equation modeling (MASEM) is a statistical technique to pool correlation matrices and test structural equation models on the pooled correlation matrix. In Stage 1 of MASEM, correlation matrices from independent studies are combined to obtain a pooled correlation matrix, using fixed- or random-effects analysis. In Stage 2, a structural model is fitted to the pooled correlation matrix. Researchers applying MASEM may have hypotheses about how certain model parameters will differ across subgroups of studies. These moderator hypotheses are often addressed using suboptimal methods. The aim of the current article is to provide guidance and examples on how to test hypotheses about group differences in specific model parameters in MASEM. We illustrate the procedure using both fixed- and random-effects subgroup analysis with two real datasets. In addition, we present a small simulation study to evaluate the effect of the number of studies per subgroup on convergence problems. All data and the R-scripts for the examples are provided online.

Enhancing resiliency and promoting prosocial behavior among Tanzanian primary-school students: A school-based intervention

Children in Sub-Saharan Africa are living under chronic adversity due to poverty, serious health issues, physical and sexual abuse, and armed conflicts. These highly stressful conditions have deleterious effects on their mental health and socio-emotional adjustment. Since many children lack adequate access to mental health care, culturally adapted school-based resiliency programs could provide a resource to scaffold their development and promote their mental health. This study evaluated the efficacy of a universal school-based intervention in enhancing the resiliency of Tanzanian primary school children and cultivating prosocial behaviors. A total of 183 students from grades 4 to 6 were randomly assigned to either the 16-session "ERSAE-Stress-Prosocial (ESPS)" structured intervention or to a Social Study curriculum (SS) active control group. The original ESPS program was adapted by Tanzanians mental health professionals who modified the program based on local idioms of distress and indigenous practices. Students' resilience was evaluated before, after and 8 months following the intervention by assessing social difficulties, hyperactivity, somatization, level of anxiety, prosocial behaviors and school functioning as well as academic achievements and disciplinary problems. There was significant improvement on all outcome measures for the ESPS group compared to the control group post-intervention and at the 8-month follow up. The ESPS intervention was equally effective on most measures for students experiencing different adversity levels. The results indicate that a culturally adapted universal school-based intervention can be effective in enhancing Tanzanian students' resiliency and promoting prosocial behaviors. Should these results be replicated and found enduring, the modified ESPS could be a valuable mental health-promoting intervention in other low-income countries.

Classroom identification in ethnic minority and majority students: Effects of relationships and ethnic composition

BACKGROUND

Many studies have shown that school belonging is crucial for students' school adjustment, but the construct has been operationalized in different ways. Moreover, most research has focused on adolescents and not compared its antecedents for ethnic minority versus majority students.

AIMS

Based on Goodenow and Grady's (1993) seminal paper, we examined classroom identification as a central aspect of school belonging in minority and majority preadolescents, and predicted it from relationships with peers and teachers, taking into account classroom ethnic composition and perceived multicultural teaching.

SAMPLE

Participants were 485 grade 4-6 students from 39 classrooms in Dutch primary schools. Of these children, 68 had a Turkish background, 72 had a Moroccan background, and 345 had a native Dutch background.

METHODS

Participants completed questionnaires at two waves (4.5 months apart). We used self-reports to measure classroom identification at both waves, and student-teacher relationship closeness and conflict, multicultural teaching, and peer friendship and rejection at Wave 1. We conducted multilevel analyses to predict classroom identification at Wave 2, while controlling for classroom identification at Wave 1.

RESULTS

Children of all ethnicities reported more classroom identification over time if they were less rejected by their peers and had more co-ethnic classmates. For minority children, both closeness and conflict with the teacher predicted less identification, but the effect of conflict appeared to result from their ethnic underrepresentation in the classroom.

CONCLUSIONS

Negative peer relationships can undermine classroom identification, and the student-teacher relationship has special significance for ethnic minority students.

Belongingness and its implications for undergraduate health professions education: a scoping review

Belongingness is well recognised within higher education to have an important influence on the performance and well-being of learners. There appears to be little awareness of its importance in undergraduate health professions education. To identify how belongingness has been defined and measured, its impact on the performance and well-being of learners, and how it can be fostered in educational settings. A scoping review to map the published research in the wider higher education literature (including undergraduate health professions education). PubMed and ERIC were used. Only peer-reviewed articles in the English Language between 1996 and 2016 were included. Fifty-one relevant articles were identified with 16 related to nurse clinical education. No studies were found in undergraduate medical education or in primary care educational settings. Common features were identified within the several definitions of belongingness. A thematic analysis of articles revealed that belongingness has an important role in student motivation and learning identity formation and in facilitating positive mental health. The scoping review highlighted the importance of belongingness in higher and undergraduate health professions education, with implications for future practice and policy. Further research is recommended. There are important implications for curriculum development and delivery, including clinical placements; within secondary and primary care health professional education.

Socioemotional skills between 12 and 30 months of age on Chilean children: When do the competences of adults matter?

Due to the rapid growth in early socioemotional skills during the first three years of life, significant variations in socioemotional development begin early and increase with time. Family competences as sensitivity and mentalization, contribute to differences among children of the same age. This study examines whether the level of socioemotional skills is stable or changes between 12 and 30 months of age, and whether primary caregiver sensitivity and mentalization, as well as educational level, are associated with changes in the level of socioemotional skills. One hundred and three Chilean children were evaluated. The results showed a significant change in socioemotional level between 12 and 30 months. Primary caregivers' sensitivity was associated with socioemotional skills at 12 months of age, and caregivers' educational levels was the strongest predictor. At 30 months, caregivers' sensitivity and educational level did not contribute additional influence, and only child socioemotional skills reported at 12 months acted as a predictor. Results indicate that family competences contribute to infants' socioemotional development in the first year of life, which subsequently influences their later skills.

Adolescents' Socio-Motivational Relationships With Teachers, Amygdala Response to Teacher's Negative Facial Expressions, and Test Anxiety

The amygdala is essential for processing emotions, including the processing of aversive faces. The aim of this multimethodological study was to relate the amygdala reactivity of students (N = 88) toward teachers' fearful and angry faces, to students' relationship with their teachers. Furthermore, students' neural responses during the perception of teachers' faces were tested as predictors of test anxiety (controlling for neuroticism as a potential trait anxiety effect). Multiple regression analysis revealed that students reporting high-quality teacher-student relationships showed stronger amygdala activity toward fearful faces, which was related to worry. Furthermore, students with high levels of neuroticism tended to perceive their teachers as motivators and showed higher amygdala activity toward angry faces, which was related to the measures of emotionality.

Emotional intelligence in non-psychotic first-degree relatives of people with schizophrenia

Subtle social cognitive deficits in unaffected relatives of schizophrenia patients have received increasing attention over the last few years, supporting their potential endophenotypic role for this disorder. The current study assessed non-psychotic first-degree relatives' performance on a multidimensional measure of emotional intelligence (EI): the Mayer-Salovey-Caruso Emotional Intelligence Test 2.0 (MSCEIT). Endorsed by the National Institute of Mental Health, the MSCEIT is a valid and reliable instrument for detecting emotion-processing deficits among schizophrenia patients and people high in schizotypy.

METHOD

Thirty-seven first-degree relatives, 37 schizophrenia outpatients and 37 healthy controls completed the MSCEIT, which comprises eight subscales aimed to assess the four branches of EI: Identifying, Facilitating, Understanding and Managing Emotions. Potential associations with cognitive function and schizotypy levels, measured with the Schizotypal Personality Questionnaire-Brief, were further evaluated.

RESULTS

Relatives had significantly lower MSCEIT total scores than controls and also significantly lower scores on the Identifying emotions branch. Nevertheless, schizophrenia patients still had the poorest global EI performance. The strongest positive correlations were found in relatives and controls with measures of executive function, processing speed and general intelligence. A higher level of schizotypy correlated significantly with lower MSCEIT scores among controls, but not among relatives.

CONCLUSIONS

Contrary to expectations in the general population, the current study observed subtle EI impairment in non-psychotic first-degree relatives of schizophrenia patients. These findings support the hypothesis that these EI deficiencies may be potential endophenotypes located between the clinical phenotype and the genetic predisposition for schizophrenia.

School Attachment Among Latino Youth in Rural Minnesota

To explore school attachment in a group of rural Latino students in Minnesota, the data from 159 surveys given to students from 14 schools were analyzed. The findings indicate that students’ level of school attachment is increased by the frequency of attendance at community events and by the number of extracurricular activities in which students engaged. Consistent with theories of school attachment was the finding that some high-risk behaviors were reduced with greater levels of school attachment, although limitations of the study prevent generalization to the population of all Latino students. Additionally, students surveyed who were born outside of the United States were found to be more attached to their school than Latino students born in the United States.