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Wang C, Zhou T, Fu L, Xie D, Qi H, Huang Z. Risk and Protective Factors of Depression in Family and School Domains for Chinese Early Adolescents: An Association Rule Mining Approach. Behav Sci (Basel) 2023; 13:893. [PMID: 37998640 PMCID: PMC10669531 DOI: 10.3390/bs13110893] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 10/21/2023] [Accepted: 10/27/2023] [Indexed: 11/25/2023] Open
Abstract
Depression is one of the most common psychological problems in adolescence. Familial and school-related factors are closely related to adolescents' depression, but their combined effects need further examination. The purpose of this study was to explore the combined effects of risk/protective factors of depression in family and school domains using a sample of Chinese adolescents differing in gender, age group and left-behind status. A total of 2455 Chinese students in primary and secondary school participated in the cross-sectional survey and reported multiple risk/protective factors in family and school environments and depressive symptoms. Association rule mining, a machine learning method, was used in the data analyses to identify the correlation between risk/protective factor combinations and depression. We found that (1) Family cohesion, family conflict, peer support, and teacher support emerged as the strongest factors associated with adolescent depression; (2) The combination of these aforementioned factors further strengthened their association with depression; (3) Female gender, middle school students, and family socioeconomic disadvantages attenuated the protective effects of positive relational factors while exacerbating the deleterious effects of negative relational factors; (4) For individuals at risk, lack of mental health education resources at school intensified the negative impact; (5) The risk and protective factors of depression varied according to gender, age stage and left-behind status. In conclusion, the findings shed light on the identification of high-risk adolescents for depression and underscore the importance of tailored programs targeting specific subgroups based on gender, age, or left-behind status.
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Affiliation(s)
- Chen Wang
- Department of Health Informatics and Management, School of Health Humanities, Peking University, Beijing 100191, China;
| | - Ting Zhou
- Department of Medical Psychology, School of Health Humanities, Peking University, Beijing 100191, China;
| | - Lin Fu
- Faculty of Humanities and Social Sciences, Beijing University of Technology, Beijing 100124, China;
| | - Dong Xie
- School of Basic Medical Sciences, Peking University, Beijing 100191, China;
| | - Huiying Qi
- Department of Health Informatics and Management, School of Health Humanities, Peking University, Beijing 100191, China;
| | - Zheng Huang
- Department of Psychology, University of Chinese Academy of Sciences, Beijing 100101, China
- Institute of Psychology, Chinese Academy of Sciences, Beijing 100101, China
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2
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Scharpf F, Kızıltepe R, Kirika A, Hecker T. A Systematic Review of the Prevalence and Correlates of Emotional Violence by Teachers. TRAUMA, VIOLENCE & ABUSE 2023; 24:2581-2597. [PMID: 35583121 DOI: 10.1177/15248380221102559] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
There is increasing evidence for the deleterious impact of emotional violence on children`s well-being and development. This systematic review focused on a) the prevalence and (b) correlates of emotional violence by teachers. A literature search of quantitative and peer-reviewed studies published in English between 1980 and April 2021 was conducted. Eighty-four studies met the inclusion criteria. Studies represented all geographical regions of the world, were predominantly cross-sectional and of moderate quality. Studies were heterogeneous in terms of their samples, conceptualization, and measurement of emotional violence. Results indicated that emotional violence by teachers is prevalent across cultural settings, although large variations within and between regions are noted. It is related to mental health, behavioral and academic problems of children above and beyond physical violence by teachers and victimization by peers and parents. Boys are at higher risk of experiencing emotional violence by teachers than girls. Family dysfunction, low socioeconomic status (of the family or the community), and violent school environments appear to increase risk as well. The observed patterns of co-occurrence of emotional violence with physical violence by teachers and victimization by peers as well as perpetration of violence against peers and teachers lend support to notions of poly-victimization and cycles of violence in the school settings. Future research should use representative surveys, examine antecedents, and consequences of emotional violence by teachers using longitudinal and experimental designs and evaluate interventions to prevent emotional violence by teachers.
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Affiliation(s)
- Florian Scharpf
- Department of Psychology, Bielefeld University, Bielefeld, Germany
- Institute for Interdisciplinary Research on Conflict and Violence, Bielefeld University, Bielefeld, Germany
| | | | - Anette Kirika
- Department of Psychology, Bielefeld University, Bielefeld, Germany
- Institute for Interdisciplinary Research on Conflict and Violence, Bielefeld University, Bielefeld, Germany
| | - Tobias Hecker
- Department of Psychology, Bielefeld University, Bielefeld, Germany
- Institute for Interdisciplinary Research on Conflict and Violence, Bielefeld University, Bielefeld, Germany
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3
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Krueger KL, Diabes MA, Weingart LR. Reprint of: The psychological experience of intragroup conflict. RESEARCH IN ORGANIZATIONAL BEHAVIOR 2023. [DOI: 10.1016/j.riob.2023.100186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2023]
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4
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Fung HW, Lam SKK, Chien WT, Hung SL, Ling HWH, Lee VWP, Wang EK. Interpersonal stress mediates the relationship between childhood trauma and depressive symptoms: Findings from two culturally different samples. Aust N Z J Psychiatry 2022:48674221138501. [PMID: 36440622 DOI: 10.1177/00048674221138501] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
OBJECTIVE Childhood trauma is associated with adulthood depressive symptoms, but very few studies explored potential social and interpersonal mediators behind this association. This study made the first attempt to test the potential mediating effects of interpersonal stress in the associations between childhood betrayal and non-betrayal trauma and depressive symptoms. METHOD We analyzed data in a sample of English-speaking adults from diverse backgrounds (from 19 different countries, mainly from Western countries) (N = 468). We then replicated and compared the results with those in another convenience sample of Chinese-speaking younger adults with different cultural backgrounds and mental health status (N = 205). RESULTS The results in both samples indicated that (1) childhood betrayal trauma had a stronger relationship with depressive symptoms than childhood non-betrayal trauma and that (2) interpersonal stress was a significant mediator in the relationship between childhood betrayal trauma and depressive symptoms, even when childhood non-betrayal trauma was included as a covariate. The indirect effect of childhood non-betrayal trauma on depressive symptoms through interpersonal stress was not consistent in two samples. CONCLUSIONS Our findings point to the importance of taking social and interpersonal contexts into account when investigating, preventing and managing depression in trauma-exposed populations. Early social interventions such as family interventions, interpersonal skills training and building social resources may have the potential to change the trajectory of the development of mental health problems in trauma survivors.
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Affiliation(s)
- Hong Wang Fung
- Department of Social Work, Hong Kong Baptist University, Kowloon, Hong Kong
| | - Stanley Kam Ki Lam
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong
| | - Wai Tong Chien
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, Hong Kong
| | - Suet Lin Hung
- Department of Social Work, Hong Kong Baptist University, Kowloon, Hong Kong
| | - Henry Wai-Hang Ling
- Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong
| | | | - Edward Ks Wang
- Massachusetts General Hospital, Harvard Medical School, Boston, MA, USA
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Hayixibayi A, Strodl E, Chen WQ, Kelly AB. Associations Between Adolescent Problematic Internet Use and Relationship Problems in Chinese Families: Findings from a Large-scale Survey. JMIR Pediatr Parent 2022; 5:e35240. [PMID: 36279160 PMCID: PMC9641517 DOI: 10.2196/35240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/27/2021] [Revised: 08/23/2022] [Accepted: 08/23/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND Problematic internet use (PIU) is prevalent among Chinese adolescents. There is a need to better understand how the quality of parent-adolescent relationship is associated with adolescent PIU to guide the development of effective prevention and early intervention programs. OBJECTIVE This study aims to evaluate parent-adolescent conflict and parenting styles as potential risk factors associated with adolescent PIU. METHODS A sample of 6552 students (aged 10-19 years) from 22 schools in Guangdong, China, was recruited. The participants completed self-report questionnaires measuring their perceptions of conflict with their parents (involving verbal conflict, emotional abuse, and physical abuse) as well as their perceptions of their parents' parenting styles (including parental care and parental control as measured by the Parental Bonding Inventory), and PIU using the Adolescent Pathological Internet Use Scale. Grade level and gender were examined as moderators of these associations. RESULTS Using multiple regression analyses, we found that greater mother-adolescent conflict, father-adolescent conflict, and parental control, and lower levels of parental care, were associated with higher levels of adolescent PIU (P<.001). The association between mother-adolescent conflict and PIU was stronger in older students than in younger students (P=.04), whereas the association between father-adolescent conflict and PIU was stronger in male students than in female students (P=.02). Compared with those who reported no mother-adolescent conflict, participants who experienced verbal conflict and emotional abuse, but not physical abuse from their mothers, reported higher levels of PIU (P<.001). Compared with those who reported no father-adolescent conflict, participants who experienced verbal conflict, emotional abuse, and physical abuse from their fathers had significantly higher levels of PIU (P<.001, P<.001, and P=.02, respectively). CONCLUSIONS These findings point to the value of interventions to reduce parental verbal conflict, emotional abuse, and physical abuse, and to increase positive parenting styles, to lower the risk of PIU in Chinese adolescents.
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Affiliation(s)
- Alimila Hayixibayi
- School of Psychology and Counselling, Faculty of Health, Queensland University of Technology, Brisbane, Australia
| | - Esben Strodl
- School of Psychology and Counselling, Faculty of Health, Queensland University of Technology, Brisbane, Australia
| | - Wei-Qing Chen
- Department of Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Adrian B Kelly
- School of Psychology and Counselling, Faculty of Health, Queensland University of Technology, Brisbane, Australia
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Krueger KL, Diabes MA, Weingart LR. The psychological experience of intragroup conflict. RESEARCH IN ORGANIZATIONAL BEHAVIOR 2022. [DOI: 10.1016/j.riob.2022.100165] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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7
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Yang Y, Ma X, Kelifa MO, Li X, Chen Z, Wang P. The relationship between childhood abuse and depression among adolescents: The mediating role of school connectedness and psychological resilience. CHILD ABUSE & NEGLECT 2022; 131:105760. [PMID: 35803026 DOI: 10.1016/j.chiabu.2022.105760] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Revised: 05/05/2022] [Accepted: 06/17/2022] [Indexed: 06/15/2023]
Abstract
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.
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Affiliation(s)
- Yinmei Yang
- School of Public Health, Wuhan University, 115 Donghu Road, Wuhan, Hubei 430071, China
| | - Xiaoqian Ma
- School of Public Health, Wuhan University, 115 Donghu Road, Wuhan, Hubei 430071, China
| | | | - Xuyang Li
- School of Public Health, Wuhan University, 115 Donghu Road, Wuhan, Hubei 430071, China
| | - Zongshun Chen
- School of Public Health, Wuhan University, 115 Donghu Road, Wuhan, Hubei 430071, China
| | - Peigang Wang
- School of Health Sciences, Asmara College, Asmara, Meakel, Eritrea.
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Influence of Parent–Child Conflict on Psychological Distress among Chinese Adolescents: Moderating Effects of School Connectedness and Neighborhood Disorder. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19159397. [PMID: 35954754 PMCID: PMC9368392 DOI: 10.3390/ijerph19159397] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/21/2022] [Revised: 07/28/2022] [Accepted: 07/29/2022] [Indexed: 12/10/2022]
Abstract
Previous empirical studies have found that not all adolescents showed a high level of psychological distress when facing parent–child conflict, which implies that there could be some additional moderating variables in this pair association. School connectedness and neighborhood disorder have been regarded as possible moderators of this relationship, but empirical evidence is lacking. The participants in this study included 971 students from two middle schools (grades 7–9) and two high schools (grades 10–12) and their parents in the City of Y, Shanxi Province, in mainland China. The PROCESS macro was used to conduct the moderation analysis. The results revealed that both school connectedness and neighborhood disorder significantly moderated the association of parent–child conflict with adolescent psychological distress. These findings highlighted the significance of increasing school connectedness and decreasing neighborhood disorder to alleviate adolescent psychological distress, thereby contributing to related policies and interventions.
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Yu T, Xu J, Jiang Y, Hua H, Zhou Y, Guo X. School educational models and child mental health among K-12 students: a scoping review. Child Adolesc Psychiatry Ment Health 2022; 16:32. [PMID: 35477408 PMCID: PMC9047301 DOI: 10.1186/s13034-022-00469-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2022] [Accepted: 04/11/2022] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. METHODS This scoping review followed the framework of Arksey and O'Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. RESULTS/FINDINGS After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. CONCLUSIONS The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.
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Affiliation(s)
- Ting Yu
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China
| | - Jian Xu
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China.
| | - Yining Jiang
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China
| | - Hui Hua
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China
| | - Yulai Zhou
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China
| | - Xiangrong Guo
- The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030, China
- MOE-Shanghai Key Laboratory of Children's Environmental Health, Department of Child and Adolescent Healthcare, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092, China
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ten Bokkel IM, Roorda DL, Maes M, Verschueren K, Colpin H. The Role of Affective Teacher–Student Relationships in Bullying and Peer Victimization: A Multilevel Meta-Analysis. SCHOOL PSYCHOLOGY REVIEW 2022. [DOI: 10.1080/2372966x.2022.2029218] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | | | - Marlies Maes
- KU Leuven
- Utrecht University
- Research Foundation Flanders (FWO)
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11
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Graham LJ, Gillett-Swan J, Killingly C, Van Bergen P. Does It Matter If Students (Dis)like School? Associations Between School Liking, Teacher and School Connectedness, and Exclusionary Discipline. Front Psychol 2022; 13:825036. [PMID: 35310270 PMCID: PMC8927887 DOI: 10.3389/fpsyg.2022.825036] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 01/11/2022] [Indexed: 11/13/2022] Open
Abstract
School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the individual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7-10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.
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Affiliation(s)
- Linda J Graham
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Jenna Gillett-Swan
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Callula Killingly
- Centre for Inclusive Education, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Penny Van Bergen
- School of Education, Macquarie University, Sydney, NSW, Australia
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12
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Lai S, Zhou J, Xu X, Li S, Ji Y, Yang S, Tang W, Zhang J, Jiang J, Liu Q. Subjective well-being among AIDS orphans in southwest China: the role of school connectedness, peer support, and resilience. BMC Psychiatry 2022; 22:197. [PMID: 35303813 PMCID: PMC8933895 DOI: 10.1186/s12888-022-03833-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Accepted: 03/03/2022] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Few studies have explored the health and development of AIDS orphans using the positive youth development (PYD) framework. Grounded in this framework, the main objective of this study is to examine how internal assets (i.e., resilience) and external assets (i.e., school connectedness, peer support) affect subjective well-being among Yi AIDS orphans in the Liangshan Yi Autonomous Prefecture, Sichuan province, China. METHODS A cross-sectional survey was conducted by interviewing 571 AIDS orphans and 979 non-orphans of Yi ethnic minority from 5th-10th grades. Structural equation models (SEM) were utilized to identify and estimate the direct and indirect effects of internal and external assets on subjective well-being. RESULTS The average score of subjective well-being was significantly lower for AIDS orphans than for in non-orphans (P < 0.05). Resilience, school connectedness, peer support (number of friends, caring friends), and self-rated physical health had significant and positive direct effects on subjective well-being. In addition, the effects of school connectedness, and peer support on subjective well-being were mediated by resilience. CONCLUSIONS Positive individual and school-related contextual assets can bolster subjective well-being among AIDS orphans. The design of health intervention programs for AIDS orphans should incorporate these positive development assets.
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Affiliation(s)
- Shimin Lai
- grid.13291.380000 0001 0807 1581Department of Health Behavior and Social Medicine, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, China ,grid.13291.380000 0001 0807 1581Department of Medical Affairs, West China Tianfu Hospital, Sichuan University, Chengdu, China
| | - Junmin Zhou
- grid.13291.380000 0001 0807 1581Department of Health Behavior and Social Medicine, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, China
| | - Xiaohe Xu
- grid.215352.20000000121845633University of Texas at San Antonio, San Antonio, USA ,grid.13291.380000 0001 0807 1581Department of Sociology and Psychology, School of Public Administration, Sichuan University, Chengdu, China
| | - Shiying Li
- grid.13291.380000 0001 0807 1581Department of Sociology and Psychology, School of Public Administration, Sichuan University, Chengdu, China
| | - Yuanyi Ji
- grid.13291.380000 0001 0807 1581Nosocomial Infection Management Department, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, Sichuan People’s Republic of China
| | - Shujuan Yang
- grid.13291.380000 0001 0807 1581Department of Health Behavior and Social Medicine, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, China
| | - Wanjie Tang
- grid.13291.380000 0001 0807 1581Centre for Educational and Health Psychology, Sichuan University, Chengdu, China
| | - Jianxin Zhang
- grid.13291.380000 0001 0807 1581Department of Maternal, and Child and Adolescent Health, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, China
| | - Jianjun Jiang
- Department of Palliative Care, West China School of Public Health and West China Fourth Hospital, Research Center for Palliative Care, West China-PUMC C.C. Chen Institute of Health, Sichuan University, Chengdu, China.
| | - Qiaolan Liu
- Department of Health Behavior and Social Medicine, West China School of Public Health and West China Fourth Hospital, Sichuan University, Chengdu, China. .,Department of Palliative Care, West China School of Public Health and West China Fourth Hospital, Research Center for Palliative Care, West China-PUMC C.C. Chen Institute of Health, Sichuan University, Chengdu, China.
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13
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Karababa A. School engagement and self‐esteem among Turkish secondary school students: A moderated‐mediation model for academic achievement and gender. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Ali Karababa
- Department of Educational Sciences, Psychological Counselor and Guidance Usak University Usak Turkey
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Arriagada-Venegas M, Pérez-Jorge D, Ariño-Mateo E. The Ingroup-Outgroup Relationship Influences Their Humanity: A Moderation Analysis of Status and Gender. Front Psychol 2021; 12:725898. [PMID: 34912265 PMCID: PMC8667596 DOI: 10.3389/fpsyg.2021.725898] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 10/12/2021] [Indexed: 11/13/2022] Open
Abstract
The aim of this study is to examine whether gender and status moderate the teacher-student relationship (TSR) and the perception of dehumanization in teachers and students. A total of 528 participants from a university in Laguna (74% students and 26% professors) completed a questionnaire based on the TSR scale, organizational dehumanization, and demographic variables. PROCESS, a mediation and moderation package, was used to analyze data. The results indicated that ingroup-outgroup relationship significantly influences the perception of organizational dehumanization (p < 0.001). In addition, gender (p < 0.001) and status (p < 0.001) have moderating roles. Specifically, female students are at most risk of perceiving themselves dehumanized, and males with high status (teachers) are less vulnerable to dehumanization. These findings are highly significant for the advancement of knowledge of the intergroup relationship and organizational dehumanization and have practical implications for teachers and students.
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Affiliation(s)
| | - David Pérez-Jorge
- Department of Didactics and Educational Research, University of La Laguna, San Cristóbal de La Laguna, Spain
| | - Eva Ariño-Mateo
- Department of Psychology, European University, Valencia, Spain
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15
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Bidirectional Associations Between School Connectedness and Mental Health Problems in Early Adolescence: A Cross-Lagged Model. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09440-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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16
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Hayixibayi A, Strodl E, Chen WQ, Kelly AB. School-based relationships and problematic internet use amongst Chinese students. PLoS One 2021; 16:e0248600. [PMID: 33760872 PMCID: PMC7990311 DOI: 10.1371/journal.pone.0248600] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2020] [Accepted: 02/27/2021] [Indexed: 11/29/2022] Open
Abstract
The potential for adolescent mental health problems arising from heavy internet use is significant. There is a need to better understand the risk and protective factors related to problematic internet use (PIU) amongst adolescents. This study examined the role of adolescents’ perceptions of school-based relationships as potential contextual antecedents to problematic internet use. Specifically, 6552 adolescent students (55.9% boys, 13.51 ± 2. 93 years) from 22 primary and middle schools in southern China completed questionnaires to measure the degree of adolescent conflict with peers, teachers and other staff, school connectedness, perceived classroom atmosphere and problematic internet use. Self-reported data was collected using a two-level stratified sampling. Multiple regression analyses showed that conflict with peers and teachers was positively associated with higher levels of PIU, while school connectedness and perceived classroom atmosphere were negatively associated with PIU. An interaction effect was found for conflict with peers and grade level, such that the association between conflict with peers and PIU was stronger for secondary students compared to primary school students. The results support the need for school-based interventions for PIU to include a focus on conflict with peers and teachers, and for a focus on the enhancement of school connectedness and classroom atmosphere.
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Affiliation(s)
- Alimila Hayixibayi
- School of Psychology and Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
- * E-mail:
| | - Esben Strodl
- School of Psychology and Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Wei-Qing Chen
- Department of Epidemiology, School of Public Health, Sun Yat-sen University, Guangzhou, China
| | - Adrian B. Kelly
- School of Psychology and Counselling, Queensland University of Technology, Brisbane, Queensland, Australia
- Centre for Inclusive Education, Queensland University of Technology, Brisbane, Queensland, Australia
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Arciuli J, Emerson E. Type of disability, gender, and age affect school satisfaction: Findings from the UK Millennium Cohort Study. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2020; 90:870-885. [PMID: 32150645 PMCID: PMC7496611 DOI: 10.1111/bjep.12344] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2019] [Revised: 02/04/2020] [Indexed: 11/29/2022]
Abstract
BACKGROUND Self-reported school satisfaction is an important indicator of child and adolescent well-being. Few studies have examined how disability, gender, and age affect school satisfaction. AIM We sought to determine whether the interaction between disability and gender with regard to self-reported school satisfaction might be specific to particular types of disability and particular ages. METHODS We undertook secondary analysis of Waves 5 and 6 of the UK's Millennium Cohort Study (MCS), a nationally representative sample of children born 2000-2002. MCS is the fourth in the series of British birth cohort studies. RESULT At 11 years of age (n = 12,207), school satisfaction was significantly higher for girls and those without disabilities. By contrast, at 14 (n = 10,933), school satisfaction was significantly higher for boys and those without disabilities. Subsequent analyses of gender moderation of the association between disability and school satisfaction revealed a significant interaction between gender and disabilities associated with mental health and with dexterity, respectively, at 14 years but not at age 11. CONCLUSION These findings will inform future research endeavours, policy, and practice in psychology, education, and other areas associated with child development and disability.
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Affiliation(s)
- Joanne Arciuli
- Centre for Disability Research and Policy, The University of Sydney, New South Wales, Australia
| | - Eric Emerson
- Centre for Disability Research and Policy, The University of Sydney, New South Wales, Australia.,Lancaster University, UK
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