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Rodriguez Buritica J, Berboth S, Hoferichter F, Raufelder D. Neural and behavioural correlates of adolescents changing academic self-concept. Br J Educ Psychol 2024. [PMID: 38389033 DOI: 10.1111/bjep.12667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 01/23/2024] [Accepted: 02/08/2024] [Indexed: 02/24/2024]
Abstract
BACKGROUND Mid-adolescence is an important phase of self-development in various domains including academics as well as for changes in the neural mechanisms underlying the self-concept. Students' academic self-concept (ASC) is affected by educational achievements and social others (such as teachers and peers). To what extent these external influences relate to neural dynamics during adolescents' self- and other-evaluations (i.e. of friends and teachers) which affect ASC over time is currently unclear. AIMS The current study aimed to address the question of to what extent the developing ASC is influenced by developmental changes in self- and other-evaluations (friends, teachers) and their underlying neural mechanisms as well as academic achievement. METHODS In this interdisciplinary longitudinal fMRI study, forty-seven 13-year-olds (at T1) were instructed to indicate whether positive and negative trait adjectives described themselves (self-evaluations), their teachers, or peers (other-evaluations) at two time points. We investigated how adolescents' academic self-concept is influenced by changes in their academic achievement and self- and other-evaluations (teachers and peers) 1.5-years later. RESULTS Behaviourally, both, academic achievement and positive teacher evaluations were important to prevent the observed decline in ASC during mid-adolescence. Our fMRI results showed that cortical midline structures were linked to self-evaluation, whereas the precuneus and occipital regions were related to friends- and teacher-evaluation. Here, ASC was predicted by activity changes in the precuneus during friends-evaluations for students with better academic achievement. CONCLUSION Our findings indicate that academic achievement and positive teacher-evaluations could prevent the decline in ASC observed in mid-adolescents and that the neural correlates of evaluating close others within the precuneus present an important link to ASC. The current study highlights the importance of educational neuroscience studies to understand the changing ASC during adolescence.
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Affiliation(s)
- Julia Rodriguez Buritica
- Department of Psychology, University of Greifswald, Greifswald, Germany
- Berlin School of Mind and Brain & Department of Psychology, Humboldt University of Berlin, Berlin, Germany
- Department of Education and Psychology, Freie Universität Berlin, Berlin, Germany
| | - Stella Berboth
- Institute of Educational Science, Philosophical Faculty, University of Greifswald, Greifswald, Germany
- Department of Psychiatry and Neurosciences, Charité-Universitätsmedizin Berlin, Berlin, Germany
| | - Frances Hoferichter
- Institute of Educational Science, Philosophical Faculty, University of Greifswald, Greifswald, Germany
| | - Diana Raufelder
- Institute of Educational Science, Philosophical Faculty, University of Greifswald, Greifswald, Germany
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Jentsch A, Hoferichter F. Life satisfaction, psychological stress, and present-moment attention: a generalizability study. Front Psychol 2024; 15:1258896. [PMID: 38440242 PMCID: PMC10910077 DOI: 10.3389/fpsyg.2024.1258896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2023] [Accepted: 02/05/2024] [Indexed: 03/06/2024] Open
Abstract
During the last decade, many teachers have retired early, leading to increased discussions about how to improve and maintain their mental health. To address this concern early, we designed an online seminar covering the field of positive psychology by emphasizing on mindfulness, positive emotions about one's future, and resources for pre-service teachers. The seminar was designed to increase their wellbeing, as well as to decrease psychological stress. To explore the sensitivity of our measures to change, we investigate the following research questions: To what extent do we assess trait or state variability in students' outcomes and what are the levels of reliability achieved? Fifty-four students in their second year at a German university (median age 22 years) participated and they were asked to fill in questionnaires assessing their life satisfaction, psychological stress, and present-moment attention during each of nine sessions over the course of a semester. We performed Generalizability and Decision Studies to estimate variability between-students and within-students, error of measurement, as well as reliability. Our results show that life satisfaction and psychological stress reached high reliability, suggesting that students' trait and state variability were both assessed with high accuracy. On the other hand, the assessment of present-moment attention would benefit from adding more items to the questionnaires or collecting data from more sessions. We discuss how our findings impact research and practice.
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Affiliation(s)
- Armin Jentsch
- Department of Teacher Education and School Research, University of Oslo, Oslo, Norway
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Hoferichter F, Lohilahti J, Hufenbach M, Grabe HJ, Hageman G, Raufelder D. Support from parents, teachers, and peers and the moderation of subjective and objective stress of secondary school student. Sci Rep 2024; 14:1161. [PMID: 38216714 PMCID: PMC10786930 DOI: 10.1038/s41598-024-51802-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 01/09/2024] [Indexed: 01/14/2024] Open
Abstract
During adolescence, students increasingly report suffering from stress and school burnout, which poses a risk to students' healthy development. However, social support may counteract perceived stress according to the Buffering Hypothesis and the Conservation of Resources Theory. In search of factors that would support healthy student development, studies have primarily focused on self-report data and neglected biophysiological processes. Addressing this research desideratum, this study examined whether perceived social support buffers the interplay of self-reported stress considering biophysiological markers (i.e., cortisol, alpha-amylase, oxidative stress, and telomere length). 83 secondary school students (Mage = 13.72, SD = 0.67; 48% girls) from Germany participated in a questionnaire study and biophysiological testing. Moderation analyses in R revealed that support from parents moderated the relationships between psychological stress as well as cynicism and inadequacy at school linked to alpha-amylase.
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Affiliation(s)
- Frances Hoferichter
- Institute of Educational Science, University of Greifswald, Greifswald, Germany.
| | - Jonne Lohilahti
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Miriam Hufenbach
- Institute of Psychology Greifswald, University of Greifswald, Greifswald, Germany
| | - Hans Jörgen Grabe
- Department of Psychiatry and Psychotherapy, University Medicine Greifswald, Greifswald, Germany
| | - Geja Hageman
- Department of Pharmacology and Toxicology, Research Institute of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University, Maastricht, The Netherlands
| | - Diana Raufelder
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
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Hoferichter F, Jentsch A, Maas L, Hageman G. Burnout among high school students is linked to their telomere length and relatedness with peers. Stress 2023; 26:2240909. [PMID: 37489893 DOI: 10.1080/10253890.2023.2240909] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 07/20/2023] [Indexed: 07/26/2023] Open
Abstract
School burnout is a serious concern, as it impairs students' health and academic success. According to the Conservation of Resources Theory, burnout results from the depletion of personal coping resources and can be counteracted by supportive social relationships. However, it is not yet clear how students' relatedness with their peers is linked to their burnout. Next to students' self-reported fatigue, biomarkers such as telomere length (TL), which presents an indicator of aging, complement stress research. To identify school-related factors that may prevent students from experiencing burnout and to link TL to students' self-reported burnout, the current study investigated how relatedness with peers as well as TL at the beginning of the school year explained students' burnout at the end of the school year. The sample included 78 students (Mage = 13.7 ± 0.7 years; 48% girls). Results of multilevel analysis in Mplus indicate that, over the school year, students with higher TL and those who experienced relatedness with their peers reported lower levels of burnout. Moreover, students who felt related to their peers exhibited a longer TL. The study implies that students' relatedness with their peers may be a promising setscrew to prevent students' burnout and support their physical health. This is one of the first studies to link TL with school-related variables such as burnout and relatedness to peers in a non-clinical student sample, providing a baseline for interventions and future interdisciplinary studies in the field of education and stress.
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Affiliation(s)
| | - Armin Jentsch
- Department of Teacher Education and School Research, University of Oslo, Norway
| | - Lou Maas
- Department of Pharmacology & Toxicology, Research Institute of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University, The Netherlands
| | - Geja Hageman
- Department of Pharmacology & Toxicology, Research Institute of Nutrition and Translational Research in Metabolism (NUTRIM), Maastricht University, The Netherlands
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Obermeier R, Große CS, Kulakow S, Helm C, Hoferichter F. Predictors of academic grades: The role of interest, effort, and stress. Learning and Motivation 2023. [DOI: 10.1016/j.lmot.2023.101887] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Hoferichter F, Kulakow S, Raufelder D. How teacher and classmate support relate to students' stress and academic achievement. Front Psychol 2022; 13:992497. [PMID: 36518954 PMCID: PMC9742244 DOI: 10.3389/fpsyg.2022.992497] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2022] [Accepted: 11/10/2022] [Indexed: 01/25/2024] Open
Abstract
According to the conservation of resources theory, social support provides resources to help overcome challenges. Although some empirical findings have emphasized the pivotal role of teacher support and/or peer support for students' stress and academic achievement, multilevel analyses that consider contextual class and individual student effects are scarce. The current study addresses this gap and further includes gender, socio-economic status, and neuroticism as covariates. Multilevel analyses in Mplus were conducted. All measures were taken at the student level and then aggregated to the classroom level to estimate class-level relationships. Results revealed that on the individual level, teacher support was related to higher ability to cope and lower levels of helplessness, while on the class level, peer support by classmates was related to higher ability to cope and academic achievement. The context effects also show that in classes with higher peer support, students are more likely to benefit in terms of coping ability and achievement, whereas in classes with higher teacher support, students tend to show less coping ability.
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Raufelder D, Hoferichter F, Hirvonen R, Kiuru N. How students’ motivational profiles change during the transition from primary to lower secondary school. Contemporary Educational Psychology 2022. [DOI: 10.1016/j.cedpsych.2022.102117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Jentsch A, Hoferichter F, Blömeke S, König J, Kaiser G. Investigating teachers' job satisfaction, stress and working environment: The roles of self‐efficacy and school leadership. Psychology in the Schools 2022. [DOI: 10.1002/pits.22788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Armin Jentsch
- Department of Education University of Greifswald Greifswald Germany
| | | | - Sigrid Blömeke
- Centre for Educational Measurement Oslo (CEMO) University of Oslo Oslo Norway
| | - Johannes König
- Faculty of Human Sciences University of Cologne Cologne Germany
| | - Gabriele Kaiser
- Faculty of Education University of Hamburg Hamburg Germany
- Faculty of Education and Arts Nord University Bodø Norway
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Jentsch A, Hoferichter F, Raufelder D, Hageman G, Maas L. The relation between sensory processing sensitivity and telomere length in adolescents. Brain Behav 2022; 12:e2751. [PMID: 36037299 PMCID: PMC9480939 DOI: 10.1002/brb3.2751] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 08/02/2022] [Accepted: 08/08/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In the present study, we investigated the association between sensory processing sensitivity (SPS) and telomere length (TL), which is considered a biomarker of cellular aging. SPS is an individual characteristic describing increased perception and procession of inner or outer stimuli, and is positively related to self-perceived stress. METHODS We recruited 82 healthy adolescents aged 13-16 from secondary schools in Germany. SPS was measured with the Highly Sensitive Person Scale, and TL was determined by a multiplex quantitative PCR method. RESULTS Our results show that students with higher values of SPS are likely to have shorter telomeres (β = 0.337, p = .001), when adjusting for sex, socioeconomic status, age, and body mass index. These findings are also independent of the negative impact of stress students might have perceived shortly before data collection. CONCLUSIONS Our analysis suggests that students who struggle with low sensory threshold are likely to have shorter telomeres.
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Affiliation(s)
- Armin Jentsch
- University of Greifswald, Department of Education, Greifswald, Germany
| | | | - Diana Raufelder
- University of Greifswald, Department of Education, Greifswald, Germany
| | - Geja Hageman
- Maastricht University, Department of Pharmacology & Toxicology, Nutrim, Research Institute of Nutrition and Translational Research in Metabolism, Maastricht, The Netherlands
| | - Lou Maas
- Maastricht University, Department of Pharmacology & Toxicology, Nutrim, Research Institute of Nutrition and Translational Research in Metabolism, Maastricht, The Netherlands
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Hoferichter F, Raufelder D. Biophysiological stress markers relate differently to grit and school engagement among lower- and higher-track secondary school students. Br J Educ Psychol 2022; 93 Suppl 1:174-194. [PMID: 35583016 DOI: 10.1111/bjep.12514] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2021] [Accepted: 04/16/2022] [Indexed: 11/30/2022]
Abstract
BACKGROUND This study examines the relationship between adolescents' biophysiological stress (i.e. cortisol, alpha-amylase and oxidative stress) and the development of grit and school engagement over one school year. AIMS The study aims to identify how objective stress affects grit and three dimensions of school engagement. Based on the conservation of resources (COR) theory, the study considers lower- and higher-track school students and their genders. SAMPLE The sample consists of secondary school students (N = 82; MAge = 13.71; SD = 0.67; 48% girls) from Germany. METHODS Students participated in a questionnaire and a biophysiological study in the first semester (t1) of the school year and completed the same questionnaire at the end of the school year (t2). After conducting whole-sample analysis, a multi-group cross-lagged panel model was calculated to identify differences among students at lower- and higher-track schools. RESULTS Whole-sample analysis reveals that students who exhibit high levels of cortisol report lower cognitive school engagement at t2, whereas students who exhibit high levels of alpha-amylase exhibit less grit at t2. Additionally, lower-track students who exhibited high cortisol levels reported lower cognitive and emotional school engagement throughout the school year. Furthermore, higher-track students with high oxidative stress levels reported lower grit and behavioural school engagement at t2. CONCLUSIONS Examining the relationship between biophysiological stress markers and grit and school engagement of students at lower- and higher-track schools indicates that the educational context and its specific subculture shapes physiological stress reactions, which are related differently to grit and engagement dimensions.
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Hoferichter F, Raufelder D. Kann erlebte Unterstützung durch Lehrkräfte schulische Erschöpfung und Stress bei Schülerinnen und Schülern abfedern? Zeitschrift für Pädagogische Psychologie 2022. [DOI: 10.1024/1010-0652/a000322] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Im Laufe der Schuljahre berichten Sekundarschülerinnen und -schüler zunehmend hohe Stress- und Erschöpfungswerte, die den Bildungserfolg und die Gesundheit gefährden. Die Puffer-Hypothese hat gezeigt, dass soziale Unterstützung die Wahrnehmung von Stress abfedern kann. Allerdings wurde das Unterstützungsverhalten der Lehrkräfte unter Berücksichtigung längsschnittlicher Studiendesigns in diesem Zusammenhang selten untersucht und bislang nicht weiter ausdifferenziert. Diese Forschungslücke aufgreifend wird in der vorliegenden Studie mittels Fragebogendaten und latenter moderierter Strukturgleichungsanalyse (LMS) von Sekundarschülerinnen und -schülern ( N = 733; M Alter = 13.78; SD = 0.67; 52% Mädchen) zu zwei Messzeitpunkten untersucht, ob die wahrgenommene akademische Lernunterstützung sowie die sozio-emotionale Unterstützung durch die Lehrkräfte die Entwicklung des allgemeinen Stress- und schulischen Erschöpfungserlebens innerhalb eines Schuljahres moderiert. Die Ergebnisse der LMS zeigen, dass unter Kontrolle von Geschlecht, Schulform und Schulnoten die akademische Lernunterstützung dazu beiträgt, dass die schulische Erschöpfung über das Schuljahr abnimmt. Insgesamt deuten die Ergebnisse darauf hin, dass unterschiedliches Unterstützungsverhalten von Lehrkräften differenziert mit dem Stress- und Erschöpfungserleben von Schülerinnen und Schülern über den Verlauf eines Schuljahres zusammenhängt. Je früher und je kontinuierlicher Schülerinnen und Schüler Unterstützung durch die Lehrkräfte erfahren, desto besser kann Stress und schulischer Erschöpfung vorgebeugt werden.
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Hoferichter F, Raufelder D, Schweder S, Salmela-Aro K. Validation and Reliability of the German Version of the School Burnout Inventory. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 2022. [DOI: 10.1026/0049-8637/a000248] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Abstract. This study investigates the validity and reliability of the German version of the School Burnout Inventory (SBI-G) in 1,570 secondary-school students ( Mage = 14.11, SD = 0.78; 51.7 % girls). Results indicate that school burnout consists of two correlated but separate dimensions including (1) exhaustion at school, (2) cynicism toward the meaning of school and sense of inadequacy. The study revealed that school burnout can be measured as a two-factor model, which provided good reliability and validity indices. Further, we verified concurrent validity, finding that students suffering from general stress also reported overall school burnout as well as exhaustion, cynicism, and inadequacy. Students who exhibited cynicism and inadequacy also reported lower levels of behavioral, emotional, and cognitive school engagement, while exhausted students reported lower emotional school engagement but higher cognitive school engagement.
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Affiliation(s)
- Frances Hoferichter
- Institute of Educational Science, Philosophical Faculty, University of Greifswald, Germany
| | - Diana Raufelder
- Institute of Educational Science, Philosophical Faculty, University of Greifswald, Germany
| | - Sabine Schweder
- Institute of Educational Science, Philosophical Faculty, University of Greifswald, Germany
| | - Katariina Salmela-Aro
- Department of Education, Faculty of Educational Sciences, University of Helsinki, Finland
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Hoferichter F, Kulakow S, Hufenbach MC. Support From Parents, Peers, and Teachers Is Differently Associated With Middle School Students' Well-Being. Front Psychol 2021; 12:758226. [PMID: 34925161 PMCID: PMC8674184 DOI: 10.3389/fpsyg.2021.758226] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Accepted: 10/29/2021] [Indexed: 11/19/2022] Open
Abstract
Parents, peers, and teachers provide a powerful context for school students’ well-being. However, a detailed and systematic analysis of how parental, peer, and teacher support relate to students’ well-being, measured by the dimensions self-worth, psychological and physical well-being, is still missing. To address this research gap, the following study investigates 733 adolescent German students from grades 7 and 8 (Mage = 13.97, SD = 0.41, 52% girls) with respect to their perceived supportive relationships at home and within the school context. The study considers gender, socioeconomic status, and school form as potential confounders. The results of the structural equation model, analyzed with the statistical software R, indicate that perceived teacher support was positively related to students’ self-worth and physical well-being, while peer support was related to psychological well-being. Students who perceived their parents as supportive reported higher well-being with respect to all three dimensions investigated.
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Affiliation(s)
- Frances Hoferichter
- Department of School Pedagogy, University of Greifswald, Greifswald, Germany
| | - Stefan Kulakow
- Department of School Pedagogy, University of Greifswald, Greifswald, Germany
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Raufelder D, Hoferichter F, Kulakow S, Golde S, Gleich T, Romund L, Lorenz RC, Pelz P, Beck A. Adolescents' Personality Development - A Question of Psychosocial Stress. Front Psychol 2021; 12:785610. [PMID: 34975679 PMCID: PMC8719601 DOI: 10.3389/fpsyg.2021.785610] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2021] [Accepted: 11/22/2021] [Indexed: 01/01/2023] Open
Abstract
Following the relational-developmental systems approach, this three-wave study examines whether acute stress (T2) mediates the relationship between the development of personality traits from the beginning of 8th grade (T1, M age = 15.63, SD = 0.59; 22 girls) to the end of 9th grade (T3). Using the Montréal Imaging Stress Task, which is a task that provokes acute social stress by negative social feedback, this study combined the functional magnetic resonance imaging (fMRI), heart rate, and longitudinal survey data of 41 adolescents. Mediation analysis revealed that stress-induced left insula activation partially mediates the longitudinal stability of conscientiousness. These results highlight the impact of negative social feedback during stress on students' personality development.
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Affiliation(s)
- Diana Raufelder
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Frances Hoferichter
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Stefan Kulakow
- Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Sabrina Golde
- Department of Education and Psychology, Free University of Berlin, Berlin, Germany
| | - Tobias Gleich
- Clinic for Psychiatry and Psychotherapy, Charité – Universitätsmedizin Berlin, Berlin, Germany
| | - Lydia Romund
- Clinic for Psychiatry and Psychotherapy, Charité – Universitätsmedizin Berlin, Berlin, Germany
| | | | - Patricia Pelz
- Clinic for Psychiatry and Psychotherapy, Charité – Universitätsmedizin Berlin, Berlin, Germany
| | - Anne Beck
- Clinic for Psychiatry and Psychotherapy, Charité – Universitätsmedizin Berlin, Berlin, Germany
- HMU Health and Medical University Potsdam, University of Potsdam, Potsdam, Germany
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Raufelder D, Neumann N, Domin M, Lorenz RC, Gleich T, Golde S, Romund L, Beck A, Hoferichter F. Do Belonging and Social Exclusion at School Affect Structural Brain Development During Adolescence? Child Dev 2021; 92:2213-2223. [PMID: 34156088 DOI: 10.1111/cdev.13613] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Students' sense of belonging presents an essential resource for academic and health outcomes, whereas social exclusion at school negatively impacts students' well-being and academic performance. Aiming to understand how feelings of school-related belonging and exclusion shape the structural brain development, this study applied longitudinal questionnaire-based data and MRI data from 71 adolescent students (37 females, Mage at t1 = 15.0; t2 = 16.1 years). All were white participants from Germany. Voxel-based morphometry revealed only an association of social exclusion (and not of belonging) and gray matter volume in the left anterior insula: From t1 to t2, there was less gray matter decrease, the more social exclusion students perceived. School-related social exclusion and disturbed neurodevelopment are thus significantly associated.
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Affiliation(s)
| | - Nicola Neumann
- University Medicine Greifswald - Diagnostic Radiology and Neuroradiology
| | - Martin Domin
- University Medicine Greifswald - Diagnostic Radiology and Neuroradiology
| | | | | | | | | | - Anne Beck
- Charité-University Medicine.,HMU Health and Medical University Potsdam
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Kulakow S, Raufelder D, Hoferichter F. School-related pressure and parental support as predictors of change in student stress levels from early to middle adolescence. J Adolesc 2021; 87:38-51. [PMID: 33453550 DOI: 10.1016/j.adolescence.2020.12.008] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2020] [Revised: 11/13/2020] [Accepted: 12/17/2020] [Indexed: 12/28/2022]
Abstract
INTRODUCTION One major stressor of adolescents relates to the pressure students perceive from their parents accompanied by high academic expectations, while in contrast parental support is related to low levels of stress. However, it is not clear whether the perceived parental pressure and support contribute to a change in students' stress level from early to middle adolescence and if there are differences among students from low vs. high track schools. METHODS Thus, based on the conservation of resources theory, this two-wave study examined the role of perceived maternal and paternal pressure and support for students' general stress level from grades 8 to 9 among students attending high- and low-track schools by applying multigroup multilevel latent change modeling based on data from 1088 8th grade students (MAge = 13.70, SD = 0.53, 53.9% girls at Time 1). RESULTS Results indicate that the general stress level from early to middle adolescence increases for students from low-track schools only. This change increases even more if students from lowtrack schools perceive pressure from their fathers, whereas perceived paternal support dampen the increase of stress. For students from high-track schools, perceived maternal pressure is positively and maternal support negatively related to students' stress level in grade 8. Overall, boys tend to report lower stress levels compared to girls. CONCLUSIONS The findings of the present study support the conservation of resources theory, as both perceived support and pressure from parents and the educational context predict students' stress development during adolescence.
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Hoferichter F, Lätsch A, Lazarides R, Raufelder D. The Big-Fish-Little-Pond Effect on the Four Facets of Academic Self-Concept. Front Psychol 2018; 9:1247. [PMID: 30079044 PMCID: PMC6062938 DOI: 10.3389/fpsyg.2018.01247] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2018] [Accepted: 06/29/2018] [Indexed: 11/14/2022] Open
Abstract
The social context plays a decisive role in the formation of the academic self-concept (ASC) and has been widely studied as the big-fish-little-pond-effect (BFLPE). This effect describes that comparable talented students in high-achieving school settings have a lower ASC compared to equally talented students attending low-achieving settings. Past research has focused on students' domain-specific ASC, while little is known about the relation of achievement-related classroom compositions and the various facets of ASC. Additionally, BFLPE-research has been critiqued to build its theoretical frame on social comparison theory, without providing sufficient empirical support. To address this gap, we analyzed how the single student's social, criterial, absolute, and individual ASC relate to class-level achievement of 8th graders. Applying Multilevel Structural Equation Modeling (MLSEM) we found that all facets of ASC were significantly related to average-class achievement, while student's social ASC revealed the strongest associated. The results reveal explicitly that average-class achievement is strongly related to social comparison processes.
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Affiliation(s)
- Frances Hoferichter
- School Pedagogy, Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Alexander Lätsch
- School Pedagogy, Institute of Educational Science, University of Greifswald, Greifswald, Germany
| | - Rebecca Lazarides
- Institute of Educational Science, University of Potsdam, Potsdam, Germany
| | - Diana Raufelder
- School Pedagogy, Institute of Educational Science, University of Greifswald, Greifswald, Germany
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Raufelder D, Hoferichter F, Romund L, Golde S, Lorenz RC, Beck A. Adolescents' Socio-Motivational Relationships With Teachers, Amygdala Response to Teacher's Negative Facial Expressions, and Test Anxiety. J Res Adolesc 2016; 26:706-722. [PMID: 28453203 DOI: 10.1111/jora.12220] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
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.
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Hoferichter F, Raufelder D, Eid M. Socio-motivational moderators-two sides of the same coin? Testing the potential buffering role of socio-motivational relationships on achievement drive and test anxiety among German and Canadian secondary school students. Front Psychol 2015; 6:1675. [PMID: 26583000 PMCID: PMC4628112 DOI: 10.3389/fpsyg.2015.01675] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2015] [Accepted: 10/16/2015] [Indexed: 12/01/2022] Open
Abstract
The current cross-national study investigates the potential buffering role of socio-motivational relationships for the association of achievement drive (AD) and test anxiety (TX) in secondary school students from Canada and Germany. One thousand and eighty-eight students (54% girls, M age = 13.71, SD = 0.53, age span 12-15 years) from the state of Brandenburg and 389 students from Quebéc (55.9% girls, M age = 13.43, SD = 0.82, age span 12-16 years) were asked about their socio-motivational relationships with their teachers and peers, their drive for achievement, and TX. Multigroup latent moderated structural equations were conducted to test for the moderator role of socio-motivational relationships that would buffer feelings of TX related to the drive for achievement. The analyses revealed the two-sided role socio-motivational relationships can have for students with different levels of AD; intensifying or mitigating feelings of TX. Thereby, the results of this study extend the buffering hypothesis by Cohen and Wills (1985). Cross-national differences between Canada and Germany were found concerning the studied moderators on the association of AD and TX: While for German students teacher-student relationships acted as moderator, for Canadian students student-student relationships and teachers acting as positive motivators displayed a moderator role.
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Affiliation(s)
- Frances Hoferichter
- Department of Education and Psychology, Free University of Berlin, Berlin, Germany
| | - Diana Raufelder
- Department of Educational Science, Ernst-Moritz-Arndt-Universität Greifswald, Greifswald, Germany
| | - Michael Eid
- Department of Education and Psychology, Free University of Berlin, Berlin, Germany
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Hoferichter F, Raufelder D, Ringeisen T, Rohrmann S, Bukowski WM. Assessing the Multi-faceted Nature of Test Anxiety Among Secondary School Students: An English Version of the German Test Anxiety Questionnaire: PAF-E. The Journal of Psychology 2015; 150:450-68. [DOI: 10.1080/00223980.2015.1087374] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022] Open
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Raufelder D, Hoferichter F, Schneeweiss D, Wood MA. THE POWER OF SOCIAL AND MOTIVATIONAL RELATIONSHIPS FOR TEST-ANXIOUS ADOLESCENTS’ ACADEMIC SELF-REGULATION. Psychol Schs 2015. [DOI: 10.1002/pits.21836] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Hoferichter F, Raufelder D, Eid M, Bukowski WM. Knowledge transfer or social competence? A comparison of German and Canadian adolescent students on their socio-motivational relationships in school. School Psychology International 2014. [DOI: 10.1177/0143034314552345] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This cross-national study investigates the perception of the impact of students’ relationships towards teachers and peers on scholastic motivation in a total sample of 1477 seventh and eighth grade German ( N = 1088) and Canadian ( N = 389) secondary school students. By applying Multigroup Confirmatory Latent Class Analysis in Mplus we confirmed four different motivation types: (1) teacher-dependent; (2) peer-dependent; (3) teacher-and-peer-dependent; (4) teacher-and-peer-independent motivation types in Québec, Canada, as they were found in a preliminary study among German students in the state of Brandenburg ( Raufelder, Jagenow, Drury, & Hoferichter, 2013 ). However, across the two samples, the class sizes varied considerable. The largest group among Canadian students was composed of teacher-and-peer-dependent students, followed by teacher-and-peer-independent students, while the largest group among German students was composed of peer-dependent students, followed by teacher-and-peer-independent students. In both settings the teacher-dependent motivation type constituted the smallest group. These results manifest the different impacts of social environmental variables on the motivation of German and Canadian students, having practical implications for school psychologists and educators in general.
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Hoferichter F, Raufelder D, Eid M. THE MEDIATING ROLE OF SOCIO-MOTIVATIONAL RELATIONSHIPS IN THE INTERPLAY OF PERCEIVED STRESS, NEUROTICISM, AND TEST ANXIETY AMONG ADOLESCENT STUDENTS. Psychol Schs 2014. [DOI: 10.1002/pits.21778] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Raufelder D, Kittler F, Braun SR, Lätsch A, Wilkinson RP, Hoferichter F. The interplay of perceived stress, self-determination and school engagement in adolescence. School Psychology International 2013. [DOI: 10.1177/0143034313498953] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Currently, many societies are placing a greater onus on academic achievement–resulting in higher levels of stress being observed among adolescent students. Stress can have detrimental repercussions on adolescents’ health and is also associated with anxiety and depression. However, since less is known about how high stress levels affect school engagement, this study examined the interplay of perceived stress and school engagement in a large sample of seventh and eighth grade students ( N = 1088; MAge = 13.7) in secondary schools in Brandenburg, Germany. Based on self-determination theory (SDT), this study also examined if perceived autonomy, relatedness, and competence mediated the association between stress and school engagement in order to identify possible strategies for intervention and prevention. Latent structural equation modeling (SEM) was used to test for the associations between stress, self-determination, and school engagement. Results showed that self-determination acted as a full mediator in the negative association between stress and school engagement. These results suggest that supporting students’ basic psychological needs for autonomy, relatedness, and competence could be an effective starting point for prevention and intervention of stress and its negative association with school engagement. Consequently, SDT has strong implications for both school psychologists as well as teachers.
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Raufelder D, Drury K, Jagenow D, Hoferichter F, Bukowski W. Development and validation of the Relationship and Motivation (REMO) scale to assess students' perceptions of peers and teachers as motivators in adolescence. Learning and Individual Differences 2013. [DOI: 10.1016/j.lindif.2013.01.001] [Citation(s) in RCA: 31] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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