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Dai B, Lin Y, Lai X, He J, Du M, Hou X, Zhang G. The effects of self-esteem and parental phubbing on adolescent internet addiction and the moderating role of the classroom environment: a hierarchical linear model analysis. BMC Psychiatry 2024; 24:55. [PMID: 38243210 PMCID: PMC10799362 DOI: 10.1186/s12888-023-05489-y] [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] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 12/31/2023] [Indexed: 01/21/2024] Open
Abstract
BACKGROUND With the advent of the new media era, the understanding of adolescent internet addiction needs to be enriched. It is also necessary to distinguish the related factors of adolescent internet addiction at different levels to clarify the mechanisms of this phenomenon. METHODS This study used hierarchical linear model analysis to explore the effects of student-level factors and school-level factors on adolescent internet addiction, along with cross-level moderating effects. A total of 1,912 students between the 4th and 8th grades in China participated in the study. Participants completed the Self-Esteem Scale, Parents Phubbing Scale, Classroom Environment Scale, and the Diagnostic Questionnaire of Internet Addiction. RESULTS Correlational analyses revealed that internet addiction was found to be negatively correlated with both self-esteem and the teacher-student relationship (p < 0.01), while father phubbing, mother phubbing, and learning burden were shown to positively correlate with internet addiction (p < 0.01). Hierarchical linear model analysis suggested that student-level variables, including self-esteem, and mother phubbing, were significant predictors of internet addiction (β = -0.077, p < 0.001 and β = 0.028, p < 0.01, respectively). At the school level, learning burden significantly and negatively predicted internet addiction (β = 0.073, p < 0.05). Furthermore, the relationship between self-esteem and internet addiction was significantly moderated by learning burden (β = -0.007, p < 0.05). Meanwhile, the teacher-student relationship also had a significant moderating effect on the association between mother phubbing and internet addiction (β = -0.005, p < 0.01). CONCLUSIONS This study revealed the relationships between self-esteem, parental phubbing, and classroom environment with adolescent internet addiction, and these findings could provide insights into reducing adolescent internet addiction from the perspective of individuals, families, and schools.
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Affiliation(s)
- Bibing Dai
- Department of Psychiatry and Psychology, School of Basic Medical Sciences, Tianjin Medical University, Tianjin, China
| | - Yan Lin
- Department of Psychiatry and Psychology, School of Basic Medical Sciences, Tianjin Medical University, Tianjin, China
| | - Xinyi Lai
- Department of Psychology, School of Mental Health, Wenzhou Medical University, Wenzhou, China
| | - Jiankang He
- Department of Psychology, School of Mental Health, Wenzhou Medical University, Wenzhou, China
| | - Mingxuan Du
- Department of Psychology, School of Mental Health, Wenzhou Medical University, Wenzhou, China
| | - Xiaowen Hou
- Department of Psychiatry and Psychology, School of Basic Medical Sciences, Tianjin Medical University, Tianjin, China
| | - Guohua Zhang
- Department of Psychology, School of Mental Health, Wenzhou Medical University, Wenzhou, China.
- Zhejiang Provincial Clinical Research Center for Mental Disorders, The Affiliated Wenzhou Kangning Hospital, Wenzhou Medical University, Wenzhou, China.
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Nja CO, Anari MI, Erim CM, Idiege KJ, Ilhami A, Ukah JU, Eneyo OE, Uwe UE, Cornelius-Ukpepi BU. Learning space, students' collaboration, educational outcomes, and interest: Exploring the physical, social and psychological mediators. Heliyon 2023; 9:e15456. [PMID: 37123935 PMCID: PMC10131041 DOI: 10.1016/j.heliyon.2023.e15456] [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] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 04/07/2023] [Accepted: 04/10/2023] [Indexed: 05/02/2023] Open
Abstract
The present research article examined how the learning space correlated with students' collaboration and educational outcomes: in science students. The study investigated the foundation of psychological, social, and physical mediators that impress on students' scholarship, collaboration, and interest. The study had a sample size of 548 science students randomly selected from eleven secondary schools from a population of 985 science students in Akamkpa Local Government Area of Cross River State, Nigeria. The research design that was used in study was a cross-sectional observational type of survey. A questionnaire named Learning Space and Students Outcome Questionnaire (LPSOQ) was the tool employed in the study. The questionnaire was divided into two parts. Part A sought for student's demographic variable like age and gender. Part B had variables like physical space (seating arrangement and acoustic), psychological (self-efficacy and extrinsic motivation) and students' outcome (academic grade, collaboration and students' interest). LPSOQ reliability results ranged from 0.79 to 0.89 for Cronbach alpha and 0.81 for Kuder Richardson's formula-20. Data collected were analyzed by employing regression statistics, percentages, and mean. The regression statistics showed that the t values of seating arrangement, for academic grade (t = 5.311, p < .05), collaboration (3.627, p < .05) and interest (t = 3.463, p < .05) were statistically significant. The t values for acoustic, of academic grade (t = 4.631, p < .05), collaboration (4.020, p < .05) and interest (t = 4.631, p < .05) were statistically significant. It was recommended among others that science classroom seating arrangement should be modified to fit into the U-shape form to enable the teacher to interact freely with every student and not to be hindered by a fixed position.
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Affiliation(s)
- Cecilia Obi Nja
- University of Calabar, Cross River State, Nigeria
- Corresponding author.
| | | | | | | | - Aldeva Ilhami
- Universitas Islam Negeri Sultan Syarif Kasim, Pekanbaru, Riau, Indonesia
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Kurt Y, Özkan ÇG, Öztürk H. Nursing students' classroom climate perceptions: A longitudinal study. Nurse Educ Today 2022; 111:105311. [PMID: 35240399 DOI: 10.1016/j.nedt.2022.105311] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 01/31/2022] [Accepted: 02/20/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND As a versatile and dynamic process, classroom climate directly affects the learning levels of students and their quality of life while in school. OBJECTIVES The study was conducted to explore and compare nursing students' perceptions of classroom climate throughout four years of university education and to evaluate the influencing factors. DESIGN AND SETTINGS The longitudinal study was conducted between 2017 and 2020 in the nursing department of a university in Turkey. PARTICIPANTS The study was carried out with 134 nursing students who enrolled in their first year and agreed to participate in the study. METHODS The data were collected at the end of the fall semester of each of the four years using the Student Information Form and the Classroom Climate Inventory. RESULTS The mean score of students' perceptions of classroom climate was 2.88 ± 0.83 for all academic years. The classroom climate inventory mean scores of fourth-year students were statistically significantly higher than their scores in the first and third years (p = 0.000). The students' classroom climate levels were statistically significantly affected by the positive classroom communication among students in all academic years in a positive direction. Statistically significant effective factors in students' classroom climate perceptions by year were as follows: the sense of belongingness to the class in the second and third years (although significantly lower in the first year), socio-cultural activities organized at school the second and fourth years (p < 0.05), instructors' attitudes supporting classroom communication in the first year, and opportunities supporting communication in the school environment in the fourth year (p < 0.05). CONCLUSIONS Students' perception of the classroom climate was moderate overall and affected by positive classroom communication among students in all academic years. School administrators and educators can develop strategies and organize activities to increase positive communication in the classroom.
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Affiliation(s)
- Yeter Kurt
- Karadeniz Technical University, Faculty of Health Sciences, Nursing Department, Trabzon, Türkiye
| | - Çiğdem Gamze Özkan
- Karadeniz Technical University, Faculty of Health Sciences, Nursing Department, Trabzon, Türkiye.
| | - Havva Öztürk
- Karadeniz Technical University, Faculty of Health Sciences, Nursing Department, Trabzon, Türkiye
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Godwin KE, Leroux AJ, Seltman H, Scupelli P, Fisher AV. Effect of Repeated Exposure to the Visual Environment on Young Children's Attention. Cogn Sci 2022; 46:e13093. [PMID: 35122312 DOI: 10.1111/cogs.13093] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [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: 08/30/2019] [Revised: 12/15/2021] [Accepted: 12/23/2021] [Indexed: 11/29/2022]
Abstract
Prior research suggests that visual features of the classroom environment (e.g., charts and posters) are potential sources of distraction hindering children's ability to maintain attention to instructional activities and reducing learning gains in a laboratory classroom. However, prior research only examined short-term exposure to elements of classroom décor, and it remains unknown whether children habituate to the visual environment with repeated exposure. In study 1, we explored experimentally the possibility that children may habituate to the visual environment if the visual displays are static. We measured kindergarten children's patterns of attention allocation in a decorated classroom environment over a 2-week period and compared the percentage of time children spent off-task to a baseline condition in which the classroom environment was streamlined (i.e., charts, posters, and manipulatives were removed). The findings indicate that with more prolonged exposure to a static visual environment, partial habitation effects were observed: Attention to the environment declined at the end of the exposure period compared to the beginning of the study; however, the environment remained a significant source of off-task behavior even after 2 weeks of exposure. In study 2, we extend this work by conducting a longitudinal observation of six primary classrooms in which we measured children's patterns of attention allocation in real classrooms for 15 weeks to investigate whether increasing familiarity with the classroom décor would influence attention toward the visual environment. No evidence of habituation was observed in genuine classrooms in study 2. Potential implications for classroom design and future directions are discussed.
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Affiliation(s)
- Karrie E Godwin
- Department of Psychology and the Sherman Center for Early Learning in Urban Communities, University of Maryland, Baltimore County
| | - Audrey J Leroux
- Department of Educational Policy Studies, Georgia State University
| | | | | | - Anna V Fisher
- Department of Psychology, Carnegie Mellon University
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Fang JQ, Wang YR, Du YY, Yan GL, Ma FL, Liu YQ, Sun WX, Chen SQ, Feng LP, Wei J, Liu H, Hu J, Zhang ZX. Migrant adolescents' behavioral problems compared to host adolescents and adolescents in their region of origin: a longitudinal study. BMC Psychiatry 2020; 20:472. [PMID: 32993575 PMCID: PMC7526236 DOI: 10.1186/s12888-020-02872-x] [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] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/05/2020] [Accepted: 09/16/2020] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Since the 1990s, families from the ecologically hostile mountainous southern areas of Ningxia Province, China, have been migrating to the northern areas of the province. This study compared the prevalence of behavioral problems among migrant adolescents to those among host adolescents (adolescents from the northern areas) and adolescents in the region of origin (adolescents from the southern areas), to determine whether ecological migration is related to adolescent behavioral problems, and possible changes in such problems over time. METHODS We used the Children and Adolescents Ecological Migration Survey on Mental Health, administered to 4805 students aged 12-16 years and their parents between 2012 and 2014 (W1), of whom 1753 students and their parents completed the follow-up between 2014 and 2017 (W2). Parents answered questions related to adolescent behavioral problems, main source of family income, parents' desire to reverse migrate, improved standard of living, and parents' educational attainment, while children completed the Eysenck Personality Questionnaire and a classroom environment questionnaire. RESULTS The prevalence of behavioral problems among the migrant adolescents (28.04%) was significantly higher than among host adolescents (21.59%) or adolescents in the region of origin (24.37%; p < 0.001) at W1. After adjusting for gender and age, parents' work outside the home was the main source of family income (OR = 1.42, 95% CI = 1.13-1.78), and adolescents' learning burden (OR = 1.04, 95% CI = 1.01-1.06) in school negatively influenced behavioral problems. Strong student-teacher relationships (OR = 0.97,95% CI = 0.94-0.99) and parents who had no intention to move back to the original residence (OR = 0.70, 95% CI = 0.52-0.94) exerted a protective effect at W1; at W2, a protective effect was associated with improved living conditions (OR = 0.39-0.55, 95% CI = 0.25-0.84). The extent of behavioral problems among migrant adolescents significantly decreased after two years. CONCLUSION Ecological migration will increase children's behavioral problems in the early stage, with various factors influencing the extent of these problems.
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Affiliation(s)
- Jian-Qun Fang
- Mental Health Center, The General Hospital of Ningxia Medical University, No. 804 South Shengli Street, Yinchuan, 750004, Ningxia, China.
| | - Yan-rong Wang
- grid.27255.370000 0004 1761 1174School of Nursing, Shandong University, No.44 Wenhua Xi Road, Jinan, 250012 China ,grid.412194.b0000 0004 1761 9803Ningxia Medical University, No.1106 South Shengli Street, Yinchuan, 750004 China
| | - Yun-Yun Du
- grid.413385.8Mental Health Center, The General Hospital of Ningxia Medical University, No. 804 South Shengli Street, Yinchuan, 750004 Ningxia China
| | - Guo-Li Yan
- grid.440287.d0000 0004 1764 5550TianJin Anding Hospital, Tianjin Mental Health Institute, Tianjin, 300222 China
| | - Fu-Li Ma
- grid.412194.b0000 0004 1761 9803Ningxia Medical University, No.1106 South Shengli Street, Yinchuan, 750004 China
| | - Yan-Qiu Liu
- Sozhou Guangji Hospital, NO.11, Guangqian Road, Suzhou, 215133 District of Suzhou China
| | - Wen-Xi Sun
- Sozhou Guangji Hospital, NO.11, Guangqian Road, Suzhou, 215133 District of Suzhou China
| | - Shi-Qi Chen
- grid.413385.8Mental Health Center, The General Hospital of Ningxia Medical University, No. 804 South Shengli Street, Yinchuan, 750004 Ningxia China
| | - Li-Ping Feng
- grid.412194.b0000 0004 1761 9803Ningxia Medical University, No.1106 South Shengli Street, Yinchuan, 750004 China
| | - Jia Wei
- grid.412194.b0000 0004 1761 9803Ningxia Medical University, No.1106 South Shengli Street, Yinchuan, 750004 China
| | - Hao Liu
- grid.412194.b0000 0004 1761 9803Ningxia Medical University, No.1106 South Shengli Street, Yinchuan, 750004 China
| | - Jing Hu
- grid.412194.b0000 0004 1761 9803Ningxia Medical University, No.1106 South Shengli Street, Yinchuan, 750004 China
| | - Zhao-Xia Zhang
- grid.413385.8Mental Health Center, The General Hospital of Ningxia Medical University, No. 804 South Shengli Street, Yinchuan, 750004 Ningxia China
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Jiménez TI, Estévez E. School aggression in adolescence: Examining the role of individual, family and school variables. Int J Clin Health Psychol 2017; 17:251-260. [PMID: 30487900 PMCID: PMC6220901 DOI: 10.1016/j.ijchp.2017.07.002] [Citation(s) in RCA: 21] [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] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2017] [Accepted: 07/11/2017] [Indexed: 12/30/2022] Open
Abstract
Background/Objective: The purpose of the present study was to analyse the role of family and classroom environments on the development of particular individual characteristics including level of empathy, attitude to institutional authority and perceived social reputation, and the mediational role these characteristics may play in school aggression. Relationships among variables were analysed by gender. Method: Participants in the study were 1,494 Mexican adolescents aged 12 to 18, 45% male, and drawn from six secondary schools. Structural equation models were calculated to test mediational effects among variables. Results: Findings obtained indicated that the level of empathy, the social reputation, and the attitude to authority mediated the relationship between the environment perceived by boys at home and school, and their aggressive behaviour at school. This mediation was partial for girls. Conclusions: Differences between genders and the importance of the adolescent-context interrelations in the explanation of their aggressive behaviour at school were discussed.
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Tosto MG, Asbury K, Mazzocco MMM, Petrill SA, Kovas Y. From classroom environment to mathematics achievement: The mediating role of self-perceived ability and subject interest. Learn Individ Differ 2016; 50:260-269. [PMID: 27766018 PMCID: PMC5063534 DOI: 10.1016/j.lindif.2016.07.009] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
Drawing on Bandura's triadic reciprocal causation model, perceived classroom environment and three intrapersonal factors (mathematics self-efficacy, maths interest and academic self-concept) were considered as predictors of test performance in two correlated mathematics assessments: a public examination (GCSE) and an on-line test, both taken by UK pupils at age 16 (n = 6689). Intrapersonal factors were significantly associated with both test scores, even when the alternative score was taken into account. Classroom environment did not correlate with mathematics achievement once intrapersonal factors and alternative test performance were included in the model, but was associated with subject interest and academic self-concept. Perceptions of classroom environment may exercise an indirect influence on achievement by boosting interest and self-concept. In turn, these intrapersonal factors have direct relationships with achievement and were found to mediate the relationship between perceived classroom environment and maths performance. Findings and their implications for mathematics education are discussed. Can learning environment (classroom) and intrapersonal factors (self-perceived ability and interest) predict maths at age 16? Intrapersonal factors are associated with maths performance at 16. Learning environments are associated with intrapersonal factors at this age. In particular, perceived maths classroom environment predicts interest in maths. Intrapersonal factors mediate the relationship between perceived classroom environment and maths performance.
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Affiliation(s)
- Maria G Tosto
- Psychology in Education Research Centre, Department of Education, University of York, York YO10 5DD, United Kingdom; Department of Psychology, Tomsk State University, 36, Lenina Avenue, Tomsk 634050, Russia
| | - Kathryn Asbury
- Psychology in Education Research Centre, Department of Education, University of York, York YO10 5DD, United Kingdom
| | - Michèle M M Mazzocco
- Institute of Child Development, University of Minnesota, Minneapolis, MN 55455, United States
| | - Stephen A Petrill
- Department of Psychology, The Ohio State University, Columbus, OH 43210, United States
| | - Yulia Kovas
- Department of Psychology, Goldsmiths, University of London, London SE14 6NW, United Kingdom; Department of Psychology, Tomsk State University, 36, Lenina Avenue, Tomsk 634050, Russia; SGDP Centre (PO80), Institute of Psychiatry, King's College London, De Crespigny Park, London SE5 8AF, United Kingdom
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Day SL, Connor CM, McClelland MM. Children's behavioral regulation and literacy: The impact of the first grade classroom environment. J Sch Psychol 2015; 53:409-28. [PMID: 26407837 DOI: 10.1016/j.jsp.2015.07.004] [Citation(s) in RCA: 36] [Impact Index Per Article: 4.0] [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: 02/18/2014] [Revised: 07/14/2015] [Accepted: 07/21/2015] [Indexed: 11/18/2022]
Abstract
Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy.
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