Pub Date : 2020-09-04DOI: 10.1177/0829573520936459
A. Varma, J. Wiener
This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a questionnaire regarding the extent to which this behavior was internally caused, controllable, pervasive, and stigmatizing. Compared to participants without ADHD, participants with ADHD endorsed more problematic behaviors including behaviors that are symptoms of ADHD, the impairment associated with ADHD, and commonly co-occurring disorders. They viewed the behavior that they identified as most problematic for them as more pervasive (stable and occurring in more contexts), uncontrollable, and stigmatizing than participants without ADHD. Adolescents with ADHD were less likely to view their most problematic behavior as pervasive and more likely to view it as stigmatizing than the disorder itself. Although adolescents with and without ADHD did not differ in the extent to which they attributed their most problematic behavior to internal causes, adolescents with ADHD were more likely to view the disorder itself as being caused by something inside them than their most problematic behavior.
{"title":"Perceptions of ADHD Symptoms in Adolescents With Attention-Deficit/Hyperactivity Disorder: Attributions and Stigma","authors":"A. Varma, J. Wiener","doi":"10.1177/0829573520936459","DOIUrl":"https://doi.org/10.1177/0829573520936459","url":null,"abstract":"This study investigated attributions and stigmatization self-perceptions of 40 adolescents with and 34 adolescents without ADHD for their problematic behaviors and ADHD as a disorder. Adolescents identified behaviors that they believed described them, indicated which of these behaviors was most problematic for them, and responded to a questionnaire regarding the extent to which this behavior was internally caused, controllable, pervasive, and stigmatizing. Compared to participants without ADHD, participants with ADHD endorsed more problematic behaviors including behaviors that are symptoms of ADHD, the impairment associated with ADHD, and commonly co-occurring disorders. They viewed the behavior that they identified as most problematic for them as more pervasive (stable and occurring in more contexts), uncontrollable, and stigmatizing than participants without ADHD. Adolescents with ADHD were less likely to view their most problematic behavior as pervasive and more likely to view it as stigmatizing than the disorder itself. Although adolescents with and without ADHD did not differ in the extent to which they attributed their most problematic behavior to internal causes, adolescents with ADHD were more likely to view the disorder itself as being caused by something inside them than their most problematic behavior.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"252 - 265"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936459","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42526904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520923536
J. Wiener
This paper integrates the findings from the four studies in this special issue and discusses the implications for school psychology practice. Our research indicates that adolescents with attention-deficit hyperactivity disorder (ADHD) are typically aware of their difficulties and believe that their problem behaviors are pervasive, uncontrollable, and stigmatizing. They are especially concerned about their social relationship problems. In this paper, I argue that school psychologists play an important role in addressing these concerns by conducting assessments in which the adolescent is a partner in the process and by providing evidence-based mental health interventions in the school setting.
{"title":"The Role of School Psychologists in Supporting Adolescents With ADHD","authors":"J. Wiener","doi":"10.1177/0829573520923536","DOIUrl":"https://doi.org/10.1177/0829573520923536","url":null,"abstract":"This paper integrates the findings from the four studies in this special issue and discusses the implications for school psychology practice. Our research indicates that adolescents with attention-deficit hyperactivity disorder (ADHD) are typically aware of their difficulties and believe that their problem behaviors are pervasive, uncontrollable, and stigmatizing. They are especially concerned about their social relationship problems. In this paper, I argue that school psychologists play an important role in addressing these concerns by conducting assessments in which the adolescent is a partner in the process and by providing evidence-based mental health interventions in the school setting.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"299 - 310"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520923536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46012834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520936457
Carla Colomer, J. Wiener, A. Varma
The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared to adolescents without ADHD, adolescents with ADHD underreported their symptoms and impairment when parent-reports, but not teacher-reports were the indicator of performance. Adolescents with ADHD, however, reported more difficulties in all areas of functioning than adolescents without ADHD. In the sample of adolescents with ADHD, self- and parent-reports of learning problems, but not teacher-reports, were significantly associated with adolescent total academic achievement test score. Adolescents with learning problems as measured by the achievement test, and social problems as rated by parents, reported higher levels of these difficulties than adolescents whose functioning was in the average range; however, adolescents with clinical levels of oppositional behaviors, as rated by parents or teachers, did not report elevated levels of these behaviors. Depressive symptoms were associated with a lower SPB. Implications of these findings for psychologists’ use of self-report measures with adolescents with ADHD are discussed.
{"title":"Do Adolescents With ADHD Have a Self-Perception Bias for Their ADHD Symptoms and Impairment?","authors":"Carla Colomer, J. Wiener, A. Varma","doi":"10.1177/0829573520936457","DOIUrl":"https://doi.org/10.1177/0829573520936457","url":null,"abstract":"The purpose of this study was to investigate the self-perception bias (SPB) in adolescents with attention-deficit hyperactivity disorder (ADHD). The SPB was defined as adolescent underestimation of their learning and behavior problems in comparison to parent- or teacher-reports or a standardized achievement test. The sample comprised 74 adolescents, ages 13 to 18 (40 ADHD; 34 comparison). Compared to adolescents without ADHD, adolescents with ADHD underreported their symptoms and impairment when parent-reports, but not teacher-reports were the indicator of performance. Adolescents with ADHD, however, reported more difficulties in all areas of functioning than adolescents without ADHD. In the sample of adolescents with ADHD, self- and parent-reports of learning problems, but not teacher-reports, were significantly associated with adolescent total academic achievement test score. Adolescents with learning problems as measured by the achievement test, and social problems as rated by parents, reported higher levels of these difficulties than adolescents whose functioning was in the average range; however, adolescents with clinical levels of oppositional behaviors, as rated by parents or teachers, did not report elevated levels of these behaviors. Depressive symptoms were associated with a lower SPB. Implications of these findings for psychologists’ use of self-report measures with adolescents with ADHD are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"238 - 251"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936457","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48035036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520936469
Cynthia Maya Beristain, J. Wiener
The purpose of this study was to determine whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differ regarding their friendships. The sample comprised 107 adolescents (59 ADHD, 48 typically developing comparison), ages 13 to 18 years. Adolescents and their parents completed questionnaires that measured the number and duration of the adolescents’ friendships, the frequency of contact they had with their friends, and the characteristics of their friends. Adolescents with and without ADHD did not differ in the number of friends they nominated, the duration of their friendships, and the frequency of contact with friends. Adolescents with ADHD were more likely to have friends who were younger or older by two or more years and close friends with behavior problems than comparison adolescents. Girls with ADHD had fewer of their friendships corroborated by parents than girls without ADHD, and fewer of their best friends attending their school. Only girls with ADHD had friends whom they initially met online.
{"title":"Friendships of Adolescents With Attention-Deficit/Hyperactivity Disorder","authors":"Cynthia Maya Beristain, J. Wiener","doi":"10.1177/0829573520936469","DOIUrl":"https://doi.org/10.1177/0829573520936469","url":null,"abstract":"The purpose of this study was to determine whether adolescents with and without attention-deficit/hyperactivity disorder (ADHD) differ regarding their friendships. The sample comprised 107 adolescents (59 ADHD, 48 typically developing comparison), ages 13 to 18 years. Adolescents and their parents completed questionnaires that measured the number and duration of the adolescents’ friendships, the frequency of contact they had with their friends, and the characteristics of their friends. Adolescents with and without ADHD did not differ in the number of friends they nominated, the duration of their friendships, and the frequency of contact with friends. Adolescents with ADHD were more likely to have friends who were younger or older by two or more years and close friends with behavior problems than comparison adolescents. Girls with ADHD had fewer of their friendships corroborated by parents than girls without ADHD, and fewer of their best friends attending their school. Only girls with ADHD had friends whom they initially met online.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"266 - 279"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45454490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520931679
Cynthia Maya Beristain, J. Wiener
The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.
{"title":"Finding True Friendships: The Friendship Experiences of Adolescents With Attention-Deficit/Hyperactivity Disorder","authors":"Cynthia Maya Beristain, J. Wiener","doi":"10.1177/0829573520931679","DOIUrl":"https://doi.org/10.1177/0829573520931679","url":null,"abstract":"The friendship experiences of adolescents with attention-deficit/hyperactivity disorder (ADHD) were explored in this qualitative study. Nine 16- to 18-year old adolescents with ADHD participated in semi-structured interviews that were analyzed using a modified grounded theory framework. They reported chronic peer rejection, loneliness, and conflictual relationships with friends in childhood and early adolescence (theme 1). Although many participants reported becoming resigned to being friendless in adolescence (theme 2), the transition to high school where they could find peers who were similar to them helped them develop close friendships (theme 3). The core theme, Finding True Friendships: The Long Journey from Isolation to Acceptance, integrates the findings and illustrates the developmental and contextual factors influencing the friendship experiences of adolescents with ADHD. The participants provided specific suggestions about how parents, teachers, peers, and mental health professionals might support children and adolescents with ADHD who struggle with peer relations and friendships that formed the basis of the discussion of the clinical implications of the findings.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"280 - 298"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520931679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42750746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-04DOI: 10.1177/0829573520936456
J. Wiener
Adolescents with attention-deficit/hyperactivity disorder (ADHD) are highly vulnerable. Although their hyperactive symptoms tend to decrease from childhood through adolescence, their inattentive symptoms remain stable (see Larsson, 2020, for review). Their academic, social, and emotion regulation difficulties persist, and they are at risk for co-occurring oppositional defiant disorder, conduct disorder, anxiety, and depressive disorders. Despite this vulnerability, as indicated by Russell Barkley in his forward to the recently published book on adolescents with ADHD (Becker, 2020), research on these adolescents is limited compared to research on children and adults with ADHD. Our concerns about the paucity of research that would inform assessment and treatment stimulated my graduate students and I to embark on a research project that we called the Ripple Effect of Adolescent ADHD. The ripple effects we investigated are self-perceptions, family relationships, and peer relationships. The results of our studies have been published in scholarly journals and book chapters and several other articles are in preparation. In this special issue, we focus on some of our studies on self-perceptions and friendships. I am dedicating this special issue to Amanda Todd, a 15-year old girl with ADHD who died by suicide on October 10, 2012. Amanda lived in Port Coquitlam, British Columbia. She was persuaded by an adult predator posing as an adolescent to lift her shirt and expose herself. The predator then took a photo of Amanda and proceeded to blackmail and threaten her for more intimate photos (now known as sextortion). When Amanda did not respond, the intimate photo was posted on the Internet for all to see. She was subsequently a victim of physical, verbal, relational, and cyberbullying by peers and lost many of her friends. She became severely anxious and depressed. Weeks prior to her death, Amanda created a You Tube video that poignantly told her story. Since her death, her mother has created the Amanda Todd Legacy Society which is a
{"title":"The Ripple Effect of ADHD in Adolescents: Self-Perceptions and Social Relationships","authors":"J. Wiener","doi":"10.1177/0829573520936456","DOIUrl":"https://doi.org/10.1177/0829573520936456","url":null,"abstract":"Adolescents with attention-deficit/hyperactivity disorder (ADHD) are highly vulnerable. Although their hyperactive symptoms tend to decrease from childhood through adolescence, their inattentive symptoms remain stable (see Larsson, 2020, for review). Their academic, social, and emotion regulation difficulties persist, and they are at risk for co-occurring oppositional defiant disorder, conduct disorder, anxiety, and depressive disorders. Despite this vulnerability, as indicated by Russell Barkley in his forward to the recently published book on adolescents with ADHD (Becker, 2020), research on these adolescents is limited compared to research on children and adults with ADHD. Our concerns about the paucity of research that would inform assessment and treatment stimulated my graduate students and I to embark on a research project that we called the Ripple Effect of Adolescent ADHD. The ripple effects we investigated are self-perceptions, family relationships, and peer relationships. The results of our studies have been published in scholarly journals and book chapters and several other articles are in preparation. In this special issue, we focus on some of our studies on self-perceptions and friendships. I am dedicating this special issue to Amanda Todd, a 15-year old girl with ADHD who died by suicide on October 10, 2012. Amanda lived in Port Coquitlam, British Columbia. She was persuaded by an adult predator posing as an adolescent to lift her shirt and expose herself. The predator then took a photo of Amanda and proceeded to blackmail and threaten her for more intimate photos (now known as sextortion). When Amanda did not respond, the intimate photo was posted on the Internet for all to see. She was subsequently a victim of physical, verbal, relational, and cyberbullying by peers and lost many of her friends. She became severely anxious and depressed. Weeks prior to her death, Amanda created a You Tube video that poignantly told her story. Since her death, her mother has created the Amanda Todd Legacy Society which is a","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"235 - 237"},"PeriodicalIF":2.2,"publicationDate":"2020-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520936456","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44448692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-18DOI: 10.1177/0829573520951041
Purcell Victoira L., Jac J. W. Andrews, David Nordstokke
The central objective of the study was to investigate a moderated mediation model addressing social cognitive mechanisms that account for the association between peer victimization and anxiety. A sample of 81 youth (M age = 12.78, SD = 0.88) completed questionnaires assessing peer victimization, anxiety, social self-efficacy, and peer perceptions. Reports of peer victimization were associated with anxiety symptoms. Moreover, social self-efficacy partially mediated the relationship between peer victimization and anxiety. Lastly, the perception of school peers moderated the mediation process between peer victimization and anxiety via social self-efficacy. These findings suggest that social contextual variables (e.g., peer victimization and perception of school peers) and negative self-evaluations (e.g., social self-efficacy) are risk factors for anxiety symptom severity in youth. Limitations and practical implications were discussed.
{"title":"Peer Victimization and Anxiety in Youth: A Moderated Mediation of Peer Perceptions and Social Self-Efficacy","authors":"Purcell Victoira L., Jac J. W. Andrews, David Nordstokke","doi":"10.1177/0829573520951041","DOIUrl":"https://doi.org/10.1177/0829573520951041","url":null,"abstract":"The central objective of the study was to investigate a moderated mediation model addressing social cognitive mechanisms that account for the association between peer victimization and anxiety. A sample of 81 youth (M age = 12.78, SD = 0.88) completed questionnaires assessing peer victimization, anxiety, social self-efficacy, and peer perceptions. Reports of peer victimization were associated with anxiety symptoms. Moreover, social self-efficacy partially mediated the relationship between peer victimization and anxiety. Lastly, the perception of school peers moderated the mediation process between peer victimization and anxiety via social self-efficacy. These findings suggest that social contextual variables (e.g., peer victimization and perception of school peers) and negative self-evaluations (e.g., social self-efficacy) are risk factors for anxiety symptom severity in youth. Limitations and practical implications were discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"36 1","pages":"9 - 22"},"PeriodicalIF":2.2,"publicationDate":"2020-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573520951041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46564649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1177/0829573519880063
Rylee Oram, Maria A. Rogers, G. DuPaul
Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.
{"title":"Explaining the Relationship Between ADHD Symptomatology and Amotivation in the Undergraduate Population: The Role of Basic Psychological Need Frustration","authors":"Rylee Oram, Maria A. Rogers, G. DuPaul","doi":"10.1177/0829573519880063","DOIUrl":"https://doi.org/10.1177/0829573519880063","url":null,"abstract":"Recent research has shown that undergraduate students who experience both clinical and subclinical attention-deficit/hyperactivity disorder (ADHD) struggle academically. Furthermore, these students have cited academic amotivation as a factor in their academic difficulties. Self-determination theory (SDT) posits that a lack of motivation—known as amotivation—may be the result of the frustration of the basic psychological needs—autonomy, competence, and relatedness. For this reason, the current study examined whether basic psychological need frustration mediated the relationship between ADHD symptomatology and academic amotivation. A sample of undergraduate students completed an online questionnaire about their university experience. Data were analyzed using a mediational structural equation model. Results suggested significant relationships between all of the variables. Moreover, basic psychological need frustration fully mediated the relationship between ADHD symptomatology and academic amotivation. These results demonstrate the importance of fulfilling the basic psychological needs of undergraduate students experiencing ADHD symptomatology, as it may increase their academic motivation, and, subsequently, reduce their academic difficulties.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"139 - 153"},"PeriodicalIF":2.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573519880063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47872995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1177/0829573519856814
K. Lodewyk, Lauren McNamara, Philip J. Sullivan
School recess scholars have called for more research into collective relations between social, personal, and physical factors on students’ engagement and enjoyment of recess. Overall and by gender, this study serves to investigate a proposed model among 355 elementary school students from victimization to enjoyment through peer belonging, positive affect, and physical activity. Consenting students completed an online survey, and structural equation modeling (overall and in boys and girls) revealed an excellent fit of the data to the model (comparative fit index [CFI] and goodness of fit index [GFI] > .95, standardized root mean square residual [SRMR] < .08, root mean square error of approximation [RMSEA] < .10). Each of the path regression coefficients was significant (p < .001) except for between victimization and positive affect. Results by gender revealed that all factor loadings were significant for both males and females, and all pathways between factors were significant for males, whereas for females, all pathways were significant except from victimization to affect and from physical activity to enjoyment. Boys were also significantly higher in victimization and physical activity during recess. For enhanced recess enjoyment among elementary school students, some schools may need to better consider how to support students’ reciprocal needs for peer belonging, affect, physical activity, and reduced victimization.
{"title":"Associations Between Elementary Students’ Victimization, Peer Belonging, Affect, Physical Activity, and Enjoyment by Gender During Recess","authors":"K. Lodewyk, Lauren McNamara, Philip J. Sullivan","doi":"10.1177/0829573519856814","DOIUrl":"https://doi.org/10.1177/0829573519856814","url":null,"abstract":"School recess scholars have called for more research into collective relations between social, personal, and physical factors on students’ engagement and enjoyment of recess. Overall and by gender, this study serves to investigate a proposed model among 355 elementary school students from victimization to enjoyment through peer belonging, positive affect, and physical activity. Consenting students completed an online survey, and structural equation modeling (overall and in boys and girls) revealed an excellent fit of the data to the model (comparative fit index [CFI] and goodness of fit index [GFI] > .95, standardized root mean square residual [SRMR] < .08, root mean square error of approximation [RMSEA] < .10). Each of the path regression coefficients was significant (p < .001) except for between victimization and positive affect. Results by gender revealed that all factor loadings were significant for both males and females, and all pathways between factors were significant for males, whereas for females, all pathways were significant except from victimization to affect and from physical activity to enjoyment. Boys were also significantly higher in victimization and physical activity during recess. For enhanced recess enjoyment among elementary school students, some schools may need to better consider how to support students’ reciprocal needs for peer belonging, affect, physical activity, and reduced victimization.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"154 - 170"},"PeriodicalIF":2.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573519856814","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44936909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1177/0829573519885802
J. Binfet
Educators and parents alike have high expectations that adolescents behave prosocially and, within the context of schools, this is evident in curriculum grounded in social and emotional learning and in kindness-themed school-wide initiatives. Despite this emphasis on kindness, relatively little is empirically known about how adolescents enact kindness. To understand just how adolescents demonstrate kindness, a study of 191 ninth graders was conducted in which students were asked to plan and complete five kind acts. In addition to planning and doing acts of kindness, participants were asked to rate their face-to-face and online kindness, report the number of kind acts they completed, identify the recipients of their acts, and assess the quality of their kind acts. At post-test, participants’ self-ratings of both face-to-face and online kindness were significantly higher than their pre-test ratings. Only one third of participants completed all of their kind acts, most participants chose familiar others as the recipients of their kindness, and the bulk of participants rated their acts of kindness as medium quality on a low–medium–high scale. The kind acts done by participants reflected the themes of helping with chores, being respectful, complimenting/encouraging others, and giving objects or money. Implications for educators and parents are discussed.
{"title":"Kinder Than We Might Think: How Adolescents Are Kind","authors":"J. Binfet","doi":"10.1177/0829573519885802","DOIUrl":"https://doi.org/10.1177/0829573519885802","url":null,"abstract":"Educators and parents alike have high expectations that adolescents behave prosocially and, within the context of schools, this is evident in curriculum grounded in social and emotional learning and in kindness-themed school-wide initiatives. Despite this emphasis on kindness, relatively little is empirically known about how adolescents enact kindness. To understand just how adolescents demonstrate kindness, a study of 191 ninth graders was conducted in which students were asked to plan and complete five kind acts. In addition to planning and doing acts of kindness, participants were asked to rate their face-to-face and online kindness, report the number of kind acts they completed, identify the recipients of their acts, and assess the quality of their kind acts. At post-test, participants’ self-ratings of both face-to-face and online kindness were significantly higher than their pre-test ratings. Only one third of participants completed all of their kind acts, most participants chose familiar others as the recipients of their kindness, and the bulk of participants rated their acts of kindness as medium quality on a low–medium–high scale. The kind acts done by participants reflected the themes of helping with chores, being respectful, complimenting/encouraging others, and giving objects or money. Implications for educators and parents are discussed.","PeriodicalId":46445,"journal":{"name":"Canadian Journal of School Psychology","volume":"35 1","pages":"87 - 99"},"PeriodicalIF":2.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0829573519885802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43718025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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