Pub Date : 2023-10-22DOI: 10.1080/02673843.2023.2270021
Weiyi Ding, Fanglei Gao, Anzhuo Wu, Kevin Bush
{"title":"The role of self-esteem in the relationship between parental support and monitoring and adolescents’ social initiative among adolescents in mainland China","authors":"Weiyi Ding, Fanglei Gao, Anzhuo Wu, Kevin Bush","doi":"10.1080/02673843.2023.2270021","DOIUrl":"https://doi.org/10.1080/02673843.2023.2270021","url":null,"abstract":"","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"30 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/02673843.2023.2270036
Giti Setoodeh, Azam Karami, Mitra Edraki, Narjes Nick
This study examined the effect of psychological empowerment on using coping strategies, stress, anxiety and depression in haemophilic adolescents. A total of 60 adolescents with haemophilia aged 13–19 years old were recruited in a randomized clinical trial and randomly divided into two groups of intervention and control. The instruments included Depression, Anxiety and Stress Scale-21 (DASS-21) and Lazarus and Folkman’s Coping Strategies Questionnaire (LFCSQ). The intervention group underwent psychological empowerment. The control group received routine intervention. Data were analysed with Chi-square test and repeated measures analysis of variance. The findings showed a decrease in the mean scores of anxiety, stress and depression (p < .001), and an increase usage of the problem-focused coping strategies (p = .007), in the intervention group after the intervention, that were significantly different with those of the control group. Psychological empowerment could be effective in improving the use of coping strategies and decreasing stress, anxiety and depression in adolescents with haemophilia.
本研究探讨了心理赋权对血友病青少年使用应对策略、压力、焦虑和抑郁的影响。随机临床试验共招募了60名13-19岁的青少年血友病患者，随机分为干预组和对照组。测试工具包括抑郁、焦虑和压力量表21 (DASS-21)和Lazarus and Folkman应对策略问卷(LFCSQ)。干预组接受心理赋权。对照组给予常规干预。资料分析采用卡方检验和重复测量方差分析。结果显示，干预组在干预后焦虑、压力和抑郁的平均得分下降(p < 0.001)，问题关注应对策略的使用增加(p = 0.007)，与对照组有显著差异。心理赋权可以有效地改善应对策略的使用，减少血友病青少年的压力、焦虑和抑郁。
{"title":"Investigating the effect of psychological empowerment on using coping strategies, stress, anxiety and depression in adolescents with haemophilia: a randomized controlled trial","authors":"Giti Setoodeh, Azam Karami, Mitra Edraki, Narjes Nick","doi":"10.1080/02673843.2023.2270036","DOIUrl":"https://doi.org/10.1080/02673843.2023.2270036","url":null,"abstract":"This study examined the effect of psychological empowerment on using coping strategies, stress, anxiety and depression in haemophilic adolescents. A total of 60 adolescents with haemophilia aged 13–19 years old were recruited in a randomized clinical trial and randomly divided into two groups of intervention and control. The instruments included Depression, Anxiety and Stress Scale-21 (DASS-21) and Lazarus and Folkman’s Coping Strategies Questionnaire (LFCSQ). The intervention group underwent psychological empowerment. The control group received routine intervention. Data were analysed with Chi-square test and repeated measures analysis of variance. The findings showed a decrease in the mean scores of anxiety, stress and depression (p < .001), and an increase usage of the problem-focused coping strategies (p = .007), in the intervention group after the intervention, that were significantly different with those of the control group. Psychological empowerment could be effective in improving the use of coping strategies and decreasing stress, anxiety and depression in adolescents with haemophilia.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/02673843.2023.2270051
Fitriah M. Suud, Tri Na’imah
Several studies show that many students experience high levels of stress when completing their thesis. This study aims to examine the effects of positive thinking on university students in reducing academic stress related to thesis writing. This research method is pursued through experimental design. Before undergoing positive thinking therapy, participants assessed their stress levels using an academic stress scale instrument adapted from the Student-Life Stress Inventory. The participants consisted of 48 Muslim students who were writing their theses for the Psychology study program. The results showed that training in positive thinking can reduce students’ academic stress when completing their thesis. Students are highly susceptible to academic stress due to the multitude of stressors they encounter. This study recommends positive thinking training because it can effectively reduce academic stress levels in students. Cognitive-oriented strategies are more beneficial for students as they can enhance personal factors.
{"title":"The effect of positive thinking training on academic stress of Muslim students in thesis writing: a quasi-experimental study","authors":"Fitriah M. Suud, Tri Na’imah","doi":"10.1080/02673843.2023.2270051","DOIUrl":"https://doi.org/10.1080/02673843.2023.2270051","url":null,"abstract":"Several studies show that many students experience high levels of stress when completing their thesis. This study aims to examine the effects of positive thinking on university students in reducing academic stress related to thesis writing. This research method is pursued through experimental design. Before undergoing positive thinking therapy, participants assessed their stress levels using an academic stress scale instrument adapted from the Student-Life Stress Inventory. The participants consisted of 48 Muslim students who were writing their theses for the Psychology study program. The results showed that training in positive thinking can reduce students’ academic stress when completing their thesis. Students are highly susceptible to academic stress due to the multitude of stressors they encounter. This study recommends positive thinking training because it can effectively reduce academic stress levels in students. Cognitive-oriented strategies are more beneficial for students as they can enhance personal factors.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/02673843.2023.2261545
Emma Carter, Pui Ki Patricia Kwok, Lydie Shima, Nidhi Singal
There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwandan districts. Through thematic analysis, findings revealed an understanding of ‘good’ teachers via multiple dimensions. Students highlighted the importance of teacher disposition and responsible behaviors. Teacher–student relationships were also strongly valued as was holistic learning including positive values and being influenced cognitively and affectively. These results provide important implications for teacher professional development and policies in response to the contextualized preferences.
{"title":"‘A good teacher should…’: exploring student perceptions of teaching quality in Rwandan secondary education","authors":"Emma Carter, Pui Ki Patricia Kwok, Lydie Shima, Nidhi Singal","doi":"10.1080/02673843.2023.2261545","DOIUrl":"https://doi.org/10.1080/02673843.2023.2261545","url":null,"abstract":"There have been significant efforts to enhance teaching quality in Rwandan secondary schools. Despite this focus, there has been little attention to understanding this construct, and especially what it means for students who are most affected by it. To address this gap, this study explored with students comprehensively what they valued in a ‘good’ teacher. Data drew upon 75 group discussions involving 419 students across 12 schools from six Rwandan districts. Through thematic analysis, findings revealed an understanding of ‘good’ teachers via multiple dimensions. Students highlighted the importance of teacher disposition and responsible behaviors. Teacher–student relationships were also strongly valued as was holistic learning including positive values and being influenced cognitively and affectively. These results provide important implications for teacher professional development and policies in response to the contextualized preferences.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/02673843.2023.2270662
Ashraf Alam, Atasi Mohanty
This research article examines the widespread practice of ability grouping in educational systems across different countries, exploring its impact on academic achievement and its implications for equity among mathematics students. The findings underscore the urgent need for educational ecosystems to move away from ability grouping and embrace alternative pedagogical approaches that foster growth mindsets, equitable opportunities, and inclusive education for all students. The implications of this article extend beyond the immediate concerns of schools, school organizations, and mathematics education enthusiasts. Particularly, the insights gleaned from this research bear significant relevance to the development of adolescents and youths on a broader scale. The insights provided by this study are relevant to parents, educators, policymakers, and anyone interested in fostering an educational landscape that equips adolescents and young people with the skills, attitudes, and opportunities needed for success in a diverse and complex world.
{"title":"Cultural beliefs and equity in educational institutions: exploring the social and philosophical notions of ability groupings in teaching and learning of mathematics","authors":"Ashraf Alam, Atasi Mohanty","doi":"10.1080/02673843.2023.2270662","DOIUrl":"https://doi.org/10.1080/02673843.2023.2270662","url":null,"abstract":"This research article examines the widespread practice of ability grouping in educational systems across different countries, exploring its impact on academic achievement and its implications for equity among mathematics students. The findings underscore the urgent need for educational ecosystems to move away from ability grouping and embrace alternative pedagogical approaches that foster growth mindsets, equitable opportunities, and inclusive education for all students. The implications of this article extend beyond the immediate concerns of schools, school organizations, and mathematics education enthusiasts. Particularly, the insights gleaned from this research bear significant relevance to the development of adolescents and youths on a broader scale. The insights provided by this study are relevant to parents, educators, policymakers, and anyone interested in fostering an educational landscape that equips adolescents and young people with the skills, attitudes, and opportunities needed for success in a diverse and complex world.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"14 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135461516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/02673843.2023.2261526
Mian Muhammad Ahmad Iqbal, Qaisar Khalid Mahmood, Muhammad Saud, Nadir Hayat
Social capital is a valuable asset in community psychology for the growth of happiness. The various components of social capital, including trust and reciprocity, help youth to function positively in society. Unfortunately, previous literature ignored a higher-order analysis of social capital with happiness. This research aimed to examine the association between various components of social capital and happiness. Using a convenient sampling technique, we gathered data from 843 university enrolled students (Male = 581, Female = 262, age 21–23) from four public universities in Punjab, Pakistan. The first and second hypotheses confirmed that bonding trust, bonding, bridging, and linkage engagements and components of social capital were positively associated with the happiness of youth. The higher-order social capital model should be replicated in future studies, and local government should take essential steps to get the trust of the people which is necessary for the development of society.
{"title":"Social capital and happiness in university students: a higher-order analysis","authors":"Mian Muhammad Ahmad Iqbal, Qaisar Khalid Mahmood, Muhammad Saud, Nadir Hayat","doi":"10.1080/02673843.2023.2261526","DOIUrl":"https://doi.org/10.1080/02673843.2023.2261526","url":null,"abstract":"Social capital is a valuable asset in community psychology for the growth of happiness. The various components of social capital, including trust and reciprocity, help youth to function positively in society. Unfortunately, previous literature ignored a higher-order analysis of social capital with happiness. This research aimed to examine the association between various components of social capital and happiness. Using a convenient sampling technique, we gathered data from 843 university enrolled students (Male = 581, Female = 262, age 21–23) from four public universities in Punjab, Pakistan. The first and second hypotheses confirmed that bonding trust, bonding, bridging, and linkage engagements and components of social capital were positively associated with the happiness of youth. The higher-order social capital model should be replicated in future studies, and local government should take essential steps to get the trust of the people which is necessary for the development of society.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135591328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-19DOI: 10.1080/02673843.2023.2256832
Shahram Mansoory
This study applies a nonexperimental quantitative design to investigate youth well-being within the family context. Structural equation model analyses of information from 1883 seventh grade youths revealed: Democratic parenting (β = 0.43, p < .001), maternal warmth (β = 0.23, p < .001), and paternal warmth (β = 0.43, p < .05) were positively associated with youth disclosure, which in turn was associated with academic (β = 0.44, p < .001), emotional (β = 0.13, p < .05), and social (β = 0.43, p < .001) well-being the following year; paternal warmth and emotional well-being were directly linked (β = 0.16, p < .01); and youth disclosure and emotional well-being were associated stronger for girls (β = 0.33, p < .001) compared to boys (β = 0.11, p > .05). Future well-being research should consider parent–youth relationships, and youths could be involved in family policy-making and fostering supportive family environments.
本研究采用非实验的定量设计来调查家庭背景下的青少年幸福感。对1883名七年级青少年的信息进行结构方程模型分析发现:父母的民主教养(β = 0.43, p < .001)、母亲的温暖(β = 0.23, p < .001)和父亲的温暖(β = 0.43, p < .05)与青少年信息披露呈正相关，而青少年信息披露又与第二年的学业(β = 0.44, p < .001)、情感(β = 0.13, p < .05)和社会(β = 0.43, p < .001)幸福感相关;父亲温暖与情感幸福感直接相关(β = 0.16, p < 0.01);与男孩相比，女孩的情感表露与情绪幸福感的相关性更强(β = 0.33, p < 0.001) (β = 0.11, p > 0.05)。未来的幸福研究应考虑亲子关系，青年可以参与家庭决策和培育支持性的家庭环境。
{"title":"Understanding youth well-being in the family context: the role of democracy, warmth, and disclosure","authors":"Shahram Mansoory","doi":"10.1080/02673843.2023.2256832","DOIUrl":"https://doi.org/10.1080/02673843.2023.2256832","url":null,"abstract":"This study applies a nonexperimental quantitative design to investigate youth well-being within the family context. Structural equation model analyses of information from 1883 seventh grade youths revealed: Democratic parenting (β = 0.43, p < .001), maternal warmth (β = 0.23, p < .001), and paternal warmth (β = 0.43, p < .05) were positively associated with youth disclosure, which in turn was associated with academic (β = 0.44, p < .001), emotional (β = 0.13, p < .05), and social (β = 0.43, p < .001) well-being the following year; paternal warmth and emotional well-being were directly linked (β = 0.16, p < .01); and youth disclosure and emotional well-being were associated stronger for girls (β = 0.33, p < .001) compared to boys (β = 0.11, p > .05). Future well-being research should consider parent–youth relationships, and youths could be involved in family policy-making and fostering supportive family environments.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"198 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135014415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-18DOI: 10.1080/02673843.2023.2256826
Nazmus Saquib, Juliann Saquib, Abdullah AlSalhi, Michelle Colder Carras, Alain B. Labrique, Abdullah Murhaf Al-Khani, Amjad Chamsi Basha, Abdulrahman Almazrou
The current study assessed the family correlates of problematic Internet use (PIU) in a nationally representative sample of Saudi adolescents. Students (grades: 7–12; N = 2,546) from three cities in Saudi Arabia (random selection of schools) filled out a survey on Young’s Internet Addiction Test (YIAT) and family characteristics (e.g. parents’ socioeconomic status [SES], family harmony, family members’ Internet use, and parental Internet controls). A multilevel log-binomial regression assessed family correlates of PIU (YIAT ≥40). The mean (SD) age was 15.6 (±1.8) years; 54% were girls; PIU prevalence was 41.8%. A poor SES (OR = 1.2, 95% CI 1.0, 1.4), low family harmony (bottom quartile OR = 1.4, 95% CI 1.2, 1.7), no parental restriction/supervision (OR = 1.4, 95% CI 1.2, 1.8), and heavy Internet use by siblings (OR = 1.3, 95% CI 1.1, 1.5) were significantly associated with PIU. Certain identified family risk factors are amenable to interventions given the high PIU prevalence among Saudi adolescents.
目前的研究评估了在沙特青少年的全国代表性样本中有问题的互联网使用(PIU)的家庭相关性。学生(7-12年级);来自沙特阿拉伯三个城市(随机选择学校)的N = 2546)填写了一份关于青少年网络成瘾测试(YIAT)和家庭特征(如父母的社会经济地位[SES]，家庭和谐，家庭成员的互联网使用和父母的互联网控制)的调查。多水平对数二项回归评估PIU的家族相关因素(YIAT≥40)。平均(SD)年龄为15.6(±1.8)岁;54%是女孩;PIU患病率为41.8%。较差的社会经济地位(OR = 1.2, 95% CI 1.0, 1.4)、较低的家庭和谐(底部四分位数OR = 1.4, 95% CI 1.2, 1.7)、无父母限制/监督(OR = 1.4, 95% CI 1.2, 1.8)和兄弟姐妹大量使用互联网(OR = 1.3, 95% CI 1.1, 1.5)与PIU显著相关。鉴于沙特青少年中PIU的高患病率，某些已确定的家庭风险因素可以采取干预措施。
{"title":"The associations between family characteristics and problematic Internet use among adolescents in Saudi Arabia","authors":"Nazmus Saquib, Juliann Saquib, Abdullah AlSalhi, Michelle Colder Carras, Alain B. Labrique, Abdullah Murhaf Al-Khani, Amjad Chamsi Basha, Abdulrahman Almazrou","doi":"10.1080/02673843.2023.2256826","DOIUrl":"https://doi.org/10.1080/02673843.2023.2256826","url":null,"abstract":"The current study assessed the family correlates of problematic Internet use (PIU) in a nationally representative sample of Saudi adolescents. Students (grades: 7–12; N = 2,546) from three cities in Saudi Arabia (random selection of schools) filled out a survey on Young’s Internet Addiction Test (YIAT) and family characteristics (e.g. parents’ socioeconomic status [SES], family harmony, family members’ Internet use, and parental Internet controls). A multilevel log-binomial regression assessed family correlates of PIU (YIAT ≥40). The mean (SD) age was 15.6 (±1.8) years; 54% were girls; PIU prevalence was 41.8%. A poor SES (OR = 1.2, 95% CI 1.0, 1.4), low family harmony (bottom quartile OR = 1.4, 95% CI 1.2, 1.7), no parental restriction/supervision (OR = 1.4, 95% CI 1.2, 1.8), and heavy Internet use by siblings (OR = 1.3, 95% CI 1.1, 1.5) were significantly associated with PIU. Certain identified family risk factors are amenable to interventions given the high PIU prevalence among Saudi adolescents.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/02673843.2023.2254136
Tracy Dearth-Wesley, Allison N Herman, Robert C. Whitaker
Addressing worldwide declines in adolescents’ school belonging requires identifying factors to target in reversing this trend. We hypothesized that adolescents with higher levels of teacher connection and perspective-taking would have greater school belonging and that the joint association of both factors with school belonging would be more than additive. We analysed cross-sectional survey data from 15-year-olds in 62 countries (N = 392,096) collected in the 2018 Programme for International Student Assessment. Measures were expressed in standard deviation (SD) units. Based on regression models with both factors plus covariates, school belonging increased 0.12 (95% CI: 0.11, 0.13) units for a 1.00 SD increase in teacher connection and 0.09 units (95% CI: 0.08, 0.10) for a 1.00 SD increase in perspective-taking. The observed (joint) association of both factors with school belonging was 19.0% greater than the expected (additive) association. Efforts to increase teacher connection and perspective-taking could improve school belonging.
{"title":"Teacher connection and student perspective-taking and their association with school belonging among adolescents in 62 countries","authors":"Tracy Dearth-Wesley, Allison N Herman, Robert C. Whitaker","doi":"10.1080/02673843.2023.2254136","DOIUrl":"https://doi.org/10.1080/02673843.2023.2254136","url":null,"abstract":"Addressing worldwide declines in adolescents’ school belonging requires identifying factors to target in reversing this trend. We hypothesized that adolescents with higher levels of teacher connection and perspective-taking would have greater school belonging and that the joint association of both factors with school belonging would be more than additive. We analysed cross-sectional survey data from 15-year-olds in 62 countries (N = 392,096) collected in the 2018 Programme for International Student Assessment. Measures were expressed in standard deviation (SD) units. Based on regression models with both factors plus covariates, school belonging increased 0.12 (95% CI: 0.11, 0.13) units for a 1.00 SD increase in teacher connection and 0.09 units (95% CI: 0.08, 0.10) for a 1.00 SD increase in perspective-taking. The observed (joint) association of both factors with school belonging was 19.0% greater than the expected (additive) association. Efforts to increase teacher connection and perspective-taking could improve school belonging.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135690659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/02673843.2023.2255019
Susana K. Lingán-Huamán, Dayana Charún-Puémape, Milady Pajuelo-Almirón, Ronald Castillo-Blanco
Dark Triad is a term used to describe a group of three aversive personality traits – Machiavellianism, psychopathy, and narcissism. This study evaluates the utility of the Dark Triad Dirty Dozen for Peruvian adolescents through the evaluation of its psychometric properties; specifically, its factorial structure, measurement invariance according to gender and age group, and reliability. A total of 440 adolescents participated in the study (female: 48.2%; male: 51.8%); their ages ranged from 12 to 17 (Mage = 14; SDage = 1.38). The results showed a three-factor structure invariant by gender and age group and adequate internal consistency, although it was necessary to eliminate item 8. The findings suggest that the 11-item version of the Dark Triad Dirty Dozen is a measure with adequate psychometric properties, reliable and useful for the study of Peruvian adolescents. The theoretical and practical implications of the study are then discussed.
{"title":"Dark Triad dirty dozen: psychometric properties and measurement invariance in Peruvian adolescents","authors":"Susana K. Lingán-Huamán, Dayana Charún-Puémape, Milady Pajuelo-Almirón, Ronald Castillo-Blanco","doi":"10.1080/02673843.2023.2255019","DOIUrl":"https://doi.org/10.1080/02673843.2023.2255019","url":null,"abstract":"Dark Triad is a term used to describe a group of three aversive personality traits – Machiavellianism, psychopathy, and narcissism. This study evaluates the utility of the Dark Triad Dirty Dozen for Peruvian adolescents through the evaluation of its psychometric properties; specifically, its factorial structure, measurement invariance according to gender and age group, and reliability. A total of 440 adolescents participated in the study (female: 48.2%; male: 51.8%); their ages ranged from 12 to 17 (Mage = 14; SDage = 1.38). The results showed a three-factor structure invariant by gender and age group and adequate internal consistency, although it was necessary to eliminate item 8. The findings suggest that the 11-item version of the Dark Triad Dirty Dozen is a measure with adequate psychometric properties, reliable and useful for the study of Peruvian adolescents. The theoretical and practical implications of the study are then discussed.","PeriodicalId":46941,"journal":{"name":"International Journal of Adolescence and Youth","volume":"283 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135690933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：