Pub Date : 2022-04-11DOI: 10.1177/01430343221091991
Yu-Ying Hu, Xu Jiang
Research has consistently supported the significance of parental attachment in behavioral development during adolescence. Based on the attachment theory and the engine of well-being model, the current study examined the mediating effect of hope in the relation between parental attachment and social problem-solving skills in Chinese early adolescents (N = 745, 6th to 8th grade, age range 11 to 15 years, mean = 12.76, SD = 0.74). Data were collected across two time points, with six months between each time. After confirming the measurement model, the structural equation modeling analysis results showed that hope fully mediated the relation between maternal and paternal attachment, respectively, and social problem-solving skills. The findings are consistent with previous research conducted in the United States showing the mediating role of hope in the relation between family resources and adolescents’ positive goal-directed behavior. These findings also support the application of the attachment theory and the engine of well-being model in Chinese culture and possibly Eastern culture in general. Implications for school psychologists and other mental health professionals to help parents understand how they influence adolescents’ social problem-solving skills (via hope), especially in the Eastern cultural context, are discussed.
{"title":"Hope as an engine mediating the relation between parental attachment and social problem solving skills in adolescents","authors":"Yu-Ying Hu, Xu Jiang","doi":"10.1177/01430343221091991","DOIUrl":"https://doi.org/10.1177/01430343221091991","url":null,"abstract":"Research has consistently supported the significance of parental attachment in behavioral development during adolescence. Based on the attachment theory and the engine of well-being model, the current study examined the mediating effect of hope in the relation between parental attachment and social problem-solving skills in Chinese early adolescents (N = 745, 6th to 8th grade, age range 11 to 15 years, mean = 12.76, SD = 0.74). Data were collected across two time points, with six months between each time. After confirming the measurement model, the structural equation modeling analysis results showed that hope fully mediated the relation between maternal and paternal attachment, respectively, and social problem-solving skills. The findings are consistent with previous research conducted in the United States showing the mediating role of hope in the relation between family resources and adolescents’ positive goal-directed behavior. These findings also support the application of the attachment theory and the engine of well-being model in Chinese culture and possibly Eastern culture in general. Implications for school psychologists and other mental health professionals to help parents understand how they influence adolescents’ social problem-solving skills (via hope), especially in the Eastern cultural context, are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41622829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-30DOI: 10.1177/01430343221091201
zeynep şimşir gökalp
School counsellors are responsible for maintaining their well-being to provide quality service for the students. Self-care activities are the best way to preserve and enhance the well-being of counsellors. In this vein, this study aimed to discover the self-care experiences of school counsellors employing a qualitative approach. Fifteen licensed school counsellors (eight of whom were female) from various schools in Turkey participated in the study. Data were gathered through semi-structured interviews. The data analysis was carried out with an inductive thematic analysis approach using NVivo 11 software. The results of the study are presented under four interrelated themes which are self-care practices, improved wellness, increased productivity in schools, and barriers to self-care. Findings of the study are discussed based on literature and a number of suggestions are presented for future studies of researchers and practitioners.
{"title":"Exploring self-care experiences of school counsellors: A qualitative study","authors":"zeynep şimşir gökalp","doi":"10.1177/01430343221091201","DOIUrl":"https://doi.org/10.1177/01430343221091201","url":null,"abstract":"School counsellors are responsible for maintaining their well-being to provide quality service for the students. Self-care activities are the best way to preserve and enhance the well-being of counsellors. In this vein, this study aimed to discover the self-care experiences of school counsellors employing a qualitative approach. Fifteen licensed school counsellors (eight of whom were female) from various schools in Turkey participated in the study. Data were gathered through semi-structured interviews. The data analysis was carried out with an inductive thematic analysis approach using NVivo 11 software. The results of the study are presented under four interrelated themes which are self-care practices, improved wellness, increased productivity in schools, and barriers to self-care. Findings of the study are discussed based on literature and a number of suggestions are presented for future studies of researchers and practitioners.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45293867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1177/01430343221088186
Yea-Ji Hong, Kangyi Lee
The purpose of the current study was to extensively investigate not only bystander roles but also individual bystanders’ moral emotional responses in the context of cyberbullying based on the perpetrator's perceived popularity and the message type. Data from 566 adolescents in grade 7 attending six middle schools in South Korea were used to identify their bystander behavior and moral emotions in response to vignettes about cyber scenarios. Using latent profile analysis, the current study identified five types of bystanders: limited bystanders, pro-bullies, outsiders, defenders, and inconsistent bystanders. Moreover, multinomial logistic regressions were performed to determine the predictive power of the moral emotions of each bystander type. The findings indicated the importance of understanding bystanders’ roles for designing effective intervention strategies regarding moral emotions, leading to adolescents’ improved moral sensitivity.
{"title":"Adolescent bystanders’ moral emotions in cyberbullying","authors":"Yea-Ji Hong, Kangyi Lee","doi":"10.1177/01430343221088186","DOIUrl":"https://doi.org/10.1177/01430343221088186","url":null,"abstract":"The purpose of the current study was to extensively investigate not only bystander roles but also individual bystanders’ moral emotional responses in the context of cyberbullying based on the perpetrator's perceived popularity and the message type. Data from 566 adolescents in grade 7 attending six middle schools in South Korea were used to identify their bystander behavior and moral emotions in response to vignettes about cyber scenarios. Using latent profile analysis, the current study identified five types of bystanders: limited bystanders, pro-bullies, outsiders, defenders, and inconsistent bystanders. Moreover, multinomial logistic regressions were performed to determine the predictive power of the moral emotions of each bystander type. The findings indicated the importance of understanding bystanders’ roles for designing effective intervention strategies regarding moral emotions, leading to adolescents’ improved moral sensitivity.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41950263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.1177/01430343221083124
Acknowledgement of Reviewers for SPI, 2021: The Editorial team at School Psychology International (SPI) journal would like to acknowledge the following colleagues who reviewed articles for the journal in 2021. We appreciate the time and expertise devoted to these reviews, which have substantially improved the quality of the journal.
{"title":"Editorial notice","authors":"","doi":"10.1177/01430343221083124","DOIUrl":"https://doi.org/10.1177/01430343221083124","url":null,"abstract":"Acknowledgement of Reviewers for SPI, 2021: The Editorial team at <i>School Psychology International</i> (SPI) journal would like to acknowledge the following colleagues who reviewed articles for the journal in 2021. We appreciate the time and expertise devoted to these reviews, which have substantially improved the quality of the journal.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-07DOI: 10.1177/01430343221081994
A. Arënliu, R. Benbenishty, Kaltrina Kelmendi, Zamira Hyseni Duraku, J. Konjufca, R. Astor
Student victimization by school staff members has important potential consequences for students’ academic achievement and physical and psychological outcomes. Several studies have shown that such victimization exists in multiple contexts and there is considerable variation in prevalence among contexts. This study examined the prevalence of student victimization in public schools by staff members and its relationships with other school-related factors in the context of Kosovo. The sample was designed to represent all students from Grades 6–9 in 13 of Kosovo's 38 municipalities. The sample consisted of 12,040 students from 100 schools, 49.2% of whom were female. They were equally divided between Grades 6 to 9. Overall, more than a quarter of the students reported that a staff member victimized them in the last month. The least prevalent victimization type was sexual—touched or tried to touch you in a sexual manner (2.3%). The most prevalent physical behavior was slapping (15.8%); 12.7% reported being offended or humiliated by a staff member and 8.3% indicated that a staff member cursed them. Boys were victimized significantly more than girls for all types of victimization. The strongest predictors of staff victimization of students were students’ involvement in peer-to-peer victimization and risky behaviors, which were correlated with school climate. Future research should examine each type of staff victimization of students (emotional, physical, sexual) separately and test comprehensive models that include multiple predictors, including contextual and school-level variables and staff characteristics.
{"title":"Prevalence and predictors of staff victimization of students in Kosovo","authors":"A. Arënliu, R. Benbenishty, Kaltrina Kelmendi, Zamira Hyseni Duraku, J. Konjufca, R. Astor","doi":"10.1177/01430343221081994","DOIUrl":"https://doi.org/10.1177/01430343221081994","url":null,"abstract":"Student victimization by school staff members has important potential consequences for students’ academic achievement and physical and psychological outcomes. Several studies have shown that such victimization exists in multiple contexts and there is considerable variation in prevalence among contexts. This study examined the prevalence of student victimization in public schools by staff members and its relationships with other school-related factors in the context of Kosovo. The sample was designed to represent all students from Grades 6–9 in 13 of Kosovo's 38 municipalities. The sample consisted of 12,040 students from 100 schools, 49.2% of whom were female. They were equally divided between Grades 6 to 9. Overall, more than a quarter of the students reported that a staff member victimized them in the last month. The least prevalent victimization type was sexual—touched or tried to touch you in a sexual manner (2.3%). The most prevalent physical behavior was slapping (15.8%); 12.7% reported being offended or humiliated by a staff member and 8.3% indicated that a staff member cursed them. Boys were victimized significantly more than girls for all types of victimization. The strongest predictors of staff victimization of students were students’ involvement in peer-to-peer victimization and risky behaviors, which were correlated with school climate. Future research should examine each type of staff victimization of students (emotional, physical, sexual) separately and test comprehensive models that include multiple predictors, including contextual and school-level variables and staff characteristics.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44778829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-02DOI: 10.1177/01430343221080782
M. Hart, R. Sable, A. Gupta, Jean Boddu, Samuel D McQuillin
We report on the process of planning, adapting, and implementing a brief, instrumental, school-based mentoring curriculum originally developed in the United States, in three cities in India. India has the world’s largest population of young adults aged 10-24 years, a developmental period associated with heightened psychosocial stressors and the onset of mental health issues, as well as a dire shortage of mental health professionals. Moving services that are typically provided by highly skilled professionals to individuals with fewer credentials or less formal training (e.g., from psychologists to mentors) can increase access to adolescent mental health services. Yet, transferring programs internationally is accompanied by unique barriers including cultural differences, and should be guided by an established framework. In this paper, we discuss the formation of a research-practice partnership designed to generate applied knowledge through emic cultural perspectives. We describe each stage of the program adaptation process within the Cultural Adaptation Framework ( Fendt-Newlin et al., 2020), including our decisions to strategically adjust, remove, or retain content from the original mentoring intervention. Although program delivery was prematurely discontinued due to the COVID-19 pandemic, we provide a brief synopsis of lessons learned through the international partnership.
我们报告了最初在美国和印度三个城市开发的一个简短的、工具性的、以学校为基础的辅导课程的规划、调整和实施过程。印度是世界上10-24岁年轻人最多的国家，这一发展时期伴随着心理社会压力的增加和心理健康问题的出现，以及心理健康专业人员的严重短缺。将通常由高技能专业人员提供的服务转移到资历较少或受过正规培训较少的个人（例如，从心理学家到导师），可以增加获得青少年心理健康服务的机会。然而，国际项目转移伴随着包括文化差异在内的独特障碍，应该以既定的框架为指导。在本文中，我们讨论了研究与实践伙伴关系的形成，旨在通过流行病文化视角产生应用知识。我们在文化适应框架（Fendt Newlin et al.，2020）中描述了项目适应过程的每个阶段，包括我们从战略上调整、删除或保留原始辅导干预内容的决定。尽管由于新冠肺炎大流行，项目交付提前停止，但我们提供了通过国际伙伴关系吸取的经验教训的简要摘要。
{"title":"Adapting a School-Based Motivational Interviewing Mentoring Program for Use in India","authors":"M. Hart, R. Sable, A. Gupta, Jean Boddu, Samuel D McQuillin","doi":"10.1177/01430343221080782","DOIUrl":"https://doi.org/10.1177/01430343221080782","url":null,"abstract":"We report on the process of planning, adapting, and implementing a brief, instrumental, school-based mentoring curriculum originally developed in the United States, in three cities in India. India has the world’s largest population of young adults aged 10-24 years, a developmental period associated with heightened psychosocial stressors and the onset of mental health issues, as well as a dire shortage of mental health professionals. Moving services that are typically provided by highly skilled professionals to individuals with fewer credentials or less formal training (e.g., from psychologists to mentors) can increase access to adolescent mental health services. Yet, transferring programs internationally is accompanied by unique barriers including cultural differences, and should be guided by an established framework. In this paper, we discuss the formation of a research-practice partnership designed to generate applied knowledge through emic cultural perspectives. We describe each stage of the program adaptation process within the Cultural Adaptation Framework ( Fendt-Newlin et al., 2020), including our decisions to strategically adjust, remove, or retain content from the original mentoring intervention. Although program delivery was prematurely discontinued due to the COVID-19 pandemic, we provide a brief synopsis of lessons learned through the international partnership.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45279192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.1177/01430343221075352
Candice Aston, Leann V. Smith, Isaac L. Woods
In response to national attention regarding issues of racial injustice facing Black Americans, education has been highlighted as a fi eld that has systematically operated in a way that has been detrimental to Black children in the form of underfunding, segregated schools, discriminatory discipline policies, and disproportionate placement in special education. While current estimates indicate a narrowing of the achievement gap, also referred to as opportunity gap, a large difference remains regarding how Black students perform on standardized tests when compared to their White counterparts. According to the Education Opportunity Project at Stanford University (Reardon et al., 2019), the differences in standardized test scores are reported to amount to a de fi cit of approximately two academic years for Black students. While racial disparities in education are a longstanding issue, greater focus on dismantling structural inequity is required for Black students to have equal access to quality education. To accomplish this goal, educational professionals across all disciplines must examine their practices through an
{"title":"Examining the Importance of Rooting out Bias Through Culturally Responsive Clinical Judgement When Assessing Black Children","authors":"Candice Aston, Leann V. Smith, Isaac L. Woods","doi":"10.1177/01430343221075352","DOIUrl":"https://doi.org/10.1177/01430343221075352","url":null,"abstract":"In response to national attention regarding issues of racial injustice facing Black Americans, education has been highlighted as a fi eld that has systematically operated in a way that has been detrimental to Black children in the form of underfunding, segregated schools, discriminatory discipline policies, and disproportionate placement in special education. While current estimates indicate a narrowing of the achievement gap, also referred to as opportunity gap, a large difference remains regarding how Black students perform on standardized tests when compared to their White counterparts. According to the Education Opportunity Project at Stanford University (Reardon et al., 2019), the differences in standardized test scores are reported to amount to a de fi cit of approximately two academic years for Black students. While racial disparities in education are a longstanding issue, greater focus on dismantling structural inequity is required for Black students to have equal access to quality education. To accomplish this goal, educational professionals across all disciplines must examine their practices through an","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48084783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/01430343221077249
Fangyuan Ding, Xingxue Xiao, Yijun Shi, Yani Wan, Gang Cheng
To explore the relationships between parents’ attitudes toward school (PAS) and adolescents’ family socioeconomic status (SES), psychological suzhi, and academic performance, we investigated a total of 1319 Chinese middle school students from junior grade 1 to senior grade 3 and their parents. The psychological suzhi was self-reported by students. Family SES and PAS were rated by one of the parents of the adolescents. Academic performance was collected from the final examination at school at the end of the semester. The results showed that (1) PAS were significantly negatively correlated with family SES, psychological suzhi and its components, and academic performance. Psychological suzhi and its components were significantly positively correlated with academic performance and family SES, while adolescents’ academic performance was not significantly correlated with family SES. (2) Psychological suzhi and its components played partial mediating roles between PAS and academic performance. However, cognitive quality showed a positive effect on academic performance, similar to psychological suzhi, while individuality and adaptability showed the opposite effects. (3) Family SES played a moderating role in the direct paths from PAS to cognitive quality and academic performance. Our results suggest that it may be effective to improve adolescents’ academic performance by improving negative PAS.
{"title":"Parental attitudes toward School and Chinese Adolescents’ Academic Performance: A Moderated Mediation Model","authors":"Fangyuan Ding, Xingxue Xiao, Yijun Shi, Yani Wan, Gang Cheng","doi":"10.1177/01430343221077249","DOIUrl":"https://doi.org/10.1177/01430343221077249","url":null,"abstract":"To explore the relationships between parents’ attitudes toward school (PAS) and adolescents’ family socioeconomic status (SES), psychological suzhi, and academic performance, we investigated a total of 1319 Chinese middle school students from junior grade 1 to senior grade 3 and their parents. The psychological suzhi was self-reported by students. Family SES and PAS were rated by one of the parents of the adolescents. Academic performance was collected from the final examination at school at the end of the semester. The results showed that (1) PAS were significantly negatively correlated with family SES, psychological suzhi and its components, and academic performance. Psychological suzhi and its components were significantly positively correlated with academic performance and family SES, while adolescents’ academic performance was not significantly correlated with family SES. (2) Psychological suzhi and its components played partial mediating roles between PAS and academic performance. However, cognitive quality showed a positive effect on academic performance, similar to psychological suzhi, while individuality and adaptability showed the opposite effects. (3) Family SES played a moderating role in the direct paths from PAS to cognitive quality and academic performance. Our results suggest that it may be effective to improve adolescents’ academic performance by improving negative PAS.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42466359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/01430343211049113
Wei-hsin Yu, Gang Cheng, Jiajia Huang, Fangyuan Ding, Yuncheng Jia
This short-term longitudinal study investigated the developmental trajectory of first-year students’ depressive mood and the role of personality dimensions after the transition to high school. Chinese first-year high school students (251 males, 295 females) completed surveys to determine depressive mood and personality dimensions. The latent growth modeling results were as follows: participants’ depressive mood increased linearly after the transition to high school, and the intercept and slope of depressive mood were insignificantly correlated; neuroticism significantly and positively predicted the intercept and slope of depressive mood; extraversion, openness, and conscientiousness negatively and significantly predicted the intercept of depressive mood, but insignificantly predicted the slope; and agreeableness did not predict the intercept or slope of depressive mood. Overall, first-year students’ depressive mood increased linearly and personality dimensions differently predict depressive mood during this period.
{"title":"Trajectory of first-year students’ depressive mood after the transition to high school: The role of personality dimensions","authors":"Wei-hsin Yu, Gang Cheng, Jiajia Huang, Fangyuan Ding, Yuncheng Jia","doi":"10.1177/01430343211049113","DOIUrl":"https://doi.org/10.1177/01430343211049113","url":null,"abstract":"This short-term longitudinal study investigated the developmental trajectory of first-year students’ depressive mood and the role of personality dimensions after the transition to high school. Chinese first-year high school students (251 males, 295 females) completed surveys to determine depressive mood and personality dimensions. The latent growth modeling results were as follows: participants’ depressive mood increased linearly after the transition to high school, and the intercept and slope of depressive mood were insignificantly correlated; neuroticism significantly and positively predicted the intercept and slope of depressive mood; extraversion, openness, and conscientiousness negatively and significantly predicted the intercept of depressive mood, but insignificantly predicted the slope; and agreeableness did not predict the intercept or slope of depressive mood. Overall, first-year students’ depressive mood increased linearly and personality dimensions differently predict depressive mood during this period.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45577509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/01430343211072426
Hyoyeon In
Although personal and environmental correlates of adolescents’ happiness have been found, the temporal direction of these relationships is less known. The present study explored the longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness during secondary school years in South Korea. Longitudinal data of 2,351 adolescents from three time points (Grades 7, 9, and 11) were drawn from the Korean Children and Youth Panel Survey (KCYPS) and were analyzed using autoregressive cross-lagged modeling. The results indicated that inter-individual differences in self-esteem, school adjustment, and happiness were moderately stable from Grades 7 to 11. Self-esteem and happiness, and self-esteem and school adjustment reciprocally predicted each other over time. The effects of self-esteem on happiness and school adjustment two years later were stronger than the reverse direction of effects. School adjustment and happiness were only indirectly interrelated through self-esteem over time. These longitudinal relationships did not differ between genders. The implications of the findings for future research and adolescent interventions are discussed.
{"title":"Longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness in Korean secondary school students","authors":"Hyoyeon In","doi":"10.1177/01430343211072426","DOIUrl":"https://doi.org/10.1177/01430343211072426","url":null,"abstract":"Although personal and environmental correlates of adolescents’ happiness have been found, the temporal direction of these relationships is less known. The present study explored the longitudinal and reciprocal relationships between self-esteem, school adjustment, and happiness during secondary school years in South Korea. Longitudinal data of 2,351 adolescents from three time points (Grades 7, 9, and 11) were drawn from the Korean Children and Youth Panel Survey (KCYPS) and were analyzed using autoregressive cross-lagged modeling. The results indicated that inter-individual differences in self-esteem, school adjustment, and happiness were moderately stable from Grades 7 to 11. Self-esteem and happiness, and self-esteem and school adjustment reciprocally predicted each other over time. The effects of self-esteem on happiness and school adjustment two years later were stronger than the reverse direction of effects. School adjustment and happiness were only indirectly interrelated through self-esteem over time. These longitudinal relationships did not differ between genders. The implications of the findings for future research and adolescent interventions are discussed.","PeriodicalId":47723,"journal":{"name":"School Psychology International","volume":null,"pages":null},"PeriodicalIF":2.3,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41535380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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