School Mental Health最新文献_第3页

Suicide Attempt and Its Correlates Among School-Going Argentinian Adolescents with Suicidal Thoughts: Insights from a National Survey 有自杀想法的阿根廷在校青少年中的自杀企图及其相关因素：来自全国调查的启示

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-26 DOI: 10.1007/s12310-024-09696-0

Omid Dadras

{"title":"Suicide Attempt and Its Correlates Among School-Going Argentinian Adolescents with Suicidal Thoughts: Insights from a National Survey","authors":"Omid Dadras","doi":"10.1007/s12310-024-09696-0","DOIUrl":"https://doi.org/10.1007/s12310-024-09696-0","url":null,"abstract":"A combination of personal, psychological, and environmental factors contributes to the risk of suicide attempts among those with suicidal thoughts and warrants further research. The study explored the associations of demographic, psychosocial, and behavioral factors with suicide attempts among a nationally representative of school-going Argentinian adolescents who have suicidal thoughts. The study analyzed the data from the Argentina Global School-based Students Survey 2018. The sample was restricted to adolescents with suicidal thoughts. The chi-square test was used to examine the association, and logistic regression determined the odds of suicide attempts across risk factors including demographic factors, psychosocial and environmental risks, as well as substance use and risk sex behaviors. In total, 11,962 (21.46%) of school-going Argentinian adolescents had suicidal thoughts, of whom 6033 (51.67%) had suicide attempts at least once in the last 12 months. Findings indicated that female adolescents had higher odds of attempts, paralleling global trends, while grade differences suggested a transitional phase’s significance. Among those with suicidal thoughts, psychosocial factors like loneliness, bullying, and school absenteeism played pivotal roles in enhancing the odds of suicide attempts. In addition, substance use, notably marijuana, amphetamines, alcohol, and early initiation were associated with a heightened risk of suicide attempts. Risky sexual behaviors, like early activity and multiple partners, were also associated with a higher likelihood of suicide attempts in suicide ideators. Emphasizing preventive measures targeting adolescents, particularly within school settings, is crucial for reducing suicide attempts among those experiencing suicidal thoughts.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"23 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775155","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}

引用次数: 0

Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal 青少年校本幸福感普查：葡萄牙学生主观幸福感问卷的验证

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-22 DOI: 10.1007/s12310-024-09691-5

Rosário Serrão, Pedro Dias, Ana Andrés, Mhairi Bowe, Tyler Renshaw

{"title":"Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal","authors":"Rosário Serrão, Pedro Dias, Ana Andrés, Mhairi Bowe, Tyler Renshaw","doi":"10.1007/s12310-024-09691-5","DOIUrl":"https://doi.org/10.1007/s12310-024-09691-5","url":null,"abstract":"School-based universal well-being screening is proposed within the Multi-tiered Systems of Support approach to collect data on school and individual well-being. Universal screening allows for data-based informed decision, allocating each pupil or set of pupils in universal, selective and/or indicated structured interventions and supports. However, schools require adequate and validated measures of both positive well-being and indicators of psychological health problems. This study focused on the adaptation and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) in Portugal, a tool directed to positive well-being screening. After a translation process, data was collected in 10 schools. A sample of 942 school pupils in the 3rd cycle was randomly split into two subsamples. First was conducted on one subsample, and then, CFA was conducted in the other. Gender and school year invariance were also conducted with the CFA subsample. Internal consistency was likewise analysed. The analysis finished with convergent and discriminant validity. Overall, results supported a second-order factor model (subjective well-being), including four first-order factors, with the elimination of one item and changing one item to another subscale. Results showed good reliability of each factor (all above 0.70). Full measurement invariance was reached for gender (male and female) and school year (7th, 8th and 9th grades). Convergent validity was found with measures of satisfaction with school, group identification with peers and school social support, and divergent validity was found with BPM-Y. Altogether, results support that SSWQ-PG can be used to screen for subjective well-being in schools, helping schools in identifying and addressing pupils’ mental health needs more effectively.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"50 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775156","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}

引用次数: 0

Community Recommendations for Adapting an Evidence-Based Mental Health Intervention for Racially/Ethnically Diverse Schools: A Qualitative Study 针对种族/族裔多元化学校调整循证心理健康干预措施的社区建议：定性研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-22 DOI: 10.1007/s12310-024-09686-2

Sara M. St. George, Clarissa V. Velez, Yeojin A. Ahn, Dominique A. Phillips, Elizabeth R. Pulgaron, Jill Ehrenreich-May

{"title":"Community Recommendations for Adapting an Evidence-Based Mental Health Intervention for Racially/Ethnically Diverse Schools: A Qualitative Study","authors":"Sara M. St. George, Clarissa V. Velez, Yeojin A. Ahn, Dominique A. Phillips, Elizabeth R. Pulgaron, Jill Ehrenreich-May","doi":"10.1007/s12310-024-09686-2","DOIUrl":"https://doi.org/10.1007/s12310-024-09686-2","url":null,"abstract":"The goal of this qualitative study was to understand the perspectives of school community members (adolescents, parents, school administrators, teachers, mental health providers) regarding the adaptation of an evidence-based transdiagnostic mental health treatment, known as the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders in Adolescents, for delivery in racially/ethnically diverse schools. Thirty-three school community members (n = 9 adolescents, n = 4 parents, n = 5 school administrators, n = 10 teachers, n = 5 mental health providers) participated in a series of focus groups or individual interviews. We used a rapid qualitative analysis to summarize their recommendations for adapting our intervention across seven themes: (1) consider social determinants of health, (2) include content related to social media and digital literacy, (3) provide teachers and staff with training on identifying and referring to mental health services and basic psychoeducation, (4) build trust and reduce stigma, (5) use qualified mental health providers to conduct culturally relevant sessions in person during school hours, (6) consider flexible format offerings and extended intervention delivery window, and (7) anticipate low parental engagement. These data were critical for informing systematic content and procedural modifications to our adapted intervention, such as scheduling sessions for school lunch hours and identifying coaches (e.g., teachers, school administrators) to support students with check-ins regarding session attendance and skill practice. These adaptations may be applied more broadly to the implementation of evidence-based mental health interventions in diverse school settings.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"18 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775157","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}

引用次数: 0

Happy Teachers Make Happy Students: The Social Contagion of Well-Being from Teachers to Their Students 快乐的教师造就快乐的学生从教师到学生的幸福社会传染

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-17 DOI: 10.1007/s12310-024-09688-0

Ma. Jenina N. Nalipay, Ronnel B. King, Yuyang Cai

{"title":"Happy Teachers Make Happy Students: The Social Contagion of Well-Being from Teachers to Their Students","authors":"Ma. Jenina N. Nalipay, Ronnel B. King, Yuyang Cai","doi":"10.1007/s12310-024-09688-0","DOIUrl":"https://doi.org/10.1007/s12310-024-09688-0","url":null,"abstract":"As the teaching profession becomes more demanding and teachers’ work conditions become increasingly challenging, recent reports have shown declining levels of teacher well-being. Past studies on teacher well-being mostly focused its associations with teacher- and school-related outcomes. However, less research has been conducted on the implications of teacher well-being for their students’ well-being. In this study, we drew on prior work on social contagion to investigate the relationship of teacher well-being with that of their students. More specifically, we examined the relationship between teacher well-being (satisfaction with the teaching profession and satisfaction with the work environment) and student well-being (life satisfaction, positive affect, and negative affect). We drew on the Programme for International Student Assessment (PISA) 2018 data which contained responses from 89,614 teachers and 93,555 students nested within 5400 schools across 19 countries/regions. Results of multilevel path analysis revealed that teacher satisfaction with the teaching profession was positively associated with student life satisfaction and positive affect, and negatively associated with negative affect. Teacher satisfaction with the work environment was positively related to student positive affect. The findings held after controlling for key covariates (school SES, and student SES and gender). Hence, teacher well-being seems to be an important contributing factor to student well-being.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"30 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141740037","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}

引用次数: 0

Smartphone Addiction is Associated with Poor Sleep Quality, Increased Fatigue, Impaired Cognitive Functioning, and Lower Academic Achievement: Data from Tunisian Middle School Students 沉迷智能手机与睡眠质量差、疲劳增加、认知功能受损和学习成绩下降有关：突尼斯中学生的数据

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-13 DOI: 10.1007/s12310-024-09689-z

Mohamed Yaakoubi, Faiçal Farhat, Mustapha Bouchiba, Liwa Masmoudi, Omar Trabelsi, Ahmed Ghorbel, Adnene Gharbi

{"title":"Smartphone Addiction is Associated with Poor Sleep Quality, Increased Fatigue, Impaired Cognitive Functioning, and Lower Academic Achievement: Data from Tunisian Middle School Students","authors":"Mohamed Yaakoubi, Faiçal Farhat, Mustapha Bouchiba, Liwa Masmoudi, Omar Trabelsi, Ahmed Ghorbel, Adnene Gharbi","doi":"10.1007/s12310-024-09689-z","DOIUrl":"https://doi.org/10.1007/s12310-024-09689-z","url":null,"abstract":"This study investigates smartphone addiction prevalence among Tunisian middle school students and its associations with sleep quality, fatigue, cognitive functioning, and academic achievement. Using structured interviews, we collected demographic data, grade point averages, and phone usage details from 1015 students aged 14–16. Participants also completed the smartphone addiction scale: short version (SAS-SV), fatigue assessment scale (FAS), Pittsburgh sleep quality index (PSQI), and cognitive failures questionnaire (CFQ). The results categorized 85.1% as “normal smartphone users” (NSUs) and 14.9% as “problematic smartphone users” (PSUs). Troublingly, higher SAS-SV scores correlated with poorer sleep quality, increased fatigue, and impaired cognitive functioning. Lower academic achievement was also associated with elevated SAS-SV scores. Though the percentage of addicted students seems modest, addressing smartphone addiction in Tunisian middle schools is crucial due to its associations with various psycho-physiological and cognitive impairments, underscoring the need for intervention strategies.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"62 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141609743","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}

引用次数: 0

Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders 教师对患有慢性疾病儿童的兄弟姐妹心理健康的评价

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-10 DOI: 10.1007/s12310-024-09685-3

Caitlin M. Prentice, Stian Orm, Matteo Botta, Torun M. Vatne, Trude Fredriksen, Solveig Kirchhofer, Krister Fjermestad

{"title":"Teacher-Rated Mental Health of Siblings of Children with Chronic Disorders","authors":"Caitlin M. Prentice, Stian Orm, Matteo Botta, Torun M. Vatne, Trude Fredriksen, Solveig Kirchhofer, Krister Fjermestad","doi":"10.1007/s12310-024-09685-3","DOIUrl":"https://doi.org/10.1007/s12310-024-09685-3","url":null,"abstract":"Siblings of children with chronic disorders are at a heightened risk for internalizing and externalizing problems. Studies on sibling mental health typically use parent report, and sometimes sibling self-report, but do not include the perspectives of teachers. We investigated how teachers and parents in Norway rated sibling mental health to gain a more coherent picture of siblings’ well-being and functioning across the home and school contexts. We compared how siblings aged 8–16 years (45% boys, 54% girls) were scored on the strengths and difficulties questionnaire by teachers (n = 125), mothers (n = 115), and fathers (n = 81) with population norms and clinical cutoffs. For boys, the mean teacher scores did not indicate problems for total difficulties or any subscale except hyperactivity–inattention, but mean parent scores were higher for total difficulties and most subscales (d = .44 to .96). For girls, teachers indicated higher than norm scores for total difficulties, emotional problems, hyperactivity–inattention and peer problems (d = .26 to .46), while parents indicated higher total difficulties and problems across most subscales (d = .31 to .54). Prosocial behavior was as a relative strength of siblings across all raters. Siblings may not display the same level of mental health problems in school as at home, and teachers can offer an important perspective on siblings’ mental health and functioning.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"23 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141586997","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}

引用次数: 0

A Global Study of the Wellbeing of Adolescent Students During the COVID-19 2020 Lockdown 2020 年 COVID-19 封锁期间青少年学生福祉的全球研究

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-07-08 DOI: 10.1007/s12310-024-09678-2

Grace Skrzypiec, Mirella Wyra, Cigdem Topcu-Uzer, Iwona Sikorska, Damanjit Sandhu, Eva M. Romera, Dorit Olenik-Shemesh, Miguel Nery, Christián Denisse Navarro-Rodríguez, Kirill Khlomov, Melike Kavuk-Kalender, Tali Heiman, Annalisa Guarini, Eleni Didaskalou, Carmel Cefai, Antonella Brighi, Monica Bravo-Sanzana, Alexandra Bochaver, Sheri Bauman, Eleni Andreou, Ulil Amri

{"title":"A Global Study of the Wellbeing of Adolescent Students During the COVID-19 2020 Lockdown","authors":"Grace Skrzypiec, Mirella Wyra, Cigdem Topcu-Uzer, Iwona Sikorska, Damanjit Sandhu, Eva M. Romera, Dorit Olenik-Shemesh, Miguel Nery, Christián Denisse Navarro-Rodríguez, Kirill Khlomov, Melike Kavuk-Kalender, Tali Heiman, Annalisa Guarini, Eleni Didaskalou, Carmel Cefai, Antonella Brighi, Monica Bravo-Sanzana, Alexandra Bochaver, Sheri Bauman, Eleni Andreou, Ulil Amri","doi":"10.1007/s12310-024-09678-2","DOIUrl":"https://doi.org/10.1007/s12310-024-09678-2","url":null,"abstract":"As the COVID-19 (SARS-CoV-2) virus spread across the world, countries took drastic measures to counter the disease by requiring their citizens to home self-isolate i.e., lockdown. While it was not known how young people would cope with the social distancing restrictions, there was concern that the lockdown would have a debilitating effect on youth mental health. This study examined whether there was an association between adolescent subjective wellbeing and the amount of time spent in lockdown. Global Research Alliance researchers in 15 countries collected data using the Mental Health Continuum (Keyes in Am J Orthopsych 76:395–402, 2006) from over 7000 middle-school students aged 11–18. Findings show a decline in eudemonic wellbeing, particularly among females during the first 6 months of lockdown, which was most strongly associated with diminished psychological wellbeing, followed by social wellbeing, while emotional wellbeing remained relatively stable. An adaptation effect was noted after approximately 6 months. There was evidence suggesting females were slower to adapt to lockdown conditions compared to males. More attention should be paid to the wellbeing of students in lockdown to overcome languishing tendencies and educators should be cognizant of diminished student wellbeing, particularly among females, when students return to school. Positive school experiences, and positive relationships within the school community, may assist in reducing the risk of languishing in lockdown conditions, so schools should design interactive online activities for off-campus learning.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"28 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141570971","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}

引用次数: 0

A School-Based Evaluation of the FRIENDS Resilience Programs: Implications for Mental Health Concerns in Rural Students 对 FRIENDS 抗逆力计划的校本评估：对农村学生心理健康问题的影响

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-29 DOI: 10.1007/s12310-024-09682-6

Rebecca A. Schwartz-Mette, Hannah R. Lawrence, Eliot Fearey, Jessica Shankman, Janet Nichols, Joy Walters, Elena Perello, Susan Smith

{"title":"A School-Based Evaluation of the FRIENDS Resilience Programs: Implications for Mental Health Concerns in Rural Students","authors":"Rebecca A. Schwartz-Mette, Hannah R. Lawrence, Eliot Fearey, Jessica Shankman, Janet Nichols, Joy Walters, Elena Perello, Susan Smith","doi":"10.1007/s12310-024-09682-6","DOIUrl":"https://doi.org/10.1007/s12310-024-09682-6","url":null,"abstract":"The FRIENDS Resilience programs provide cognitive-behavioral skills across the developmental spectrum and can be applied as a universal or selective prevention program. In the current study, we assessed whether, relative to the schools’ existing counseling curriculum (“guidance”), FRIENDS improved social skills, problem behaviors, and academic competence in a sample of 650 students in kindergarten, 2nd, 5th, and 7th grade in a rural community in the northeastern United States. Student, parent, and teacher reports were obtained pre-intervention, post-intervention, and 4 months later. Analyses examined FRIENDS as a universal prevention program in the general school population and as a selective intervention for at-risk students (those with elevated existing symptoms). Teachers reported improvements in social skills, problem behaviors, and academic competence, and parents reported improved problem behaviors immediately post-intervention for all students receiving FRIENDS and guidance. However, at-risk students who received FRIENDS experienced significantly greater improvements in teacher-reported problem behaviors compared to those who received guidance. When assessing changes over time once all students had received FRIENDS, teacher-rated social skills and academic competence improved, and student- and parent-rated problem behaviors decreased from pre- to post-FRIENDS and 4-month follow-up. Effects were consistent for the overall sample and at-risk students, with stronger effects for those at-risk. These small yet significant effects of FRIENDS as universal prevention may be more limited relative to usual guidance curriculum, but preventative effects may be enhanced for those students in more immediate need of support. Directions for future evaluation of FRIENDS are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"20 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505513","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}

引用次数: 0

Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes 预测教育成果的全球和学校主观幸福感

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-27 DOI: 10.1007/s12310-024-09684-4

Tyler L. Renshaw, Kelly N. Clark, Caleb D. Farley, Thomas K. Franzmann, Nai-Jiin Yang

{"title":"Global and School-Specific Subjective Well-Being as Predictors of Educational Outcomes","authors":"Tyler L. Renshaw, Kelly N. Clark, Caleb D. Farley, Thomas K. Franzmann, Nai-Jiin Yang","doi":"10.1007/s12310-024-09684-4","DOIUrl":"https://doi.org/10.1007/s12310-024-09684-4","url":null,"abstract":"Youths’ subjective well-being (SWB) is theorized to be an integral element of school success. However, little is known about the relative predictive power of different SWB indicators on educational outcomes. Thus, we investigated youths’ global and school-specific SWB as predictors of multidimensional educational performance. Participants were adolescent students (N = 893) in Grades 9–12 within one district and one school in the United States. Regression models were run using adolescent self-reported survey data and school-reported student sociodemographics and outcomes. Global SWB predictors were self-reports of life satisfaction and positive affect; school-specific SWB predictors were self-reports of joy of learning, school connectedness, educational purpose, and academic efficacy. The educational outcomes of interests were end-of-term grades in English language arts, math, and overall coursework, as well absences and suspension. Our models accounted for several student sociodemographic covariates that might affect academic performance. Results showed that, when general SWB predictors were modeled alone, life satisfaction was a consistently meaningful predictor of all educational outcomes. However, when school-specific SWB predictors were added to the models, the predictive power of life satisfaction attenuated, and academic efficacy emerged as the strongest and most consistent predictor of all educational outcomes. Interestingly, joy of learning, school connectedness, and educational purpose did not show meaningful predictive power across educational outcomes. Implications for research and practice are discussed.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"19 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505514","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}

引用次数: 0

Exploring the Association Between Bullying Victimization and Poor Mental Health in Rural Chinese Adolescents: The Mediating Effects of Emotion Regulation 探索中国农村青少年遭受欺凌与心理健康状况不佳之间的关系：情绪调节的中介效应

IF 2.6 3区心理学

School Mental Health Pub Date : 2024-06-24 DOI: 10.1007/s12310-024-09676-4

Hanbin Wang, Meng-Run Zhang, Jinbo He, Abudusalamu Saiding, Chunxu Zong, Yulu Zhang, Chun Chen

{"title":"Exploring the Association Between Bullying Victimization and Poor Mental Health in Rural Chinese Adolescents: The Mediating Effects of Emotion Regulation","authors":"Hanbin Wang, Meng-Run Zhang, Jinbo He, Abudusalamu Saiding, Chunxu Zong, Yulu Zhang, Chun Chen","doi":"10.1007/s12310-024-09676-4","DOIUrl":"https://doi.org/10.1007/s12310-024-09676-4","url":null,"abstract":"Bullying is one of the most common forms of school violence. Although the negative impact of bullying victimization on students’ mental health outcomes has been well documented, the underlying mechanism of the association lacks investigation, especially in the rural Chinese boarding school context. This study examined (1) the associations between bullying victimization and mental health (i.e., subjective well-being and depressive symptoms), and (2) the mediating roles of cognitive reappraisal and expressive suppression in Chinese boys and girls from a rural boarding school in Gansu province. This cross-sectional study involved 655 Chinese rural adolescents in a boarding school in Gansu province (Mage = 15.68 years, SD = 0.96; 408 girls). Structural equation modelling (SEM) was used to evaluate the mediation model, and the bootstrap approach was used to test the indirect effect. The total effects from bullying victimization to subjective well-being (for boys: β = − 0.32, p < 0.001; for girls: β = − 0.35, p < 0.001) and depressive symptoms (for boys: β = 0.29, p < 0.001; for girls: β = 0.32, p < 0.001) were significant in boys and girls. The indirect effect of bullying victimization through cognitive reappraisal on subjective well-being (β = -0.11, 95% CI − 0.17 to − 0.06) and depressive symptoms (β = 0.09, 95% CI 0.05 to 0.15) was significant in girls, whereas the indirect effect was not significant in boys. The indirect effect through expressive suppression was not significant in both boys and girls. This study extends the literature by demonstrating the underlying mechanism linking bullying victimization to poor mental health. Gender differences were identified regarding the indirect effects. These findings have cultural implications for bullying victimization intervention on Chinese rural adolescents’ mental health.","PeriodicalId":51538,"journal":{"name":"School Mental Health","volume":"8 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141505539","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}

引用次数: 0