Non-suicidal self-injury within the school context: Multilevel analysis of teachers’ support and peer climate

2017 ◽  
Vol 41 (1) ◽  
pp. 95-101 ◽  
Author(s):  
N. Madjar ◽  
S. Ben Shabat ◽  
R. Elia ◽  
N. Fellner ◽  
M. Rehavi ◽  
...  
Keyword(s):  
High School Students ◽  
Depressive Symptoms ◽  
Hierarchical Linear Modeling ◽  
Teacher Support ◽  
School Context ◽  
Individual Characteristics ◽  
School Students ◽  
Related Factors ◽  
Self Injury ◽  
Classroom Level

AbstractBackgroundRecent studies regarding non-suicidal self-injury (NSSI) among adolescents have focused primarily on individual characteristics (e.g., depressive symptoms) and background factors (e.g., parental relationship), whereas less emphasis has been given to the role of school-related factors in NSSI. Therefore, the purpose of the current study was to explore the relationships between teachers’ support, peer climate, and NSSI within the school context.MethodsThe sample consisted of 594 high school students nested within 27 regular classes (54.4% boys; mean age 14.96, SD = 1.33 years). The students were evaluated for NSSI behaviors, perception of teacher support, peer climate, relationships with mothers, and depressive symptoms using validated scales.ResultsThe primary analysis used hierarchical linear modeling (HLM), controlling for gender and age. The main findings indicated that teacher support was positively associated with NSSI at the classroom-level (OR = 6.15, 95% CI = 2.05–18.5) but negatively associated at the student-level (OR = 0.66, 95% CI = 0.49–0.89). There was a trend toward an association between positive peer climate and NSSI at the classroom-level (OR = 0.43, 95% CI = 0.18–1.05), while negative peer climate was associated with NSSI at the student-level (OR = 1.37, 95% CI = 1.00–1.87).ConclusionsSchool-related factors are associated with NSSI behaviors among students. Teachers and educators should focus on both individual-level and classroom-level perceptions of school context. Students who feel supported by their teachers and who are exposed to a positive peer climate are less likely to engage in NSSI.

Repetitive vs. occasional non-suicidal self-injury and school-related factors among Israeli high school students

2017 ◽  
Vol 257 ◽  
pp. 358-360 ◽  
Author(s):  
Nir Madjar ◽  
Gil Zalsman ◽  
Tal Reshef Ben Mordechai ◽  
Gal Shoval
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Related Factors ◽  
Self Injury

Exploring Particular Facets of Cognitive Emotion Regulation and Their Relationships With Nonsuicidal Self-Injury Among Adolescents

Crisis ◽  
2019 ◽  
Vol 40 (4) ◽  
pp. 280-286 ◽  
Author(s):  
Nir Madjar ◽  
Nicole Segal ◽  
Gilad Eger ◽  
Gal Shoval
Keyword(s):  
Emotion Regulation ◽  
High School Students ◽  
Analysis Of Covariance ◽  
Depression Symptoms ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
School Students ◽  
Self Injury ◽  
Regulation Strategies ◽  
Nonsuicidal Self Injury

Abstract. Background: Nonsuicidal self-injury (NSSI) has been found to be associated with poor emotion regulation. Aims: The goal of this study was to examine the association of multidimensional cognitive emotion regulation strategies with NSSI among adolescents and compare the different patterns of NSSI. Method: A sample of 594 high-school students (54.4% boys; mean age = 14.96 years), from five regional schools across Israel, were assessed for five facets of cognitive emotion regulation strategies (acceptance, refocus on planning, positive refocusing, putting into perspective, and positive reappraisal) and NSSI behaviors using validated scales. Participants were allocated into three groups: repetitive NSSI (more than six occasions of NSSI; 7.1%), occasional NSSI (at least one incident but less than six; 8.3%), and no NSSI (84.6%). Results: Analysis of covariance, controlling for gender and depression symptoms, revealed that students with NSSI reported higher levels of acceptance, but lower levels of refocus on planning and putting into perspective. Limitations: The study used a cross-sectional design, which was a limitation. Conclusion: These findings demonstrate that particular cognitive emotion regulation strategies differ substantially in their relationship with NSSI. Adolescents who focus on planning and putting stressful situations into perspective may have increased resilience, whereas adolescents who are accepting of negative events that have happened may be more prone to maladaptive coping behaviors.

Perfectionism in adolescents: Self-critical perfectionism as a predictor of depressive symptoms across the school year

2018 ◽  
Author(s):  
Shelby L. Levine ◽  
Isabelle Green-Demers ◽  
Marina Milyavskaya ◽  
Kaitlyn M. Werner
Keyword(s):  
Mental Health ◽  
High School Students ◽  
Depressive Symptoms ◽  
Cognitive Biases ◽  
Early Spring ◽  
School Students ◽  
Personal Standards ◽  
School Year ◽  
Path Modelling ◽  
Personal Standards Perfectionism

The present study examined the influence of personal standards and self-critical perfectionism on depressive and anxiety symptoms over the academic year. High-school students (N=174) were surveyed in the late Fall and early Spring, assessing perfectionism in the Fall and mental health across the year in both the Fall and Spring. Path modelling was used to examine whether self-critical and personal standards perfectionism were related to changes in mental health across the school year. Controlling for mental health at the start of the year, self-critical perfectionism predicted an increase in depressive symptoms over time, whereas personal standards perfectionism was unrelated to changes in mental health. Results support that self-critical perfectionism is detrimental to mental health in adolescents, suggesting that future interventions should focus on reducing self-critical cognitive biases in youth.

scholarly journals Structural Validity of the School Aspirations Questionnaire (SAQ)

2018 ◽  
Vol 34 ◽  
Author(s):  
Cristiano Mauro Assis Gomes ◽  
Evgjeni Gjikuria
Keyword(s):  
High School Students ◽  
Private School ◽  
Latent Variables ◽  
School Context ◽  
Basic Needs ◽  
Self Determination Theory ◽  
School Students ◽  
Structural Validity ◽  
Belo Horizonte ◽  
Psychological Instruments

Abstract The self-determination theory claims that three basic needs (autonomy, relatedness, and competency) guide the human motivation. This theory serves as background for many psychological instruments. However, no one differentiates the students’ occurrence perceptions and students’ values about the basic needs. The School Aspirations Questionnaire has this goal, but its structural validity was not investigated yet. The present study evaluated the structural validity of the questionnaire. The sample was composed by 716 middle and high school students from a private school in Belo Horizonte, Brazil. A model was tested. This model possessed eight correlated latent variables representing, in terms of values and occurrence perceptions, the three basic needs and the immediate pleasure domain. The model showed good data fit, permitting the conclusion that the questionnaire is capable of distinguishing in the school context the values and the occurrence perceptions about the basic needs, as well the immediate pleasure domain.

scholarly journals THE IMPACT OF POSITIVE SCHOOL EXPERIENCES AND SCHOOL SES ON DEPRESSIVE SYMPTOMS IN CHINESE CHILDREN: A MULTILEVEL INVESTIGATION

2017 ◽  
Vol 8 (2) ◽  
pp. 37
Author(s):  
Yang Yue
Keyword(s):  
Depressive Symptoms ◽  
Hierarchical Linear Modeling ◽  
Teacher Support ◽  
Primary Schools ◽  
School Connectedness ◽  
School Experiences ◽  
School Level ◽  
The Impact ◽  
Youth Depressive Symptoms ◽  
School Ses

The current study investigates the effects of teacher support, school connectedness, and school socioeconomic status (SES) on youth depressive symptoms. Data were collected from a sample of 881 students in Grade 6 from 10 primary schools in Northwest China. Hierarchical linear modeling indicated that higher levels of teacher support, school connectedness, and school SES were significantly associated with fewer depressive symptoms. Further, the relationships between school-level SES and youth depressive symptoms varied by the participant’s perceived level of teacher support and perceived level of school connectedness. These findings underscore the importance of positive school experiences on child psychological outcomes. Implications for future research on Chinese youth are discussed.

Teachers and Students Perception of the Low Academic Performance of Senior High School Students in Integrated Science in Ghana

2021 ◽  
pp. 29-41
Author(s):  
Isaac Taylor ◽  
Isaac Sonful Coffie ◽  
Stephen Agyei ◽  
Justice Edusei Ackah
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Science Teachers ◽  
Teaching Style ◽  
Senior High School ◽  
School Students ◽  
Related Factors ◽  
Integrated Science ◽  
Senior High School Students

The purpose of this study was to determine school and teacher-related factors affecting low academic performance of senior high school students in integrated science in some selected districts in western region of Ghana. The research design used in this study is descriptive cross-sectional survey. The population of the study was made up of students and science teachers in selected senior high schools in the study area which comprises three districts; Ellembele District, Jomoro District and Nzema-East Municipal. A Sample of 342 students and 18 teachers were used for this study. In carrying out the study, a questionnaire was used as the main instrument for the data collected which were analyzed using descriptive statistics. From the results, it was seen that school-related factors causing poor performance in Integrated Science among students include; the inadequacy of facilities, poor state of existing facilities, general disturbances in class and the ineffective supervision of teaching. Moreover, inadequate number of science teachers, inability to complete syllabi, poor teaching style and little time spent in teaching were among the teacher-related factors which caused low academic performance in Science.

Examining The Link Between Harsh Parenting And Non-Suicidal Self-Injury In Adolescence: The Role of The COMT Val158Met Polymorphism And Depressive Symptoms

2021 ◽  
Author(s):  
Jinmeng Liu ◽  
Xia Liu ◽  
Hui Wang ◽  
Yemiao Gao
Keyword(s):  
High School Students ◽  
Depressive Symptoms ◽  
Junior High School ◽  
Longitudinal Design ◽  
Self Report ◽  
Harsh Parenting ◽  
Comt Val158met ◽  
Val158met Polymorphism ◽  
Self Injury

Abstract Background: Previous studies have suggested negative parenting environments, especially harsh parenting, is a specific risk factor for non-suicidal self-injury (NSSI). However, the potential mechanism between harsh parenting and NSSI has not been explored. Based on the experiential avoidance model and empirical researches, we aimed to examine if depressive symptoms are a mediator between harsh parenting and NSSI. Moreover, the catechol-O-methyltransferase (COMT) Val158Met polymorphism related to depressive symptoms may also exert a moderating effect on NSSI, thus, the interaction between harsh parenting and COMT were also considered in our study.Method：373 junior high school students were recruited for the study by using a longitudinal design. Adolescents answered self-report questionnaires and provided Saliva samples for DNA genotyping.Result：The results revealed that harsh parenting was positively associated with NSSI after 18 months, and this association was mediated by depressive symptoms. Moreover, the moderating role of COMT in the direct and indirect effect of harsh parenting on NSSI only among adolescents with two Val alleles. However, the relationship was not significant for Met carriers.Conclusion: Genetic variations of COMT Val158Met may be a critical candidate in understanding the development of depression and NSSI. We conclude that the Val homozygotes of the COMT Val158Met polymorphism play a susceptible role both in depressive symptoms and NSSI.

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