Relationships between Personal Responsibility, Emotional Intelligence, and Self-Esteem in Adolescents and young Adults

AbstractThe purpose of the present study was to examine the relationships between personal responsibility, emotional intelligence and self-esteem in adolescents and young adults and explore the psychometric properties of the Personal Responsibility Questionnaire. One hundred and fifty high school students and 186 university students completed self-report questionnaires examining personal responsibility, emotional intelligence and self-esteem. Results revealed that older students reported higher levels of personal responsibility, emotional intelligence and self-esteem than the Year 11 students. The Personal Responsibility Questionnaire was found to significantly correlate with emotional intelligence and self-esteem suggesting strong construct validity.

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Factors Associated with Non-Attendance at Dental Preventive Care in Slovak High School Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18031295 ◽

2021 ◽

Vol 18 (3) ◽

pp. 1295

Author(s):

Martin Samohyl ◽

Jana Babjakova ◽

Diana Vondrova ◽

Jana Jurkovicova ◽

Juraj Stofko ◽

...

Keyword(s):

High School ◽

Young Adults ◽

High School Students ◽

Preventive Care ◽

Parental Influence ◽

Adolescents And Young Adults ◽

Control Group ◽

School Students ◽

Factors Associated ◽

Older Adolescents

This study aimed to determine the factors associated with the avoidance of dental preventive care in high school students and their parents in the framework of The Youth and Parents Risk Factor Behavior Survey in Slovakia, the ongoing cross-sectional school-based survey of students and their parents or legal representatives. The data were collected using two separate standardized questionnaires: (i) the questionnaire for students (n = 515) and (ii) the questionnaire for parents (n = 681). The study group included 57 high school students (54.4% males) who did not visit the dentist for preventive care in the previous year. The control group included 458 students (35.8% males) who visited a dentist for preventive care at least once in the previous year. A significantly higher number of males (54.4%), older adolescents, and young adults (21.8%; 20.0%) were not visiting dental preventive care regularly. Incomplete family (56.1%), stressful situations at home (17.5%), and feeling unwell were the factors contributing to the avoidance of dental preventive care. More than 34.5% of adolescents and young adults were not visiting either dental preventive care or pediatric preventive care (adjusted odds ratio (AOR) = 5.14; 95% confidence interval (CI) = 2.40, 10.99). Children of divorced mothers and mothers with household income lower than EUR 900 had significantly higher dental care avoidance in bivariate analysis. A significantly higher percentage of fathers from the exposed group were not visiting dental preventive care regularly (47.8%, p < 0.05). The results of the study can be used as an educational intervention step focusing on the parental influence on adolescent and young adults’ behavior and as a challenge for the improvement of dental preventive care in older adolescents and young adults.

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ADHD in Tunisian Adolescents: Prevalence and Associated Factors

Journal of Attention Disorders ◽

10.1177/1087054717702217 ◽

2017 ◽

Vol 22 (2) ◽

pp. 154-162 ◽

Cited By ~ 2

Author(s):

Ahmed Mhalla ◽

Asma Guedria ◽

Takoua Brahem ◽

Badii Amamou ◽

Wiem Sboui ◽

...

Keyword(s):

High School ◽

High School Students ◽

Adult Adhd ◽

Self Esteem ◽

Arabic Language ◽

Self Report ◽

School Students ◽

Cross Sectional ◽

Therapeutic Implications ◽

Factors Associated

Objective: The aims of the study were to determine the prevalence of ADHD in a population of high school students and to explore the factors associated with this disorder. Method: This was a cross-sectional study that had included 447 high school students. The diagnosis of ADHD was made by the Adult ADHD Self-Report Scale translated in Arabic language. The sociodemographic and clinical characteristics were evaluated by a preestablished questionnaire. The self-esteem was assessed by the Rosenberg Self-Esteem Scale. Results: The prevalence of ADHD was 18.1%. The logistic regression analysis showed an association between the diagnosis of ADHD and the bad relationships with parents (odds ratio [OR] = 16.43; p < 10-3), the presence of personal psychiatric antecedents (OR = 12.16; p < 10-3), internet misuse (OR = 2.39; p = .014), and maltreatment antecedents (OR = 3.16; p = .009). Conclusion: The prevalence of ADHD in this study was one of the highest prevalence reported. The factors associated with ADHD may have diagnostic and therapeutic implications.

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Support Related to Schools and School Well-Being: Self Esteem as Mediator

IJPTE International Journal of Pedagogy and Teacher Education ◽

10.20961/ijpte.v4i2.42869 ◽

2020 ◽

Vol 4 (2) ◽

Author(s):

Muhammmad Ahkam Alwi ◽

Dewi Retno Suminar ◽

Nur Ainy Fardana Nawangsari

Keyword(s):

Social Support ◽

High School ◽

High School Students ◽

Well Being ◽

Self Esteem ◽

Study Data ◽

Self Report ◽

Future Research ◽

School Students ◽

Quantitative Correlational Study

School well-being is hope for students, they can survive in school. However, many students experience low levels of school well-being which has an impact on students' psychological and academic outcomes. The purpose of this study was to determine social support related to schools that can affect school well-being in high school students in Surabaya. The approach of this research is quantitative correlational study. Data collection using self-report questionnaires to measure school well-being, support related to schools, and self-esteem. Participants were 220 high school students. Path analysis procedures were performed to address the hypothesis. The results found that the teacher's social support and friend social are related to direct and indirect school well-being mediated self-esteem. This study suggests that students can improve their well-being with support related to schools and self-esteem. Policymakers in schools, mainly school principals and teachers, can improve school well-being for students Limitations and implications of the findings are discussed for future research.

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Assessing the Personal and Emotional Developmental Outcomes of High-School Students

The Australian Educational and Developmental Psychologist ◽

10.1375/aedp.25.2.4 ◽

2008 ◽

Vol 25 (2) ◽

pp. 4-16 ◽

Cited By ~ 2

Author(s):

Amanda G. Mergler ◽

Rebecca Spooner-Lane

Keyword(s):

Emotional Intelligence ◽

High School Students ◽

Public School ◽

Private School ◽

Emotional Development ◽

Personal Responsibility ◽

Developmental Outcomes ◽

Self Esteem ◽

School Students ◽

Public And Private

AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.

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Alienation, Self-Esteem and Attitudes toward Drinking in High-School Students

Quarterly Journal of Studies on Alcohol ◽

10.15288/qjsa.1968.29.350 ◽

1968 ◽

Vol 29 (2) ◽

pp. 350-354 ◽

Cited By ~ 6

Author(s):

Howard T. Blane ◽

Marjorie J. Hill ◽

Elliot Brown

Keyword(s):

High School ◽

High School Students ◽

Self Esteem ◽

School Students

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DEPRESSION, SELF-ESTEEM, SUICIDE IDEATION, AND GPAS OF HIGH SCHOOL STUDENTS AT RISK

Psychological Reports ◽

10.2466/pr0.71.7.899-902 ◽

1992 ◽

Vol 71 (7) ◽

pp. 899 ◽

Cited By ~ 1

Author(s):

JOE BEER

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

Suicide Ideation ◽

Self Esteem ◽

School Students ◽

Students At Risk

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Test Anxiety in Potential First-Generation Students: A Longitudinal Examination of the Role of Psychological Needs

Journal of Teaching and Learning ◽

10.22329/jtl.v14i2.6202 ◽

2020 ◽

Vol 14 (2) ◽

pp. 33-49

Author(s):

Natalie Spadafora ◽

Emily L. Murphy ◽

Danielle S. Molnar ◽

Dawn Zinga

Keyword(s):

High School ◽

High School Students ◽

Test Anxiety ◽

First Generation ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Self Report ◽

First Generation Students ◽

School Students ◽

Post Secondary

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, & Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, & Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147; Mage = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.

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The High School Competencies Scale (H-Comp Scale): A First Validation Study

European Journal of Investigation in Health, Psychology and Education ◽

10.3390/ejihpe11020041 ◽

2021 ◽

Vol 11 (2) ◽

pp. 570-584

Author(s):

Diego Boerchi ◽

Paola Magnano ◽

Ernesto Lodi

Keyword(s):

High School ◽

Academic Performance ◽

High School Students ◽

Family Relationships ◽

Self Efficacy ◽

Concurrent Validity ◽

Extrinsic Motivation ◽

Self Esteem ◽

Emotional Reactions ◽

School Students

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction.

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Self-reports of emotional distress in a sample of urban black high school students

Psychological Medicine ◽

10.1017/s0033291700049114 ◽

1982 ◽

Vol 12 (4) ◽

pp. 809-817 ◽

Cited By ~ 10

Author(s):

Ellen W. Freeman ◽

Karl Rickels ◽

Emily B. H. Mudd ◽

George R. Huggins ◽

Celso-Ramon Garcia

Keyword(s):

High School ◽

High School Students ◽

Emotional Distress ◽

Clinical Sample ◽

Great Majority ◽

Self Report ◽

School Students ◽

Hopkins Symptom Checklist ◽

Adolescent Groups ◽

High Distress

SynopsisEmotional distress as assessed by the self-report Hopkins Symptom Checklist (HSCL) was examined in a sample of 607 urban black high school students aged 15–18. These adolescents reported high distress primarily about feelings of disadvantage, volatile anger, interpersonal sensitivity and loneliness. Females were significantly more likely than males to indicate emotional distress, although several of the leading distress items were endorsed equally by both groups. Male and female scores across the HSCL factors differed in degree rather than form. The great majority of these adolescents didnotreport significant emotional distress. These data provide a base from a non-clinical sample for comparison with other adolescent groups where emotional distress may play a role.

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