Subtypes of Social Withdrawal and Psychosocial and Social--Cognitive Adjustment Across the Transition to High School: The Role of Emotion Regulation

2011 ◽  
Author(s):  
Jennifer Wang ◽  
Melissa M. Menzer ◽  
Kenneth H. Rubin ◽  
Julie Bowker
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
Social Cognitive ◽  
Social Withdrawal ◽  
Transition To High School

Parents’ Migration and Adolescents’ Transition to High School in Rural China: The Role of Parental Divorce

2018 ◽  
Vol 39 (12) ◽  
pp. 3324-3359
Author(s):  
Shu Hu
Keyword(s):  
High School ◽  
High Schools ◽  
Psychological Health ◽  
Educational Outcomes ◽  
Parental Divorce ◽  
Rural China ◽  
Economic Resources ◽  
Transition To High School ◽  
Parental Migration

Using both quantitative and qualitative data collected in a migrant-sending county from 2012 to 2013, this article examines the mechanisms through which parental migration could shape adolescents’ transition to high school in rural China. Though parental migration improves children’s educational outcomes via social remittance of education value, it also leads to a decline in children’s educational achievements by increasing the odds of parental divorce. The likelihood of divorce rises with the migration of mother or both parents, and this significantly increases the risks of discontinuing schooling and transitioning to vocational high schools, relative to attending academic high schools. In contrast to the conventional explanations of economic resources and psychological health, this article emphasizes the significant role of marital instability in the link between parental migration and children’s educational outcomes.

scholarly journals Parent training to reduce problem behaviors over the transition to high school: Tests of indirect effects through improved emotion regulation skills

2016 ◽  
Vol 61 ◽  
pp. 176-183 ◽  
Author(s):  
W. Alex Mason ◽  
Stacy-Ann A. January ◽  
Charles B. Fleming ◽  
Ronald W. Thompson ◽  
Gilbert R. Parra ◽  
...  
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
Parent Training ◽  
Problem Behaviors ◽  
Indirect Effects ◽  
Transition To High School

Role of social-cognitive expectations in high school students' mathematics-related interest and performance.

1997 ◽  
Vol 44 (1) ◽  
pp. 44-52 ◽  
Author(s):  
Frederick G. Lopez ◽  
Robert W. Lent ◽  
Steven D. Brown ◽  
Paul A. Gore
Keyword(s):  
High School ◽  
High School Students ◽  
Social Cognitive ◽  
School Students ◽  
And Performance

scholarly journals The Mediating Role of Cognitive Emotion Regulation Strategies on Mindfulness, Anxiety, and Academic Procrastination in High Schoolers

2021 ◽  
Vol 9 (2) ◽  
pp. 133-142
Author(s):  
Sajjad Rezaei ◽  
◽  
Azra Zebardast ◽  
Keyword(s):  
High School ◽  
Emotion Regulation ◽  
Significant Relationship ◽  
Equation Modeling ◽  
Academic Procrastination ◽  
Emotion Regulation Strategies ◽  
Cognitive Emotion Regulation ◽  
Mediating Role ◽  
Regulation Strategies

Objective: The present study aimed to investigate the mediating role of cognitive emotion regulation strategies on the relationship between mindfulness, anxiety, and procrastination in high school students. Methods: The study sample consisted of 350 high school female students in Rasht City, Iran. The study subjects responded to the Academic Procrastination Scale (APS), the Cognitive Emotion Regulation Questionnaire (CERQ), the Cattell Anxiety Scale (CAS), and the Five Facet Mindfulness Questionnaire (FFMQ). Data analysis was performed by Pearson product-moment correlation coefficient and structural equation modeling technique in SPSS and AMOS. Bootstrap in Preacher and Hayes’ Macro program (2008) was also used to test the indirect relationships between the study variables. Results: There was a direct and significant relationship between academic procrastination, anxiety, and maladaptive cognitive emotion regulation strategies (P<0.0001). There was an inverse and significant relationship between procrastination, adaptive cognitive emotion regulation strategies, and mindfulness (P<0.0001). Mediation analysis data revealed that the maladaptive cognitive emotion regulation strategies exacerbated the effects of anxiety on academic procrastination; the indirect effect of anxiety on procrastination through adaptive strategies was significant. Conclusion: Procrastination in students could be reduced by minimizing anxiety, correcting maladaptive cognitive emotion regulation strategies, and strengthening adaptive cognitive emotion regulation strategies. Anxiety may aggravate academic procrastination by generating maladaptive mechanisms.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

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