Resilience in Socioeconomically Disadvantaged Turkish Adolescents: An Ecological Perspective

2020 ◽  
pp. 0044118X2095953
Author(s):  
Özden Sevil-Gülen ◽  
Ayhan Demir
Keyword(s):  
Social Support ◽  
High School Students ◽  
Structural Equation ◽  
School Belonging ◽  
Self Esteem ◽  
Parental Acceptance ◽  
Equation Modeling ◽  
School Students ◽  
Peer Social Support ◽  
Sense Of School Belonging

The purpose of this study was to examine the role of self-esteem as mediator in the relationships between perceived parental acceptance/involvement, perceived peer social support, sense of school belonging and resilience in adolescents attending schools located in low socioeconomic districts. The sample of the study consisted of 1312 high school students (673 female, 639 male) between the ages of 13 to 19 ( M = 15.67, SD = 1.18). Structural equation modeling was conducted to test the hypothesized model. Results showed that perceived parental acceptance/involvement, perceived peer social support, sense of school belonging and self-esteem were positive and significant predictors of resilience. Furthermore, self-esteem partially mediated the association between perceived parental acceptance/involvement, perceived peer social support, sense of school belonging and resilience. The proposed model explained 33% of the variance in resilience. Overall, findings contributed to the understanding of the simultaneous influence of multilevel resources in adolescent resilience.

Roles of Social Support and Social Skills in the Intercultural Adjustment of Japanese Adolescent Sojourners in the USA

2001 ◽  
Vol 88 (3_suppl) ◽  
pp. 1201-1210 ◽  
Author(s):  
Tomoko Yashima ◽  
Tomoko Tanaka
Keyword(s):  
Social Support ◽  
High School Students ◽  
Social Skills ◽  
Structural Equation ◽  
The United States ◽  
Path Model ◽  
Equation Modeling ◽  
School Students ◽  
The Usa ◽  
English Competence

Intercutlural adjustment of Japanese high school students who sojourned in the United States for one year is the focus of the study. Building relationships with host nationals using limited English competency is the challenge that seems basic to successful adjustment to life in the USA. A path model was constructed in which English competence leads to better social skills, which in turn affects the amount of social support gained from host nationals. This model was tested through structural equation modeling, and the model's fit to the data was satisfactory. The predictive roles of English proficiency and personality were suggested in a supplementary analysis.

scholarly journals Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being

2020 ◽  
Vol 17 (20) ◽  
pp. 7358
Author(s):  
Tali Heiman ◽  
Dorit Olenik-Shemesh
Keyword(s):  
Social Support ◽  
High School Students ◽  
Indirect Effects ◽  
Self Efficacy ◽  
Structural Equation ◽  
Well Being ◽  
Self Report ◽  
Equation Modeling ◽  
Social Emotional ◽  
School Students

The current study examined whether perceived social support mediated the effects of loneliness and self-efficacy on well-being among students with or without a learning disability (LD). Participants included 834 elementary, middle, and high school students from Israel (29.6% students with LDs) who completed self-report questionnaires. The results of structural equation modeling indicate that social support mediates the indirect effects of age, gender, loneliness and self-efficacy on well-being. In addition, the results show differences between groups, as non-LD girls noted a higher self-efficacy and well-being than boys, and well-being had indirect effects in the non-LD group than in the LD group. These results indicate students with LDs have a unique social-emotional profile that affects their well-being. The study highlights the importance of enhancing self-efficacy and reducing loneliness in order to increase social support, thus predicting positive well-being. Effective and practical educational programs are needed for both groups across age and gender.

The Schoolwork Engagement Inventory

2012 ◽  
Vol 28 (1) ◽  
pp. 60-67 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Katja Upadaya
Keyword(s):  
Secondary School ◽  
Concurrent Validity ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Validity And Reliability ◽  
Older Students ◽  
School Students ◽  
Factor Solution ◽  
Upper Secondary

This study introduces the Schoolwork Engagement Inventory (EDA), which measures energy, dedication, and absorption with respect to schoolwork. Structural equation modeling was used to assess the validity and reliability of the inventory among students attending postcomprehensive schools. A total of 1,530 (769 girls, 761 boys) students from 13 institutions (six upper-secondary and seven vocational schools) completed the EDA 1 year apart. The results showed that a one-factor solution had the most reliability and fitted best among the younger students, whereas a three-factor solution was most reliable and fit best among the older students. In terms of concurrent validity, depressive symptoms and school burnout were inversely related, and self-esteem and academic achievement were positively associated with EDA. Boys and upper-secondary-school students experienced lower levels of schoolwork engagement than girls and vocational-school students.

Family Environment and Child-To-Parent Violence: The Role of Emotional Insecurity

2021 ◽  
pp. 088626052110063
Author(s):  
Miriam Junco-Guerrero ◽  
Ana Ruiz-Fernández ◽  
David Cantón-Cortés
Keyword(s):  
High School Students ◽  
Family Environment ◽  
Structural Equation ◽  
Irrational Beliefs ◽  
Family System ◽  
Equation Modeling ◽  
School Students ◽  
Mothers And Fathers ◽  
The Family ◽  
Emotional Insecurity

Child-to-parent violence (CPV) constitutes a serious social problem due to its short and long-term consequences, which not only directly affect the victim but also generate a rupture of the family system. In this study, direct and indirect effects of exposition to violence within the family, insecurity in the family system (manifested as disengagement and/or preoccupation), and justification of violence on CPV toward mothers and fathers were analyzed with structural equation modeling (SEM). Davies and Cummings emotional security theory (1994) was applied. A total of 904 high school students between 13 and 20 years old participated in this study. Information regarding each participant’s committed CPV was obtained from the Child-to-Parent Aggression Questionnaire. Emotional insecurity was assessed with the Security in the Family System scale. To assess exposition to violence and justification of violence, the Exposure to Violence Questionnaire and Irrational Beliefs Inventory for Adolescents were applied, respectively. Strong relationships between exposition to violence within the family, emotional insecurity, justification of violence, and CPV toward mothers and fathers were observed. The results show that adolescents who are exposed to violence at home are more aggressive in the future. In addition, this relationship is mediated, at least in part, by the justification of violence and emotional insecurity. These results suggest that prevention and treatment of CPV aggressors should focus on improving security within the survivors’ family system as well as modifying attitudes toward violence.

scholarly journals The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

2021 ◽  
pp. 082957352110347
Author(s):  
Luis Francisco Vargas-Madriz ◽  
Chiaki Konishi
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Parental Support ◽  
Critical Role ◽  
School Belonging ◽  
School Students ◽  
Academic Involvement ◽  
The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

Comparing relations of ethnic-racial public regard, centrality, and intergroup contact attitudes among ethno-racially diverse adolescents

2021 ◽  
pp. 136843022098759
Author(s):  
Kristia A. Wantchekon ◽  
Adriana J. Umaña-Taylor ◽  
Elana R. McDermott ◽  
Michael R. Sladek ◽  
Deborah Rivas-Drake ◽  
...  
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Intergroup Contact ◽  
Equation Modeling ◽  
White Adolescents ◽  
School Students ◽  
Cross Sectional ◽  
Racial Background ◽  
Latinx Adolescents ◽  
Public Regard

The current cross-sectional study examined how adolescents’ appraisal of how positively others viewed their ethnic-racial group (i.e., public regard) and how integral their ethnic-racial background was to their self-concept (i.e., centrality) related to their intergroup contact approach and avoidance attitudes. Participants were Black, Latinx, and White high school students ( N = 2,609; Mage = 16.39, SD = 1.16; 52% female) from the U.S. Southwest and Midwest. Utilizing multigroup structural equation modeling, results indicated that across all ethnic-racial backgrounds, and regardless of geographical context, public regard was positively associated with approach attitudes. Conversely, findings for avoidance attitudes varied by ethnic-racial background. Specifically, public regard was negatively associated with avoidance attitudes for White adolescents, whereas this relation was null for Black and Latinx adolescents. Additionally, although centrality was positively associated with avoidance attitudes among all adolescents, the relation was stronger among White adolescents than among Black and Latinx adolescents.

Investigating the Relationships Among Students' Chemistry Motivations, Achievement Goal Orientation, Classroom Engagement, Gender, Class and Positive Teacher Behaviours Through Structural Equation Modeling

2021 ◽  
pp. 188-205
Author(s):  
Fatma Alkan
Keyword(s):  
High School Students ◽  
Goal Orientation ◽  
Structural Equation ◽  
Goal Orientations ◽  
Achievement Goal ◽  
Equation Modeling ◽  
Achievement Goal Orientation ◽  
Classroom Engagement ◽  
Achievement Goal Orientations ◽  
School Students

The study aimed to investigate how high school students' achievement goal orientation, positive teacher behaviour, classroom engagement, gender and class perceptions are related to chemistry motivation. The research was designed using relational survey model. The sample consisted of 688 high school students. Chemistry motivation questionnaire, achievement goal orientations scale, positive teacher behaviours scale and classroom engagement inventory were used as data collection tools. The correlations between the variables were examined using Structural Equation Modeling (SEM). Results showed that there were positive and significant correlations between chemistry motivation and achievement goal orientations, achievement goal orientations and positive teacher behaviours, classroom engagement and positive teacher behaviours. Negative and significant correlations were also found to exist between achievement goal orientation and classroom engagement, positive teacher behaviours and chemistry motivation. Achievement goal orientations and positive teacher behaviours were also found to be significantly related to class engagement.

scholarly journals Influencing factors of aggressive behavior among left-behind junior high school students: structural equation model

2020 ◽  
Author(s):  
Yi-Fei Li ◽  
Jie Zhang ◽  
Juan Li ◽  
Yi-Ping Chen ◽  
Si-Lan Yang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Aggressive Behavior ◽  
Junior High School ◽  
Structural Equation ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Left Behind

Abstract Background High aggressive behavior will harm the physical and mental health of children, and the probability of aggressive behaviors among left-behind junior high school students is significantly higher than that of non-left-behind ones, but the systematic research and intervention measures concerning the aggressive behavior of the left-behind junior high school students quite deficient at present. This study adopts the structural equation model to analyze the interrelationship and action modes of various factors affecting the aggressive behavior of the left-behind junior high school students to provide scientific basis for the mitigation and prevention of their aggressive behavior. Methods A structural equation model was constructed based on data from a cross-sectional survey of 751 left-behind junior high school students using Adolescent Self-rating Life Events Checklist, Rosenberg Self-Esteem Scale, Resilience Scale for Chinese Adolescents, Coping Style Questionnaire, and Buss-Warren Aggression Questionnaire. Results Self-esteem, resilience, positive coping, negative coping and household income have different direct or indirect effects on the aggressive behavior of left-behind junior high school students. Among them, self-esteem, resilience, positive coping and negative coping are the important mediating factors between life events and aggressive behavior of left-behind junior high school students. Conclusions Parents, teachers and temporary guardians in the care of left-behind children should try to avoid possible adverse effects that the life events have on the children, meanwhile should also through effective psychological intervention and social support, improving the self-esteem, psychological resilience and positive coping tendencies of left-behind children, in order to reduce or prevent their aggressive behaviors.

scholarly journals Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time

2019 ◽  
Vol 44 (4) ◽  
pp. 301-312 ◽  
Author(s):  
Andrew J. Martin ◽  
Herbert W. Marsh
Keyword(s):  
High School Students ◽  
Structural Equation ◽  
Protective Role ◽  
Theory And Practice ◽  
Equation Modeling ◽  
School Students ◽  
Positive Effects ◽  
Academic Buoyancy ◽  
One Year

What is the relationship between academic buoyancy and academic adversity? For example, does the experience of academic adversity help build students’ academic buoyancy in school—or, does academic buoyancy lead to decreases in subsequent academic adversity? This longitudinal study of 481 high school students (Years 7–12) investigated the relations between academic buoyancy and academic adversity. Harnessing a cross-lagged panel design spanning two consecutive academic years, we employed structural equation modeling to investigate the extent to which prior academic buoyancy predicted subsequent academic adversity and the extent to which prior academic adversity predicted subsequent academic buoyancy—beyond the effects of sociodemographics, prior achievement, and auto-regression. We found that prior academic buoyancy significantly predicted lower subsequent academic adversity, but prior academic adversity did not significantly predict higher subsequent academic buoyancy. Interestingly, however, there was a marginal interaction effect such that students who experienced academic adversity but who were also high in academic buoyancy were less likely to experience academic adversity one year later. We conclude that it is important to instill in students the capacity to effectively deal with academic adversity—that is, academic buoyancy. We also conclude that some experience of academic adversity can have positive effects but predominantly when accompanied by high levels of academic buoyancy. Implications for theory and practice are discussed.

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