The Impact of Parents and Teachers on Externalizing Behavior Among Latino/a Adolescents via Academic Achievement: Combining the Mental Health and Educational Perspectives

2020 ◽  
Vol 28 (3) ◽  
pp. 290-299
Author(s):  
Sergio B. Pereyra ◽  
Roy A. Bean ◽  
Julio G. Ruiz ◽  
Belén Velasco
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Externalizing Behavior ◽  
Parental Monitoring ◽  
Externalizing Behaviors ◽  
Developmental Theory ◽  
Latino Adolescents ◽  
Equation Modeling ◽  
Maternal Support ◽  
The Impact

Given the Latino adolescents’ heightened risk of externalizing behaviors and academic disparities experienced by Latino adolescents, this study unifies the mental health and educational perspectives to better understand factors that impact the externalizing behavior among them. Eco-developmental theory was used to conceptualize the link between parenting factors, academic factors, and externalizing behavior. Structural equation modeling was used to analyze the effects of parental support, parental monitoring knowledge, and the adolescent–teacher relationship on externalizing behavior through academic achievement (mediator), in a pool of 508 Latino adolescents from the West Texas area. Findings show that maternal support, the adolescent–teacher relationship, and academic achievement to be negatively related to externalizing behavior. In addition, maternal support and the adolescent–teacher relationship were positively associated with academic achievement. Finally, the results demonstrated academic achievement as a mediating factor in the inverse relationship between adolescent–teacher relationship and externalizing behaviors. Implications are further discussed.

scholarly journals Mental Health of Refugees and Migrants during the COVID-19 Pandemic: The Role of Experienced Discrimination and Daily Stressors

2021 ◽  
Vol 18 (12) ◽  
pp. 6354
Author(s):  
Eva Spiritus-Beerden ◽  
An Verelst ◽  
Ines Devlieger ◽  
Nina Langer Primdahl ◽  
Fábio Botelho Guedes ◽  
...  
Keyword(s):  
Mental Health ◽  
Structural Equation ◽  
Descriptive Analysis ◽  
Health Impact ◽  
Equation Modeling ◽  
Daily Stressors ◽  
Health Crisis ◽  
The Impact ◽  
Migrant Groups

The COVID-19 pandemic is a defining global health crisis of our time. While the impact of COVID-19, including its mental health impact, is increasingly being documented, there remain important gaps regarding the specific consequences of the pandemic on particular population groups, including refugees and migrants. This study aims to uncover the impact of the COVID-19 pandemic on the mental health of refugees and migrants worldwide, disentangling the possible role of social and daily stressors, i.e., experiences of discrimination and daily living conditions. Descriptive analysis and structural equation modeling were used to analyze the responses of N = 20,742 refugees and migrants on the self-reporting global ApartTogether survey. Survey findings indicated that the mental health of refugees and migrants during the COVID-19 pandemic was significantly impacted, particularly for certain subgroups, (i.e., insecure housing situation and residence status, older respondents, and females) who reported experiencing higher levels of increased discrimination and increases in daily life stressors. There is a need to recognize the detrimental mental health impact of the COVID-19 pandemic on particular refugee and migrant groups and to develop interventions that target their unique needs.

The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students

2017 ◽  
Vol 9 (4) ◽  
pp. 598-615 ◽  
Author(s):  
Afsaneh Ghanizadeh ◽  
Safoura Jahedizadeh
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Intrinsic Motivation ◽  
Emotional Exhaustion ◽  
Maslach Burnout Inventory ◽  
Equation Modeling ◽  
Content Type ◽  
Efl Students ◽  
Effort Regulation ◽  
The Impact

Purpose The purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian university students. Design/methodology/approach To do so, two distinctive questionnaires, namely; the “student version of Maslach Burnout Inventory” (Schaufeli et al., 2002) and the “Motivated Strategies for Learning Questionnaire” (Pintrich and DeGroot, 1990) were administered to the participants. The data were analyzed via structural equation modeling (SEM). Findings The findings of the study yielded via SEM revealed that students’ emotional exhaustion negatively predicted students’ intrinsic motivation, effort regulation, and academic achievement. It was also found that intrinsic motivation significantly and positively predicted effort regulation and academic achievement. Finally, effort regulation was found to be a positive and significant predicator of university students’ academic achievement. Originality/value While a plethora of studies, thus far, strived to investigate the concept of burnout in different contexts, there is still a scant body of research attempting to delve into the most significant dimension of the syndrome (i.e. emotional exhaustion), and, to the best knowledge of the present researchers, no documented study to date has studied Iranian university EFL students’ emotional exhaustion, intrinsic motivation, and effort regulation within a single framework.

scholarly journals Impact of Perceived Severity of COVID-19 (SARS-COV-2) on Mental Health of University Students of Pakistan: The Mediating Role of Muslim Religiosity

2021 ◽  
Vol 12 ◽  
Author(s):  
Muhammad Saleem ◽  
Abou Bakar ◽  
Areeha Khan Durrani ◽  
Zubair Manzoor
Keyword(s):  
Mental Health ◽  
Structural Equation ◽  
Online Survey ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Perceived Severity ◽  
Mediating Role ◽  
Muslim Religiosity ◽  
The Impact

Background: Perceived severity of COVID-19 (SARS-COV-2) is known to be associated with mental health of people in general and health professionals in particular in Western societies. However, its association with the mental health of students in Pakistan, which is predominantly a Muslim society, remains unclear so far. Moreover, the role of Muslim religiosity for such an association has not yet been investigated. We aimed to examine the association and report findings on the impact of perceived severity on mental health with a sample of students from all five provinces of Pakistan.Methods: We did a cross-sectional online survey from 1,525 Pakistani students in March 2020 using standardized measurement tools. We then determined the prevalence of perceived severity among students and its impact on their mental health. The strength of associations between these variables was estimated using generalized linear models, with appropriate distribution and link functions. Structural equation modeling through SmartPLS (3.0) software was utilized to analyze the results.Findings: The perceived severity of COVID-19 is significantly associated with mental health of Pakistani students, whereas Muslim religiosity is a strong mediator between perceived severity and mental health of Pakistani students.Conclusions: Though the perceived severity of COVID-19 is associated with mental health, this relationship can be better explained by the role of Muslim religiosity. When tested individually, the perceived severity accounted for only 18% variance in mental health that increased up to 57% by the mediating role of Muslim religiosity. This difference clearly indicates the mediating role of Muslim religiosity in the association between perceived severity and mental health for Pakistani students.

scholarly journals Investigating multilevel pathways of developmental consequences of maltreatment

2018 ◽  
Vol 31 (04) ◽  
pp. 1227-1236 ◽  
Author(s):  
Carrie E. DePasquale ◽  
Elizabeth D. Handley ◽  
Dante Cicchetti
Keyword(s):  
Externalizing Behavior ◽  
Structural Equation ◽  
Equation Modeling ◽  
Peer Aggression ◽  
Top Down ◽  
Bottom Up ◽  
Maltreated Children ◽  
Model Driven ◽  
Developmental Domains ◽  
The Impact

AbstractThe impact of maltreatment spreads across many developmental domains and extends across the entire life span. Identifying unidirectional or bidirectional drivers of developmental cascades of the effects of maltreatment experiences is critical to efficiently employing interventions to promote resilient development in maltreated children. This 1-year longitudinal study utilized a multiple-levels approach, investigating “bottom-up” and “top-down” cascades using structural equation modeling between cortisol regulation, externalizing behavior, and peer aggression. Neither a bottom-up model driven by cortisol regulation nor a top-down model driven by peer aggression fit the data well. Instead, lower rates of externalizing behavior at Year 1 most strongly predicted improvements at all levels of analysis (reduced cortisol, externalizing behavior, and peer aggression) at Year 2. These results provide initial indication of a mechanism through which interventions for maltreated children may be most effective and result in the most substantial positive changes across developmental domains.

Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study

2013 ◽  
Vol 21 (7) ◽  
pp. 600-609 ◽  
Author(s):  
Nicholas P. Allan ◽  
Shauna W. Joye ◽  
Christopher J. Lonigan
Keyword(s):  
Preschool Children ◽  
Behavior Problems ◽  
Emergent Literacy ◽  
Problem Behaviors ◽  
Externalizing Behavior ◽  
Externalizing Behaviors ◽  
Literacy Skills ◽  
Emergent Literacy Skills ◽  
Vocabulary Skills ◽  
The Impact

Objective: There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. Method: The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66; 48% boys). Results: Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. Conclusion: The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented.

scholarly journals The Activation Relationship to Father and the Attachment Relationship to Mother in Children with Externalizing Behaviors and Receiving Psychiatric Care

2021 ◽  
Vol 2 (1) ◽  
pp. 59-70
Author(s):  
Daniel Paquette ◽  
Chantal Cyr ◽  
Sébastien Gaumon ◽  
Martin St-André ◽  
Mutsuko Émond-Nakamura ◽  
...  
Keyword(s):  
Risk Taking ◽  
Externalizing Behavior ◽  
Psychiatric Care ◽  
Externalizing Behaviors ◽  
Clinical Sample ◽  
Surrounding Environment ◽  
Child Externalizing Behaviors ◽  
And Control ◽  
The Impact ◽  
Attachment To Mother

The activation relationship refers to the emotional bond a child develops with a parent that helps ensure the regulation of risk-taking during child exploration of the surrounding environment. As a complement to Bowlby’s attachment theory, activation relationship theory provides a greater understanding of the impact of fathering on child development, focusing primarily on parental stimulation of risk-taking and control during child exploration. The overarching objective of this article is to better understand the association between children’s relationship quality with both parents, via the activation to father and the attachment to mother relationships, and child externalizing behaviors in a clinical sample. Fifty two-parent families (40 boys and 10 girls) were recruited at random from a population of children receiving treatment at the perinatal and early childhood psychiatry clinic. Results with 44 children (with complete cases) showed that overactivated preschoolers displayed more externalizing behaviors than did children with either an activated or an under-activated relationship with their father. Results also showed that children with a disorganized-controlling caregiving attachment to their mother marginally presented with higher levels of externalizing behavior.

scholarly journals A Comprehensive Study Plan for Identifying the Impact of Learning Styles, Teaching Strategies, Need for Cognition, and Meta-Cognition on Academic Achievement of Students in the Educational Centers

2018 ◽  
Vol 1 (1) ◽  
pp. 20-26
Author(s):  
Mohsen Malekalketab Khiabani
Keyword(s):  
Academic Achievement ◽  
Factor Analysis ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Structural Equation ◽  
Need For Cognition ◽  
Equation Modeling ◽  
Research Model ◽  
Confirmatory Factor ◽  
The Impact

According to the extant literature, the positive roles of learning styles, teaching strategies, need for cognition, and meta-cognition on promotion and enhancing level of academic achievement is irrefutable. This study aims to plan for identifying the impact of mentioned variables on the academic achievement of students in the Educational Centers. The developed research model is based on a review in literature and is a comprehensive model which consists of four independent variables namely learning styles, teaching strategies, need for cognition, and meta-cognition. And one dependent variable that is academic achievement. In order to reach major and minor research objectives, the author develops a survey instrument with a proper standard and introduces a quantitative approach involving the distribution of questionnaires among students implementable in any educational centers. Total collected data can be analyzed through the Statistical Package for Social Science (SPSS) or Structural Equation Modeling via Analysis of Moment Structure (AMOS) program (SEM-AMOS). In order to answer research questions and testing developed hypotheses of this study, reliability test, descriptive statistics, factor analysis, correlation test, and multiple regression analyses can be run in SPSS and it can be run confirmatory factor analysis (CFA) in AMOS program with two-step strategy proposed by (Anderson and Gerbing 1988). The contribution of this scientific research will be pragmatic for academics in this research era because of the comprehensive research model. Also, this research has an outstanding role in bringing insight and realization for deputy deans, rectorates in the educational centers. Finally, the value of findings will be beneficial for promoting and increasing the level of academic achievement through learning styles, teaching strategies, need for cognition, and meta-cognition.

scholarly journals Externalizing Behavior and Academic Achievement : Do Causal Relations Exist?

2020 ◽  
Author(s):  
Tara Kulkarni ◽  
Amanda Sullivan ◽  
Jiwon Kim
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Externalizing Behavior ◽  
Structural Equation ◽  
Educational Practice ◽  
Academic Failure ◽  
Externalizing Behavior Problems ◽  
Equation Modeling ◽  
Future Research ◽  
Negative Effects

Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic failure, chronic behavioral difficulties, and related negative long-term outcomes. The purpose of this study, therefore, was to systematically review research on the association between low academic achievement and externalizing behavior problems, as well as evaluate the research indicating causal linkages, if any, between the two domains. Five databases were searched, including OVID Medline, PsycInfo, Academic Search Premier, ERIC, Education Resource and PROQUEST. Search terms included statistical designs that could support a hypothetical causal association (e.g., structural equation modeling). We screened a total of 1,990 studies, of which 26 met the final inclusion criteria. In total, ten studies reported significant negative effects between the two domains, of which only six reported effect sizes that could be considered meaningful. All but two reported these effects in the direction of early externalizing behavior problems to later academic achievement. Overall, there was inconclusive evidence for either a causal or predictive relationship. Implications for future research and educational practice are discussed.

Exploring the impact of marital relationship on the mental health of children: Does parent–child relationship matter?

2018 ◽  
Vol 25 (10-11) ◽  
pp. 1669-1680 ◽  
Author(s):  
Chunkai Li ◽  
Shan Jiang ◽  
Xiaoyan Fan ◽  
Qiunv Zhang
Keyword(s):  
Mental Health ◽  
Marital Relationship ◽  
Children’S Mental Health ◽  
Children's Mental Health ◽  
Equation Modeling ◽  
Parent Child Relationship ◽  
Child Relationship ◽  
The Impact ◽  
Parent Child Relationships ◽  
Parent Child

This study aimed to examine the associations between marital relationships and parent–child relationships on children’s mental health. Participants included 19,487 students from the 2013–2014 baseline China Education Panel Survey. Structural equation modeling was applied to analyze the data and results revealed that marital and parent–child relationships positively affected children’s mental health. Parent–child relationship also played a mediating role between marital relationship and children’s mental health. The unique contributions of this study and its theoretical and practical implications were discussed.

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