Mental well-being and health behaviours of high school students in view of their social background

2013 ◽  
Vol 31 (3) ◽  
pp. 224-238
Author(s):  
Bettina Pikó ◽  
Szabolcs Varga
Keyword(s):  
High School ◽  
High School Students ◽  
Health Behaviours ◽  
Social Background ◽  
Well Being ◽  
School Students ◽  
Mental Well Being

scholarly journals Social Disconnectedness, Loneliness, and Mental Health Among Adolescents in Danish High Schools: A Nationwide Cross-Sectional Study

2021 ◽  
Vol 15 ◽  
Author(s):  
Ziggi Ivan Santini ◽  
Veronica S. C. Pisinger ◽  
Line Nielsen ◽  
Katrine Rich Madsen ◽  
Malene Kubstrup Nelausen ◽  
...  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
Social Connectedness ◽  
Mental Health Problems ◽  
Well Being ◽  
Health Problems ◽  
School Students ◽  
Cross Sectional ◽  
Mental Well Being

Background: Previous research has suggested that social disconnectedness experienced at school is linked to mental health problems, however, more research is needed to investigate (1) whether the accumulation of various types of social disconnectedness is associated with risk for mental health problems, and (2) whether loneliness is a mechanism that explains these associations.Methods: Using data from the Danish National Youth Study 2019 (UNG19), nation-wide cross-sectional data from 29,086 high school students in Denmark were analyzed to assess associations between social disconnectedness experienced at school (lack of classmate support, lack of teacher support, lack of class social cohesion, and not being part of the school community) and various mental health outcomes, as well as the mediating role of loneliness for each type of disconnectedness. Multilevel regression analyses were conducted to assess the associations.Results: Descriptive analyses suggest that 27.5% of Danish high school students experience at least one type of social disconnectedness at school. Each type of social disconnectedness was positively associated with mental health problems (depression symptoms, anxiety symptoms, stress, sleep problems, suicidal ideation, non-suicidal self-injury, eating disorder, body dissatisfaction, and low self-esteem) and negatively associated with mental well-being. In all cases, loneliness significantly mediated the associations. We found a clear dose-response pattern, where each addition in types of social disconnectedness was associated with (1) stronger negative coefficients with mental well-being and (2) stronger positive coefficients with mental health problems.Conclusion: Our results add to a large evidence-base suggesting that mental health problems among adolescents may be prevented by promoting social connectedness at school. More specifically, fostering social connectedness at school may prevent loneliness, which in turn may promote mental well-being and prevent mental health problems during the developmental stages of adolescence. It is important to note that focusing on single indicators of school social connectedness/disconnectedness would appear to be insufficient. Implications for practices within school settings to enhance social connectedness are discussed.

Examining the Career Construction Model of Adaptation Among Filipino Senior High School Students

2021 ◽  
pp. 089484532110370
Author(s):  
Marc Sherwin A. Ochoco ◽  
Welison Evenston G. Ty
Keyword(s):  
High School ◽  
Life Satisfaction ◽  
High School Students ◽  
Well Being ◽  
Senior High School ◽  
Career Adaptability ◽  
School Students ◽  
Career Construction ◽  
Construction Model ◽  
Senior High School Students

Career development literature that tested the career construction model of adaptation has, thus far, examined adaptability resource as a mediator in the relationship between adaptive readiness and adaptation results; however, there remains a need to elaborate the links between adaptive resources, adapting response, and adaptation results. This research tested a path model among 331 Filipino senior high school students using hope, career adaptability, career engagement, and life satisfaction as measures of adaptive readiness, adaptability resources, adaptive response, and adaptation results, respectively. Analyses revealed a significant serial relationship from hope to life satisfaction through career adaptability and career engagement. Findings suggest that having career-related abilities may not be enough to promote well-being; rather proactive career behaviors may be taken as a route to a satisfying life. Implications on theory, research, and practice are discussed.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

Creativity and Intelligence: Research Implications for Equal Emphasis in High School

1970 ◽  
Vol 36 (8) ◽  
pp. 565-569 ◽  
Author(s):  
Vernon J. Damm
Keyword(s):  
High School ◽  
High School Students ◽  
Well Being ◽  
Educational Systems ◽  
School Students ◽  
Psychological Well Being ◽  
Significant Difference ◽  
Self Actualization ◽  
Creative Abilities

The possible relationships among creativity, intelligence, and self actualization were examined in 208 high school students to determine whether or not consistent self actualization scores existed for subjects high in the first two variables. Students high in both creativity and intelligence had significantly higher scores in self actualization than those obtained by students high in either creativity or intelligence. No significant difference in self actualization was found between students high in creativity only and those high in intelligence only. The results were interpreted as indicating that educational systems should stress both intellectual and creative abilities to achieve the highest level of psychological well being in students.

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