scholarly journals Development of Structural Model on Suicidal Ideation in Adolescents’ Exposure to Violence

Author(s):  
Jeoung Mi Kim

Purpose: This study developed and examined a structural model and influencing factors of suicidal ideation by path analysis of family violence exposure, school violence exposure, anger, aggression, depression, hopelessness, and ego resilience among adolescents. Methods: A hypothetical model was constructed on the basis of general strain theory developed by Agnew, as well as a review of studies in the literature related to suicidal ideation in adolescents in terms of violence exposure. The subjects were 1150 middle school students located in P city and K province. The model included 8 concepts and 24 paths. Data were collected using self-report questionnaires from September 2 to 20, 2013, and analyzed using the IBM SPSS and AMOS 21.0 programs. Results: Family violence exposure, school violence exposure, anger, depression, hopelessness, and ego resilience showed a direct effect, while aggression showed an indirect effect on suicidal ideation in adolescents. These factors accounted for 45% of the variance of suicidal ideation in middle school students in terms of violence exposure. Conclusions: The results suggest that suicidal ideation of adolescents who are exposed to violence could be decreased by increasing ego resilience and reducing family violence exposure. It is necessary to develop an intervention strategy to prevent suicidal ideation.

2016 ◽  
Vol 21 (2) ◽  
pp. 261-280 ◽  
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante ◽  
Vanda Sousa

This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students. 


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