scholarly journals The Analysis of Psychopathic Traits and Behavioral Problems Relationships in Italian Adolescents

2021 ◽  
Vol 8 (1) ◽  
pp. 38
Author(s):  
Luca Rossi ◽  
Margot Zanetti
Keyword(s):  
High School Students ◽  
Behavioral Problems ◽  
Psychopathic Traits ◽  
School Students ◽  
Pedagogical Strategies ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Educational Professionals ◽  
Unemotional Traits ◽  
The Relationship

In this article we analysed the association between psychopathic traits manifested at early age and behavioral problems in adolescents with an extension of correspondence analysis. The used technique allows to verify the relationship between row and column variables in a two-way contingency table. The data are obtained submitting to a sample of 689 high school students two questionnaires: The Inventory of Callous-Unemotional Traits (ICU) and The Strengths and Difficulties Questionnaire (SDQ)). Founding has an important pedagogical impact. The educational professionals, who spend most of the day with the kids, hardly can identify the Callous-unemotional traits but, at same time, could identify easily behavioral problems allowing the implementation of early treatments or the use of pedagogical strategies for young people that could have a high risk of psychopathic traits.

scholarly journals Triarchic Model Traits as Predictors of Bullying and Cyberbullying in Adolescence

2020 ◽  
pp. 088626052093444
Author(s):  
Andrea Baroncelli ◽  
Emily R. Perkins ◽  
Enrica Ciucci ◽  
Paul J. Frick ◽  
Christopher J. Patrick ◽  
...  
Keyword(s):  
High School Students ◽  
Peer Relationships ◽  
Youth Engagement ◽  
Traditional Bullying ◽  
School Students ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Low Levels ◽  
The Relationship ◽  
Triarchic Model

The triarchic model of psychopathy includes a disinhibition dimension related to externalizing outcomes, a meanness dimension pertaining to callous-unemotional traits, and a boldness dimension referring to emotional stability and high confidence in peer relationships. Some dimensions of psychopathy have been extensively investigated in samples of children and adolescents; in particular, the callous-unemotional (meanness) dimension has been associated with aggression and bullying in numerous studies. However, the other dimensions of the triarchic model have been relatively unexplored in samples of adolescents. Thus, we tested for associations between the triarchic dimensions and bullying and cyberbullying behaviors (i.e., proactive, goal-directed, and repetitive aggressive behaviors) in a sample of 580 high school students aged 14 to 19 years. Logistic regression analyses showed that (a) meanness and disinhibition scores were uniquely associated with traditional bullying, whereas only meanness was uniquely associated with cyberbullying; (b) boldness scores moderated the relationship between disinhibition and cyberbullying, such that disinhibition was related to cyberbullying only at low levels of boldness; and (c) these patterns were maintained when accounting for overall levels of conduct problems and were not moderated by the experience of victimization. Our findings suggest that the triarchic model of psychopathy can contribute to an understanding of youth engagement in bullying and cyberbullying.

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

scholarly journals Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)

2020 ◽  
Vol 17 (12) ◽  
pp. 4426
Author(s):  
Tomoko Nishimura ◽  
Manabu Wakuta ◽  
Kenji J. Tsuchiya ◽  
Yuko Osuka ◽  
Hideo Tamai ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Behavioral Problems ◽  
School Students ◽  
Behavioral Traits ◽  
Japanese Students ◽  
The Relationship ◽  
Do So

School climate is a significant determinant of students’ behavioral problems and academic achievement. In this study, we developed the Japan School Climate Inventory (JaSC) to see whether it measures school climate properly. To do so, we investigated whether or not the measurement with JaSC varies across sub-groups of varying grade and of gender and examined the relationship between the perception of school climate and the psychological and behavioral traits at individual levels in a sample of Japanese elementary and junior high school students (n = 1399; grade 4–9). The results showed that the measurement was consistent, since single-factor structures, factor loadings and thresholds of the items were found not to vary across sub-groups of the participants. The participants’ perception of school climate was associated positively with quality of life, especially in school (β = 0.152, p < 0.001) and associated negatively with involvement in ijime (bullying) as “victim” and “bully/victim” (β = −0.098, p = 0.001; β = −0.188, p = 0.001, respectively) and peer relationship problems (β = −0.107, p = 0.025). JaSC was found to measure school climate consistently among varying populations of Japanese students, with satisfactory validity.

Sign in / Sign up

Export Citation Format

Share Document