Handbook of Adolescent Psychology
Abstract
The study of and interest in adolescence in the field of psychology and related fields continues to grow, necessitating an expanded revision of this seminal work. This multidisciplinary handbook, edited by the premier scholars in the field, Richard Lerner and Laurence Steinberg, and with contributions from the leading researchers, reflects the latest empirical work and growth in the field.
... These low rates may reflect the unique challenges faced by ALWH. ALWH must navigate complex health care requirements and social dynamics inherent to living with HIV, all while undergoing a critical and accelerated period of psychological, social, and physical development [4]. Poor mental health, such as depression, and stigma, also adversely impact on ART adherence [5][6][7]. ...
... Stigma is particularly harmful in the context of living with HIV [5,[12][13][14][15], as it can adversely impact appointment attendance and ART adherence [13][14][15][16][17], and often exacerbates poor mental health [18]. HIV stigma is particularly important to understand and address during adolescence as ALWH are in a critical period of development and change [4,19]. ...
... Further, other studies from across SSA have shown bullying of ALWH is common [14,42,43,46,47]. During the transition to adulthood, individuals begin identifying more with peers and less with parents, and belonging to a peer group is important for healthy psychological adjustment and academic achievement [4]. Gossip, mockery, physical distancing, and exclusion from social activities can thus cause severe psychological distress through feelings of alienation, disconnectedness, and poor self-image [4]. ...
Background
In Malawi, approximately 25% of adolescents living with HIV (ALWH) also suffer from depression. Not only is HIV stigma a major contributor to depression but it also adversely impacts HIV care engagement. ALWH can experience HIV stigma as stereotyping, social exclusion, low social support, and abuse, and these experiences are associated with poor mental health. Despite recognition of the deleterious effects of HIV stigma, we have limited knowledge of how stigma is experienced by ALWH with comorbid depression. Guided by the Health Stigma and Discrimination Framework, we describe stigma faced by ALWH and comorbid depression in Malawi and its implications for future interventions.
Methods
As part of a larger formative study to adapt a mental health counseling intervention, we conducted in-depth interviews, social support mapping sessions, and focus-group discussions with 25 ALWH, 4 caregivers of ALWH, 3 HIV providers, and 5 participants and 5 staff of a prior mental health counseling intervention. After analyzing the stigma codes, we used the Health Stigma and Discrimination Framework to organize the data into four key domains: drivers, manifestations, outcomes, and health and social impacts.
Results
Major drivers of HIV stigma included fear of HIV transmission, negative effects of antiretroviral therapy (ART), association with death, inaccurate knowledge, and negative attitudes towards ALWH. The most common manifestations of HIV stigma were gossip, insults and mocking, and physical and social distancing. Decreased ART adherence and missed HIV appointments were commonly cited outcomes of HIV stigma. Broader health impacts of HIV stigma were notable for mental health comorbidities including depression, anxiety, substance use, and suicidality. Identified resilience strategies included support for HIV care engagement and psychosocial support from family and friends.
Conclusions
This study systematically describes the stigmatization process faced by ALWH and experiencing depressive symptoms in Malawi. Notably, HIV stigma continues to disrupt HIV care and detrimentally impacts mental health during adolescent development. Further studies focused specifically on stigma are needed to better characterize this process and identify additional resilience factors. Investment in stigma-reduction interventions for ALWH is needed to avert poor mental health and HIV outcomes.
... Furthermore, many studies suggest higher levels of social anxiety symptoms in adolescent girls compared with boys, which has been attributed, for example, to girls showing higher vigilance toward potential threat than boys and girls experiencing higher levels of parental overprotection compared with boys (Monsma et al., 2006;Nelemans et al., 2019) [21,23] . Adolescence, that is, the period of life between approximately 12 and 18 years of age (Lerner & Steinberg, 2004) [17] , is a critical phase for the development of anxiety symptoms, and social anxiety symptoms in particular. Social anxiety involves a marked and persistent fear of one or more social or performance situations in which the person is exposed to unfamiliar people or to possible scrutiny by others. ...
... Furthermore, many studies suggest higher levels of social anxiety symptoms in adolescent girls compared with boys, which has been attributed, for example, to girls showing higher vigilance toward potential threat than boys and girls experiencing higher levels of parental overprotection compared with boys (Monsma et al., 2006;Nelemans et al., 2019) [21,23] . Adolescence, that is, the period of life between approximately 12 and 18 years of age (Lerner & Steinberg, 2004) [17] , is a critical phase for the development of anxiety symptoms, and social anxiety symptoms in particular. Social anxiety involves a marked and persistent fear of one or more social or performance situations in which the person is exposed to unfamiliar people or to possible scrutiny by others. ...
... Such approaches have also invigorated attempts to embed the evolution of adolescent civic engagement in normative developmental processes in childhood and adolescence (Lerner & Steinberg, 2009;Lerner et al., 2014). Addressing these embeddings helps paint a more nuanced picture of developmental precursors and correlates, thus contributing to civic developmental theory. ...
... A developmental perspective views adolescent civic engagement as an integral part of human development and, hence, as associated with normative developmental processes in childhood and adolescence (Lerner & Steinberg, 2009;Lerner et al., 2014;L. R. Sherrod, 2015). ...
... The period of adolescence is a critical phase of growth and development marked by significant physical changes and numerous psychosocial transformations, as young individuals seek greater independence from their parents and spend more time with their peers [4]. Adolescents are vulnerable to a range of psychosocial issues, such as mental health problems or low self-esteem [4]. ...
... The period of adolescence is a critical phase of growth and development marked by significant physical changes and numerous psychosocial transformations, as young individuals seek greater independence from their parents and spend more time with their peers [4]. Adolescents are vulnerable to a range of psychosocial issues, such as mental health problems or low self-esteem [4]. Therefore, self-esteem is widely recognized as a crucial factor in adolescent mental health and development because it reflects an individual's ability to feel deserving of happiness and effectively cope with life challenges [3]. ...
Background: the aim of this study was to assess the associations of family meals and social eating behavior with self-esteem levels among Spanish adolescents. Methods: This was a secondary cross-sectional study including 706 participants (aged 12 to 17 years; 56.1% girls) from the Eating Habits and Daily Life Activities (EHDLA) study. The evaluation of the frequency of family meals involved participants providing information in physical education classes on how frequently they, along with other members of their household, had shared meals in the previous week. Social eating behavior was assessed by three different statements: “I usually have dinner with others”, “Having at least one meal a day with others (family or friends) is important to me”, and “I enjoy sitting down with family or friends for a meal”. To assess overall self-esteem, the Rosenberg Self-Esteem Scale was used. Results: In the adjusted models, a positive association was observed between the frequency of family meals and the self-esteem score (unstandardized beta coefficient [B] = 0.06, 95% confidence interval [CI] 0.003 to 0.12, p-adjusted = 0.040). Furthermore, the same positive association was also identified between social eating behavior and the self-esteem score (B = 0.23; 95% CI 0.07 to 0.40, p-adjusted = 0.005). Conclusions: Although self-esteem is complex and can be influenced by numerous factors, both family meals and social eating behavior may exert a relevant role in adolescents. Encouraging consistent participation in family meals and promoting positive eating practices could be valuable approaches in public health actions targeting the enhancement of self-esteem levels in adolescents.
... Ayrıca akran ilişkileri, toplumsal rollerin öğrenilmesi ve aileyle ilişkilerin yeniden tanımlanması gibi sosyal değişimler bu dönemde önem kazanır. Dolayısıyla ergenlik, bireyin kim olduğunu keşfetmeye çalıştığı, kişisel ve sosyal gelişim açısından kritik bir evre olarak değerlendirilmektedir (Lerner ve Steinberg, 2009). ...
... Zakarysi (in Romdhoni & Malihah 2021) said that the five souls of the boarding school are a foundation or reference in the movement of the Islamic boarding school, of the five five souls of the boarding school, one of which is independence or independence. According to Steinberg and Lerner (2009), independence plays an important role in the behavior of individuals who operate independently, and is considered one of the main aspects in achieving personal autonomy in adolescence. Erikson (in Candra & Leona, 2019) states that independence is an attempt to break away from one's parents with the intention of finding oneself through the process of finding one's ego identity, namely independence. ...
This study investigates the influence of parental attachment on the independence of students in Islamic boarding schools, with a focus on understanding how this attachment contributes to the development of autonomy among adolescents. The research, conducted with 181 students aged 13-18 years, examines the relationship between parental attachment and student independence, employing a quantitative approach with data collected through the Inventory of Parent and Peer Attachment (IPPA) scale. The results demonstrate that parental attachment accounts for 10.4% of the variance in student independence, while the remaining 89.6% is influenced by other factors such as genetics, parenting styles, educational environments, and birth order within the family. The study highlights the critical role of parental attachment in fostering independence but also emphasizes the importance of a multifaceted approach to guidance and counseling that considers the complex interplay of various influences on student development. The findings suggest that counseling professionals should incorporate strategies that strengthen parental involvement, even in the context of limited interaction in boarding schools, through structured communication programs and family counseling sessions. Additionally, tailored counseling interventions that focus on building resilience, self-efficacy, and decision-making skills are essential for addressing the unique challenges faced by students in Islamic boarding schools. By integrating educational strategies with counseling practices, a supportive learning environment can be created that promotes critical thinking and autonomy. The study concludes that a comprehensive and holistic approach to guidance and counseling is necessary to effectively support the development of independent, resilient, and well-rounded students in Islamic boarding schools, maximizing their potential in both academic and personal spheres.
... When comparing descriptive statistical measures of shame and guilt in three samples, obtained results suggest that guiltproneness noticeably increases with age, while shame shows a slight increase as well. Higher average scores in older age groups can be explained by the fact that socio-affective and cognitive functions gradually develop during adolescence (Choudhury et al., 2006;Lerner & Steinberg, 2009), which are necessary for the development of self-conscious emotions (Tracy & Robins, 2004). What is more, since these emotions primarily have an instrumental role in social needs and interpersonal relations (Sznycer, 2019), these results can also be attributed to the fact that there is an increasing focus on other people's opinions and emotions during adolescence (Steinberg, 2005). ...
Tests of Self-Conscious Affect (TOSCAs) are a group of scenario-based dispositional scales frequently used to measure individual differences in shame and guilt. The main aim of the present research was to evaluate the psychometric properties of the Serbian version of TOSCA for adolescents (TOSCA-A) and to further explore the validity of guilt and shame measures. TOSCA-A was evaluated in three samples: 114 primary school students, 256 high-school students, and 365 college students. Several models were tested, but two-factor oblique solution had the best fit in all three groups. However, both shame and guilt demonstrated high internal consistency. Convergent validity of shame-proneness was also demonstrated by moderate correlations with self-esteem, perceived stress, and different affects. Results related to the measure of guilt were less consistent across age groups. Finally, we showed that guilt is a reliable measure of someone's motivation to make amends or apologize and someone’s feelings of remorse and regret - rather than feeling of guilt.
... Adolescence is characterized by rapid hormonal and physical changes, with dramatic shifts in identity, self-consciousness, and cognitive flexibility [3,4]. Another important feature is that group interactions become more complex and social behavior increases [5]. Adolescents remain dependent on their parents but also start to gain more independence and autonomy [6]. ...
This study examines the relationship between maternal reflective functioning and adolescents’ reflective functioning and psychosocial adjustment. In Study 1, The Parental Reflective Functioning Questionnaire for Adolescents (PRFQ-A) and Reflective Functioning Questionnaire for Youth (RFQ-Y), multidimensional scales used to assess reflective functioning in parents and adolescents, respectively, were validated in groups of Korean adolescents and mothers. In the results, the three factors were extracted (non-mentalizing, certainty, interest/curiosity) that were similar to those from the original version of the scale. However, the items comprising the interest/curiosity factor of the Korean validated RFQ-Y differed from the original scale. Both the reliability and validity of the scale were confirmed. Study 2 examined the mediating effects of adolescent reflective function on the relationship between parental reflective functioning and adolescent psychosocial adjustment. The structural equation modeling showed a good fit for all three models (adolescents’ uncertainty/confusion, certainty, and interest/curiosity). However, some mediating effects of adolescents’ reflective function were not confirmed. In conclusion, the results indicate that maternal reflective function influences the adolescents’ psychosocial function through the mediating factor of adolescent reflective function, Unexpectedly, maternal interest/curiosity did not have a significant effect on adolescents’ reflective function and psychosocial adjustment. Based on the results, altering Korean mothers’ parenting attitudes may have a positive effect on adolescents’ psychosocial adjustment. This work highlights that further research is needed to understand parent-child relationships in terms of reflective functioning, taking into account the influence of cultural context.
... Rapid and crucial changes in body, mind, and social interactions significantly impact overall physical and psychological well-being during this stage of life [2]. Adolescence is often seen as a time of stress and turmoil, and studies have shown that during this developmental stage, people are particularly vulnerable to a wide range of stressors [3]. Fast physical growth and maturation are two of the most notable changes during adolescence. ...
Adolescence is a crucial developmental period characterized by physical, emotional, and social changes. This makes adolescents particularly vulnerable to various stressors, including Internet addiction. The increasing prevalence of Internet use has brought new challenges, as excessive and uncontrolled engagement with digital platforms, often referred to as Internet addiction, can disrupt emotional regulation and increase behavioral difficulties. Anger control, an important component of emotional wellbeing at this stage, is particularly affected by Internet addiction and can lead to aggressive tendencies and long-term emotional problems. This study examines the mediating role of psychological resilience in the relationship between Internet addiction and anger control among adolescents between the ages of 12 and 14. A total of 406 students, selected using convenience sampling, participated in the study. Data were collected from the Internet Addiction Test (IAT), the Trait Anger and Anger Expression (T-Anger and AngerEX) scale, and the Child and Youth Resilience Measure (CYRM-12). Statistical analyses, including regression and mediation analyses, were conducted using the PROCESS macro in SPSS with 5000 bootstrap samples. The results show a significant negative relationship between Internet addiction and both psychological resilience and anger control, with Internet addiction explaining 20.2% of the variance in resilience and 11.5% in anger control. In addition, psychological resilience partially mediated the relationship between Internet addiction on anger control, explaining 25.1% of the variance. These findings highlight the importance of enhancing psychological resilience as a protective factor to mitigate the negative impact of Internet addiction on adolescents’ emotional regulation.
... Some studies have specifically focused on the impact of cyber-ostracism on online aggressive behavior among college students, revealing factors like alienation and attachment security as significant Tong-Lin et al., 2019). However, there is a relative lack of focus on adolescents, who, being in a crucial stage of development and still forming social relationship patterns, are more sensitive to peer exclusion and social pressure (Lerner & Steinberg, 2009). This study aims to address this gap by exploring the relationship between cyber-ostracism and cyber aggressive behaviors, particularly cyberbullying perpetration, within the adolescent group. ...
This study explores the complex dynamics between cyber-ostracism, depression, and cyberbullying among 870 Chinese adolescents (50.9% boys, M age = 13.03, SD = 0.76). Using a cross-lagged panel analysis, the results found: (1) bidirectional associations between cyber-ostracism and depression, with cyber-ostracism at Time 1(T1) significantly and positively predicted depression at Time 2(T2), and depression at T1 significantly and positively predicted cyber-ostracism at T2; (2) depression at T1 significantly and positively predicted cyberbullying perpetration at T2; (3) cyberbullying perpetration at T1 significantly and positively predicted cyber-ostracism at T2; (4) depression mediated the relationship between cyber-ostracism and cyberbullying perpetration, and (5) gender differences were observed only in the path from depression at T1 to cyber-ostracism at T2, with a significant association for girls but not for boys. This study highlights the complex interplay between cyber-ostracism, depression, and adolescents’ cyberbullying perpetration, shedding light on the importance of addressing these issues in a gender-sensitive manner.
... Identity exploration and the desire for autonomy may drive adolescents to distance themselves from their parents and families, leading to reduced family support during these periods (O'Connor et al., 1996). At the same time, adolescents may have unstable or rapidly changing peer groups due to educational transitions, initiation or withdrawal from activities, or interpersonal conflicts (Hardy et al., 2002;Lerner & Steinberg, 2009). Recent publications have also highlighted the role that internet use and social media play in both exacerbating and improving loneliness among young people (Fardghassemi & Joffe, 2022;Smith et al., 2021). ...
Introduction
Young people with chronic health conditions are among the most at risk of having poor social connections, however, little is known about their experiences of loneliness and social isolation. We aimed to describe the perspectives and experiences of loneliness and social isolation among young people with chronic physical conditions.
Methods
We searched MEDLINE, Embase, PsycINFO, CINAHL, and CENTRAL from inception to May 2023 for qualitative studies that described the perspectives of loneliness and social isolation in young people aged 10–24 years with chronic physical conditions. Findings from the included studies were analyzed using thematic synthesis.
Results
We included 35 studies across 12 countries involving 723 participants (56% female). Most studies (63%) were conducted in young people with cancer. Four major themes were identified: suffering from repercussions of disease (struggling with body image and physical changes, intensified disconnection while hospitalized); hindering relationships with peers and friends (missing out on formative experiences, feeling stuck behind, restrictive parental attitudes); grappling with social exclusion (facing concerns alone, bullying and ostracism); seeking social support and self‐help (reliance on family, kindness and empathy from friends, developing rapport with healthcare professionals, discovering self in adversity).
Conclusions
Symptoms, treatments, and hospitalizations limited young people's social participation and ability to maintain friendships, and this was compounded by social exclusion and bullying. Supportive friends, family, and healthcare professionals helped mitigate feelings of isolation. Interventions and strategies are needed to improve social support and foster meaningful connections. This can be achieved through education and awareness initiatives that promote inclusion in schools and the community, as well as efforts to enhance social support and continuity of care in hospitals.
... Developing an intervention for a specific population requires consideration of the risk and protective factors that are most relevant at different stages of development (Dahlberg & Potter, 2001). For example, the transition to middle school poses a particular challenge because it coincides with a multitude of physical, psychological, and social changes that occur during early adolescence (Lerner & Steinberg, 2004). At the interpersonal level, early adolescents face new challenges as they transition from being the oldest students in elementary school to being the youngest in larger, less structured middle schools where they have less contact with individual teachers and are exposed to youth from a larger geographic area (Eccles et al., 1996). ...
Objective: Youth violence represents a significant public health problem that has serious and often lasting consequences for its victims and perpetrators. School-based interventions have considerable potential for playing a central role in prevention efforts. Although a variety of school-based interventions have shown some degree of success, further work is needed to improve their effectiveness. This article discusses several challenges that have impeded efforts to develop and evaluate school-based violence prevention programs and how these challenges might be addressed. Method: This article draws upon theoretical and empirical research on youth violence to highlight critical issues that have limited efforts to develop effective school-based youth violence prevention programs. Results: Applying a prevention science framework indicates that interventions are unlikely to be effective unless they target risk and protective factors most relevant to a specific population. Research on factors associated with youth violence suggests the need for comprehensive interventions that address risk and protective factors across multiple social–ecological domains. Subgroup differences in the effects of school-based violence prevention programs indicate the need for a better understanding of differences in patterns of risk and protective factors both across and within populations. Conclusions: Improving the effectiveness of school-based youth violence prevention programs will require an iterative process to identify subgroups of individuals across and within populations that differ in their patterns of risk and protective factors, to refine logic models to guide the development of interventions tailored to specific populations, and to evaluate interventions using designs that examine variability in intervention effects across subgroups.
... O desenvolvimento da personalidade recebe não só influências daquilo que é familiar, mas também das novas possibilidades que se apresentam, dos amigos, da curiosidade e de sentimentos relacionados à fase: invencibilidade, a prepotência, o gosto ao desafio, e em muitos casos reflete os comportamentos inconsequentes e transgressivos do período.Senna e Dessen (2012), destacam pontos interessantes do desenvolvimento da adolescência, sua importância, suas influências, suas necessidades dentre outros apontamentos. Apesar de as teorias clássicas descreverem as várias mudanças durante a adolescência, tendo como foco diferentes aspectos do indivíduo (sentimentos, cognições e interações), elas não foram suficientes para explicar o desenvolvimento nesta etapa do curso de vida(Goossens, 2006;Lerner; Steinberg, 2009). acordo com estes autores, estas teorias se limitavam a apresentar dicotomias entre os aspectos maturacionais e genéticos e os aspectos exclusivamente contextuais: herdado versus adquirido, continuidade versus descontinuidade, estabilidade versus mudança, que representavam o conhecimento da época. ...
A adolescência é um período de constantes mudanças para o indivíduo. Nesta fase, é onde ocorrem alterações importantes na construção da psique e do funcionamento cerebral. O papel social se constrói a partir das experiências com o mundo ao redor, e é quando, as influências externas podem se tornar maléficas ao desenvolvimento deste indivíduo, uma vez que, o encéfalo ainda em fase de maturação. Portanto, a detecção precoce de sinais de psicose em adolescentes usuários de cannabis é de extrema importância para a promoção da saúde mental e o bem-estar dessa população vulnerável. Diversos estudos demonstram que a utilização desta substância pode aumentar o risco de transtornos psicóticos. Existem alguns modelos de rastreio da sintomatologia associada as psicoses, mas nenhum é especificamente voltado para adolescentes que utilizam a cannabis.
... Therefore, the manifestations (internalised and externalised) were not systematically considered pathological. By contrast, Lerner and Steinberg (2009) assert that adolescence is a normal process of maturation that is not necessarily accompanied by 'noise' and/or pathological behavioural manifestations. ...
The literature on the risk of child (commercial) sexual exploitation (C(C) SE) contains limited reference to victim-related factors in the victimisation process. Similarly, the possible links between these factors and adolescence have rarely been considered. However, there is agreement that the age at which most victimisation occurs is between 11 and 14 years. This study seeks to demonstrate how a psychoanalytical approach to adolescence can clarify sexual victimisation behaviours (including sexual exploitation) observed in young girls and enable social workers to deal effectively with these paradoxical behaviours, which appear incomprehensible and discouraging. After presenting the epistemological assumptions of psychoanalytical theories, this study illustrates how early phases of adolescence are considered vulnerable. This study refers to the resurgence of Oedipal fantasies, which, actualised by adolescents' sexual maturity, threaten family homo-eostasis and can lead adolescents to act out. These include risky sexual behaviours leading to multiple victimisations (including sex trafficking), often with irreversible consequences. Based on diverse situations, including that of a young female victim of sexual exploitation, this study attempts to highlight sexual trajectories with multiple victimisations.
... Hangi kuramsal/teorik çerçevelerin veya çerçeve modellerin benimsendiğine dair yapılan incelemede, metinlerde örtük varsayımlar yerine açıkça ifade edilen ve modele temel teşkil ettiği ifade edilen kuramlar şu şekilde tespit edilmiştir: sosyal mübadele kuramı (10) (Homans, 1958), öz belirleme kuramı (3) (Deci ve Ryan, 1985), iş özellikleri kuramı (2) (Hackman ve Oldham, 1976), Herzberg'in çift faktör kuramı (2) (Herzberg vd., 2010), eşitlik kuramı (2) (Adams, 1965), iyi oluş kuramı (5) (Ryff, 1989;Seligman, 2018), meslek aşkı kuramı (3) (Vallerand vd., 2014), kişi-örgüt uyumu kuramı (2) (Kristof, 1996), sosyal-bilişsel kuram (3) (Bandura, 1986), psikolojik iklim kuramı (2) (Schneider ve Barbera, 2014), genişlet ve inşa et kuramı veya pozitif duygular kuramı (4) (Fredrickson, 1998), psikolojik sermaye kuramı (2) (Luthans vd., 2006), gelişimsel sistem kuramı (2) (Lerner ve Steinberg, 2009) tam metinlerde atıfta bulunulan kuramlar olarak tespit edilmiştir. Bu çalışmaların tümünde, tümevarımsal kuramsal katkıdan ziyade (sorunsallaştırma), tümdengelimsel kuramsal destek alma (dolgulama) yaklaşımının kullanıldığı görülmektedir (Ağlargöz, 2016). ...
Bu çalışma, pozitif örgütsel davranış alanında yer alan bilimsel kanıtların derlenmesini ve Türkçe yayınlanmış makaleler üzerinden pozitif örgütsel davranış alanının panoramasının ortaya konmasını amaçlamaktadır. Bu amaçla, pozitif örgütsel davranış araştırmaları kategorisine giren, hakemli dergilerde yayınlanmış akademik makale türünden yayınlar derlenmek suretiyle PRISMA yöntemi esas alınarak sistematik bir literatür taraması yapılmıştır. Ulakbim TR Dizin arşivi ve Google Akademik kullanılarak ve "pozitif örgütsel davranış," "pozitif örgüt yazını," "pozitif örgüt araştırması," "pozitif örgüt kuramı," "örgütlerde pozitif davranış," "pozitif iş tutumları," "örgütlerde psikolojik sermaye," "psikolojik güçlülük," "psikolojik dayanıklılık," "örgütlerde pozitif psikoloji" anahtar sözcükleri ile yapılan tarama sonucunda toplamda 121 makale üzerinden içerik analizi yapılmıştır. Pozitif örgütsel davranış çalışmalarının 2000 yılından bugüne bir dökümünü ortaya koyan araştırma sonucunda alanın seyrine dair birtakım eleştirel çıkarımlar yapılmıştır. Buna göre tespit edilen sorunlar, 1) Yeterli kuramsal temel yoksunluğu ve kavramsallaştırma sorunları, 2) Metodik problemler, 3) Kanıt yetersizliği ve replikasyon zaafiyeti, 4) Düşük özgünlük seviyesi, 5) Neoliberal ideolojiye hizmet etme ve 6) Uygulamaya ve politikaya tercüme olmama şeklinde kategorize edilmiştir.
... Education, as an empowering means for young people to advocate for a new, sustainable model, must point towards active citizenship that promotes sustainable living among citizens (Pinheiro et al., 2024). Adolescence and young adulthood are pivotal periods characterized by significant cognitive, emotional, and social development (Lerner & Steinberg, 2009). During this time, individuals establish values and behaviours that persist into later life. ...
Global and regional environmental problems persist to this day, posing serious threats to the world and Lebanon. There is a data gap regarding environmental citizenship in Lebanon, despite numerous investigations and research done in relation to environmental problems. Current Lebanese eco-citizenship behaviours should be investigated. This article aims to quantitatively investigate Lebanese higher education students’ environmental citizenship. In this study, a survey method is used with a comparative approach and factorial analyses. The sample consisted of 355 Lebanese university students from 16 Lebanese educational institutions. Results show that participants declare relatively high environmental citizenship motivations, competences, and intentions. Conversely, they report low environmental past activities. Demographic factors such as gender, age, university (private vs. public), academic year, and major yielded significant differences among the measured factors. This paper encourages establishing feedback mechanisms to gather input from students on environmental educational programmes implementing sensitization and active youth participation in environmental sustainability.
... Adolescence is a developmental phase characterized by several changes (Lerner and Steinberg, 2009;Waite-Jones and Rodriguez, 2022), such as major physical transformation, the increase of social relationships, in particular, the relevance of the bond with peers (Carpendale and Lewis, 2004;Zerwas et al., 2004), and also deep cognitive maturation (Byrnes, 2003). In particular, the emotional world in adolescence intertwines with the effects of physical changes that could elicit anxiety, uncertainty, and insecurity; moreover, the experience of these feelings enables self-reflection based on the relational exchanges, especially in the peer group (Palmonari and Crocetti, 2011). ...
Introduction
Several developmental changes occur in adolescence, particularly in the metarepresentational domain, which allows and promotes adaptive sociality. We explored the possible relationships between theory of mind (ToM) and definitional competence, both metarepresentational, beyond age and gender effects.
Methods
To reach our goals, we involved 75 adolescents (age range 14–19 years, M = 15.7, and SD = 1.36). ToM was measured through “The Reading the Mind in the Eyes Test” (RMET), and definitional competence was assessed through a new instrument, namely, the “Co.De. Scale”. Attention was paid to check whether results were different when considering mental states vs. non-mental states of the scale and emotional words vs. non-emotional words.
Results
T-tests showed that older adolescents (third grade of high school) performed better than younger ones (first grade of high school) in both tasks. Only in the male group, there were no school grade differences in the ToM task. Regression analyses showed that RMET performance predicted the score of non-emotional mental states definitions and, even if marginally, of ToM word definitions. However, RMET was not a predictor of the general performance of the definitional task or emotion definitions.
Discussion
Connections with global adolescents’ development and possible educational implications are discussed.
... In its place were hours of online school and loss of contact with friends and relatives, which has led to significant increases in adolescents' depression and anxiety and decreases in their positive mental health (Houghton et al., 2022;Racine et al., 2021). This disruptive historical event presents challenges for adolescents, as they are at a critical life stage in which they are developing interpersonal skills and connections, exploring their identities, discovering their purpose and thinking about what impact they want to have on the world (Bronk et al., 2023;Erikson, 1968Erikson, , 1980Lerner & Steinberg, 2009). Importantly, out of school time activities provide opportunities for youth to explore and achieve these positive developmental milestones (e.g. ...
This modified sequential explanatory mixed methods study explores how the components of purpose (personal meaningfulness and a beyond-the-self orientation) impact youth mental health outcomes (depressive and anxiety symptoms) in the context of COVID-19. We hypothesized that youth with higher scores on the components of purpose (goal-directedness, personal meaningfulness, and beyond-the-self orientation) would be less likely to experience anxiety and depressive symptoms during COVID-19. We also explored in what ways youths’ descriptions of their own prosocial behavior align with the relation between purpose and mental health. Data are from two waves of the Boy Scouts of America (BSA) Building Evidence in Scouting Together study. Quantitative data are from 4,896 youth and a subsample of 94 youth completed qualitative personal communication Results indicate the personal meaning component of purpose is protective against depressive and anxiety symptoms. However, the beyond-the-self orientation of purpose is associated with higher levels of depressive and anxiety symptoms. In addition, differences were found between youth who reported higher and lower levels of depressive and anxiety symptoms, and personal meaning and a beyond-the-self orientation for the following themes: 1) Empathy for others, 2) Desire to change the situation, 3) Solutions to change the situation, 4) Helping at home, 5) Following health advice, and 6) Scouting-specific examples. Taken together, this study provides useful insights into how each component of purpose can uniquely promote or provide a buffer for depression and anxiety among youth.
... This age group is still in the process of exploring their identity and capabilities. Failure to establish a sense of identity during this period can lead to social withdrawal [16]. Early adulthood begins at 20, when people form deep relationships, make commitments, and start families. ...
Preconceptional health has significant effect on pregnancy outcomes.Preconceptional health should be identified during premarital screening to allow brides sufficient time to enhance their health status. Aims: The objective of this study was to assess the preconceptional health characteristics of potential brides in Malang Regency using "Elsimil application". Study design: A quantitative descriptive research methodology was employed in the study, utilising a secondary data analysis approach. Place and Duration of Study: The data for the study was obtained from potential brides who completed the premarital screening questionnaire on the Elsimil Application between January and May 2022 in Malang, Indonesia. Methodology: The used sampling technique was the total sampling technique. The variables studied were prospective bride's preconceptional health with sub-variables: age, BMI, Hb levels, upper arm circumference, and smoking behaviour which were collected using an instrument in the form of a checklist table. Results: The findings of the descriptive statistical analysis, which included the investigation of the frequency and percentage, revealed that a significant proportion of potential brides in Malang Regency over the period of January to May 2022, who participated in the "Elsimil" premarital screening questionnaire, exhibited a preconception health state that was deemed to be at risk (61.1%). Scientific Novelty: This research introduces the use of the Elsimil Application to improve the preconception health of prospective brides and grooms. Its novelty lies in the integration of digital technology to monitor health, provide health education, analyse risk data, and evaluate the effectiveness of applications in real practice, which has a positive impact on maternal and child health. Conclusion: Premarital screening providers need to monitor prospective brides until their preconception health status is ideal.
... In contrast, this study found that TW that emphasized the client's closeness or dependency on the therapist were identified as not leading to alliance repair. When examining interventions that emphasize such closeness or dependency, it is crucial to consider the developmental aspects pertinent to the normative pursuit of independence and autonomy in adolescence, which represents a pivotal stage characterized by the exploration of independence and the establishment of autonomy and identity (Lerner & Steinberg, 2009;Steinberg, 2018). Interventions that reinforce adolescents' awareness of dependency on the therapist or therapy may undermine their autonomy, hindering their capacity to confront challenges and develop coping skills independently. ...
... According to Erikson, one of the most important psychosocial tasks of adolescence is coming to terms with one's own identity as an adult, drawing on and integrating the many identities one has formed throughout childhood.' The process of coming into one's own identity is therefore defined as a "normative event of adolescence [16]." Adolescents may go through the process of adjustment by reflecting on and maybe revising their own set of core values and beliefs. ...
... This might reflect a lack of cohesion in promoting values throughout the school environment. As observed by Brown et al. (2018), a holistic approach is required, where all stakeholders, including school leaders, teachers, and parents, work together to create a consistent value-based culture. ...
Basic Education Curriculum Framework (BECF), emphasizes core values such as integrity, respect, and social justice. Despite this focus, there is a concern about the limited awareness and application of these values among learners, leading to a broader issue of inadequate value-based education. The objective of the study was to examine the knowledge and application of values among learners in primary and secondary schools in Kenya, focusing on the curriculum's role in nurturing ethical behavior and responsible citizenship. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The main findings revealed that the majority of learners had limited awareness of core values, with integrity (39.9%) and respect (33.3%) being the most recognized. Despite this, learners identified several practical scenarios where they applied values, such as cleaning school compounds and respecting school rules. Teachers emerged as the most significant influencers of learners' values, followed by parents, while head teachers and relatives had a lesser impact. The study also noted that, while teachers and key informants generally agreed on the importance of nurturing values, there was uncertainty about the community's role in promoting them. In conclusion, the study indicates a need for a more integrated approach to value-based education. Recommendations include strengthening the curriculum to emphasize value-based learning, enhancing teacher training, fostering school-community partnerships, promoting consistent reinforcement of values, and implementing ongoing assessment and evaluation mechanisms.
... increased need for autonomy) that occur during adolescence (Lerner & Steinberg, 2004) as well as the substantial increase in reading demands throughout compulsory schooling (Baye et al., 2019), the reading support offered must constantly be adapted (Guthrie & Wigfield, 2018). However, the findings suggest that the social context in which reading takes place may be less adapted to the needs of adolescents than to those of children. ...
Reading skills are considered an important lever for success in school and active participation in society. They are positively associated with reading motivation, reading self‐concept, reading frequency, and behavioral engagement in reading (e.g., time, effort), variables that tend to decline as students move from elementary to secondary school. Few studies have yet compared the contributions of reading support from teachers, parents, and friends to each of these variables among students of different age groups. In this multicohort correlational study, students ( n = 1246) in grades 4, 6, 8, and 10 completed a questionnaire measuring the reading support they perceived receiving from three social agents (teacher, parents, and friends) as well as variables related to reading in academic and recreational contexts. The data collected were used to evaluate the construct relevance and predictive validity of the questionnaire. The results suggest that: (1) Reading support can be conceptualized in nine dimensions defined according to the source that provides it (e.g., teachers) and the type to which it corresponds (e.g., relatedness support); (2) secondary school students overall consider that they receive less reading support than do elementary school students; (3) reading support from teacher has unique contributions to certain variables measured in the academic context without, however, having as many positive contributions as parents in this context; (4) reading support provided by parents and friends is important in both reading contexts, particularly in the recreational context. Methodological, theoretical, and practical implications are discussed.
... In the adolescent sample, instead, the inertia was fairly identical between anger and sadness. A possible explanation could be that adolescents, living in a period characterized by higher emotion dysregulation (Beauchaine, 2015) and higher negative emotionality (Sallquist et al., 2009) due to several rapid changes occurring at the biological, cognitive, social, and emotional domain (Lerner & Steinberg, 2009;Silk et al., 2003), could experience momentary peaks in anger and sadness to the same extent. Given the exploratory nature of these results, it is important to investigate possible developmental differences in emotional inertia in future ad-hoc studies. ...
Emotional inertia (i.e., the resistance to change of emotional states) is an index of regulatory deficit linked to psychological
maladjustment. Using ecological momentary assessment, we explored the role of Self-efficacy in Regulating Negative Affect
(SRN), as a baseline measure, to buffer sadness and anger inertia, measured three times a day over 28 days in two samples
from the UK: (1) adults (n = 166 adults; Mage = 35.71, SD = 12.96; 73% women) and (2) adolescents (n = 82 adolescents; Mage
14.88, SD = 1.34; 72% girls). Dynamic Structural Equation Modeling showed that both sadness and anger had significant levels
of inertia. Importantly, the inertia of sadness was weakened by high levels of SRN among both adults and adolescents
(β = -.211, 95% CI [-.303, -.112]; and β = -.485, 95% CI [-.707, -.162], respectively). No buffering effect of SRN was
found for the inertia of anger. These findings suggest the importance of strengthening adults’ and adolescents’ SRN to manage
their sadness in everyday life.
... As children become adolescents, they face changes brought on by the process of puberty, increasing academic demands, and growing social pressure. Lerner and Steinberg [1] suggest that these challenges, though accompanied by opportunities, could lead to psychological well-being problems among adolescents. As a result, parenting and parent-adolescent relationships need to be renegotiated during adolescence. ...
Abstract: Indulgent parenting has been associated with adolescents’ psychological well-being prob- lems; however, prior research has primarily relied on adolescents’ report of such parenting behavior and its association with their own well-being, often overlooking parents’ perceptions of indulgence and their own well-being. In this study, we address this gap in the literature by examining the agree- ment and disagreement between parents’ and adolescents’ perceptions of indulgent parenting and the implications for the psychological well-being of both adolescents and their parents. Further, we explore the role of adolescent–parent relationship satisfaction as a potential factor affecting these asso- ciations. Our investigation was based on data from 128 parent–adolescent dyads. Utilizing structural equation modeling with double-entry intraclass correlations (ICC_DE), our analyses revealed several main findings: (1) adolescents perceived higher levels of indulgent parenting than their parents did; (2) disagreement in perceived indulgent parenting between parents and adolescents was linked to psychological well-being problems for both adolescents and their parents; and (3) disagreement in perceptions in indulgent parenting had a stronger association with adolescents’ well-being problems when adolescents reported greater relationship satisfaction with their parents. These findings provide insights into perceptions of indulgent parenting within parent–adolescent relationships and bring psychological implications for both adolescents and their parents.
Keywords: adolescence; indulgent parenting; relationship satisfaction; psychological well-being; intraclass correlation (ICC)
... In fact, the majority of adolescents in the United States do not receive adequate sleep (Wheaton et al., 2018). Adolescence is an already vulnerable period of heightened risk for mental health issues and sleep difficulties (Lerner & Steinberg, 2009;Steinberg, 2005), and these health challenges may have been further exacerbated during the pandemic (Becker & Gregory, 2020;Benner & Mistry, 2020). In addition to the rise in mental health concerns among adolescents during the pandemic (e.g., Ellis et al., 2020;Magson et al., 2021;Rogers et al., 2021), several studies have also indicated an increase in sleep problems among adolescents during this difficult period (Becker et al., 2021;Sharma et al., 2021). ...
In this longitudinal study, we examined how adolescents’ family relationships and daily family dynamics changed during the pandemic and how these changes were associated with changes in their psychological well-being and sleep over time. Forty-three adolescents (Mage = 17.03 years) completed a survey and a 2-week daily checklist before and during the pandemic (M = 10.68 months between the two time points). On the survey, adolescents reported on their feelings of family emotional security, parental support, and perceived stress. Additionally, each day for 2 weeks, adolescents reported on family stressors that occurred, their engagement in family assistance tasks, and their feelings of distress. Participants also reported on their sleep duration and sleep quality each morning on the daily checklists. Findings indicated that adolescents perceived lower levels of family emotional security and parental support during the pandemic. The frequency of daily family stressors and adolescents’ engagement in family assistance did not change during the pandemic. Decreases in parental support were associated with higher levels of perceived stress, and increases in family assistance tasks were associated with greater feelings of daily distress, thereby suggesting that declines in parental support and increased family responsibilities were stressful for adolescents. However, spending more time assisting the family was associated with less sleep variability, which may suggest that spending more time assisting the family may have provided adolescents with a meaningful routine that was conducive for their sleep. Implications on the importance of family support and family routines for adolescent adjustment are discussed in this study.
... There are multifactorial determinants for this increase in sexual behaviour among adolescents, which include but are not limited to the parental relationship with their children and family environment, societal environment, cultural and traditional rules and values, economic condition, school environment, peer relationship, love and affairs, communication (such as mobiles and internet-prone movies) and rules and regulation (Shrestha, 2019). Others include hormonal changes at puberty, peer influence, physiological, cultural, and social curiosity, financial gains, excessive intake of alcohol, lack of discipline, lack of comprehensive sexuality educational provision, sexual orientation, and social controls such as the age of consent laws, social fitness, and economic challenges, broken homes/poor parenting, indecent media content, social/religious ceremonies, and the quest for high academic achievement, (Coleman, 2011;Lerner & Steinberg, 2013;Lansford, 2020;Azuike & Nwabueze, 2013;Yode & Le Grand, 2014;United Nations Education Scientific Children Organization, 2018;Adongo, 2015). Also, poverty (socioeconomic status of the family) is a crucial determinant of the risky sexual behaviour of adolescents. ...
Adolescents are sexually active and tend to initiate sexual activity at an early age; this has remained a public health concern due to the associated reproductive health risks. This study was designed to evaluate the relationships between poverty and risky sexual behaviour among senior secondary school students in Rivers State, Nigeria. A questionnaire-based survey was conducted among 823 students from selected senior secondary schools in Rivers State, Nigeria. The hardcopy questionnaire was distributed to the respondents using the one-to-one method with the aid of research assistants. The respondent’s consent was duly sought and obtained. The respondent’s private information was treated with confidentiality. Obtained data were exported into Excel version 2007, and the analysis was done with the computer software package SPSS version 21.0. Descriptive statistics showing the frequencies and percentages were used to explain the data as appropriate, and inferential statistics (Binary Logistic regression) was used to determine the association between poverty and risky sexual behaviour of adolescents. A p-value less than 0.05 was set as a level of statistical significance. The result of the study indicated that the majority, 698 (86.6%) of the respondents who reported high poverty, engaged in risky sexual behaviour compared to 5(2.69%) of those who said low poverty. The complete model as a whole, showing the chi-square analysis result, revealed a significant association between poverty and sexual behaviour (χ2 (1, N=823) =3465, P< 0.001). The result of the study further demonstrated that those who indicated being poor were 3.27 times more likely to have sexual intercourse compared to those without peer pressure (OR=3.27, 95%CI: 2.22-4.81). There was a significant association between poverty and sexual behaviour, and those who indicated being poor were 3.27 times more likely to have sexual intercourse compared to those without peer pressure.
... GT are a set of behavior and interests that are culturally defined to a particular gender [41] and are manifested in psychological traits of masculinity and femininity [33]. The social environment pass on cultural beliefs that describe what is 'appropriate' behavior for male or female [32] and the parents' relationship with their adolescent children is significantly known to propagate GT [42]. ...
span lang="EN-US">Higher education and training in science, technology, engineering, and mathematics (STEM) are important for the industrial growth and development of any nation. Physics subject provides the basics for training in many STEM areas. However, failure to pursue physics to the end of high school denies learners opportunities in STEM courses. This research employed a correlational design and survey method to examine the relationship of gender traits (GT) and mindset (MS) with learners’ intention to choose physics among 378 high school students randomly sampled. The study adopted the gender traits test and mindset questionnaires. The Chi-square test for the relationship of GT and MS with the intention to choose a physics subject yielded p>0.05. These results revealed that no student is deprived of an opportunity to pursue physics to higher levels on account of their GT or MS. Thus, attempts to increase the number of learners who can potentially pursue STEM courses by studying physics in high school should focus on other known factors other than GT and MS.</span
... По Ериксону, животни век сачињава осам развојних фаза, а једна од њих је фаза идентитета наспрам конфузије улога што доводи до кризе идентитета. Већина индивидуа успешно разрешава кризу идентитета мада у делу популације наступају тешкоће у овом процесу (Lerner, Steinberg, 2009). Иако се снажан осећај селфа формира у периоду адолесценције,формирање идентитета започиње у раном детињству и условљено је срединским факторима. ...
The identity represents the feeling of wholeness of the personality despite the changes in the personality itself and around it. Generally, we can conclude about existing of the personal and social identity- self-concept about oneself as the unique personality in the group to which it belongs or perception of oneself in the context of mutual with the members of it's group as with differences in relations to other groups. Individuals posses many different individual and social identities depending on the importance of some social group for it in given moment. Forming of the identity is the process which begins in the childhood, even it is the most intensive in the period of adolescence. The special significance in forming of the identity have persons from the closest child's environment, primary family, then other agents of the socialization as preschool and school teachers, peers, mas medias ect. Inclusive education refers to work with children with special needs which implies social inclusion. Child enters to different social relationships which influence on their personal and social identity. Peer's groups in the kindergartens, classes in schools represent specific social communities which perform their social roles. Educational institutions relay on mutual values and patterns and help children to relate to each other in the meaningful way and to the society as a whole. The central question is what inclusion means to the individual. As the identity is relied on the self-concept, and it is mainly formed based on the picture that others have about us, acceptance of the child with special needs by other children influence to the elements of identity which is in formatting. There, the aim of this article is the analysis of the potentials of the social relationships' role in the process of inclusive education on forming of the identity and its consequences as self-respect, feeling of self-efficiency, adequate relationships with others ect.
... World Health Organisation (WHO) defines "adolescence" as the phase of life between childhood and adulthood, between the ages of 10-19 (2020). The age period is described as a stage with rapid and constitutional changes in the child's biology, cognition, and affective behaviours (Lerner and Steinberg, 2009). These changes accompany various alternations in training, education, and employment (Coleman and Roker, 1998). ...
Throughout the language education history, great numbers of teaching methods, approaches and applications had been suggested and experimented with the attempt of presenting a guideline to both the language teachers and the learners to achieve the goal of teaching/learning language effectively. In 1967, Storyline method, a specific pedagogical application of task-based language teaching, emerged in Scotland as the result of the studies of a group of academics in Jordanhill College of Education. Albeit its authenticity, practicality, and meaningfulness, the method has received limited attention so far. The current study aims to investigate this relatively unrecognized approach and its impact on the students’ attitudes towards EFL classes. The study also intends to explore the students’ perceptions of Storyline method. With this purpose the study was conducted involving 7th grade students (15 female and 9 male: 24 in total) at a private secondary school in Sakarya, Turkey. Moreover, the study was carried out in the light of the stages of an action research and conducted as a case study. For triangulation of the data, quantitative results were supported by the qualitative data. The data were collected by means of a pre-test and a post-test (student attitude towards EFL), and a semi-structured open-ended interview. In the quantitative data analysis, means and standard deviations of the responses to the scale items were calculated. Paired sample t-test was utilized to demonstrate whether the students’ attitudes towards English subject showed any significant difference in pre and post-test results. The qualitative data were interpreted in the light of thematic coding. The findings revealed that the students’ overall attitudes towards EFL lessons, the features and importance of English subject and the teacher’s style did not show any significant difference. On the other hand, student’s attitudes towards the content of the lessons showed a significant difference after the implementation of Storyline method. Interview responses showed that
iv
most of the students found Storyline method “enjoyable” and “collaborative”, but some disliked “group work”.
Keywords: Storyline, Task-Based Language Teaching, EFL
Tässä tutkimuksessa selvitettiin koulun vaihtamisen (yhtenäiskoulu vs. erilliskoulu) ja harrastuneisuuden yhteyksiä nuorten subjektiivisen hyvinvoinnin kehittymiseen. Lisäksi tarkasteltiin sitä, ovatko nämä yhteydet erilaisia riippuen nuoren sukupuolesta. Tutkimuksen aineisto koostui 848 nuoresta, jotka arvioivat harrastuneisuuttaan kuudennen luokan syksyllä ja subjektiivista hyvinvointiaan kuudennen luokan syksyllä sekä seitsemännen luokan syksyllä ja keväällä. Koulun vaihtaminen oli yhteydessä subjektiivisen hyvinvoinnin osa-alueista ainoastaan itsetunnon kehittymiseen: koulua vaihtaneiden itsetunto vahvistui kuudennen luokan syksystä seitsemännen luokan syksyyn, kun taas samassa koulussa pysyneiden itsetunnossa ei tapahtunut muutosta. Harrastuksen puuttuminen näyttäytyi riskitekijänä subjektiivisen hyvinvoinnin kehittymisen kannalta. Nuorilla, joilla ei ollut ollenkaan harrastusta, masennusoireet lisääntyivät ja elämääntyytyväisyys väheni siirtymän aikana enemmän kuin nuorilla, joilla oli ohjattu harrastus. Nuoren sukupuoli ei muuntanut koulun vaihtamisen ja harrastuneisuuden yhteyksiä subjektiivisen hyvinvoinnin kehittymiseen. Sen sijaan koulun vaihtamisen ja harrastuneisuuden yhteydet itsetunnon tasoon riippuivat sukupuolesta. Erityisesti koulua siirtymän aikana vaihtaneiden poikien itsetunto oli tyttöjen itsetuntoa korkeammalla tasolla. Myös ohjatun harrastuksen olemassaolo näyttäytyi erityisen tärkeänä poikien itsetunnon kannalta, kun taas tyttöjen itsetunnon kannalta tärkeää oli harrastuksen olemassaolo riippumatta siitä, oliko se ohjattu vai omaehtoinen.
The study is about co-relation between two important variables Parent Encouragement and Self-esteem. The study focus on that how the Parental encouragement effects the self self-esteemof the students during their teenage. The results shows that parents can play very important role in developing self self-esteemamong the adolescences. The study was conducted on 200 students of various Government and private schools located in Fatheghar Sahib District of Punjab. There is no difference in the study related to gender and the variables had a positive co-relation.
Bu araştırmanın amacı, iki kere farklı gelişim gösteren öğrencilerin akademik motivasyon düzeyleri ile okul kavramına yönelik algılarını belirlemektir. Araştırmanın çalışma grubunu, iki kere farklı 36 öğrenci ile tipik gelişim gösteren 160 öğrenci olmak üzere toplam 196 öğrenci oluşturmuştur. Bu araştırmada hem nicel hem de nitel araştırma desenlerinin birlikte kullanıldığı karma yöntem tercih edilmiştir. Veri toplama aracı olarak, nicel verilerin toplanmasında “Akademik Motivasyon Ölçeği”, nitel verilerin toplanmasında ise “Çizme-Yazma Tekniği” ve “Yarı Yapılandırılmış Görüşme” formu ile demografik bilgi formu kullanılmıştır. Araştırmanın sonucunda, iki kere farklı olan öğrencilerin tipik gelişim gösteren öğrencilere göre akademik motivasyon düzeylerinin daha düşük olduğu sonucuna ulaşılmıştır. İki kere farklı öğrencilerin okul kavramına yönelik algılarının çoğunluğunun olumsuz, tipik gelişim gösteren öğrencilerin ise olumlu olduğu çizimlerinde tespit edilmiştir. Araştırmada öğrencilerin okul algısına yönelik görüşleri incelendiğinde, çizimleri destekleyen görüşler sundukları görülmüştür.
Bu çalışmanın temel amacı, üniversite öğrencilerinin öfke düzeyleri ile aile iklimi arasındaki ilişkide öfke ruminasyonunun rolünü incelemektir. Bu araştırma, betimsel araştırma deseni kullanılarak yürütülmüş ve çalışma grubu uygun örnekleme yöntemiyle oluşturulmuştur. Çalışma grubu 375 kadın ve 105 erkek olmak üzere toplamda 480 öğrenciden oluşmaktadır. Araştırmada veri toplama araçları olarak araştırmacılar tarafından oluşturulan kişisel bilgi formu ile standartlaştırılmış ölçekler olan Sürekli Öfke Ölçeği, Aile İklimi Ölçeği ve Öfkeye İlişkin Derin Düşünme Ölçeği kullanılmıştır. Toplanan verilerin analizinde SPSS ve JASP programı kullanılmıştır. Araştırma sonuçlarına göre, sürekli öfke ile öfke ruminasyonu ve kuşaklararası otorite arasında pozitif; aile içi ilişkisellik ve bilişsel uyum arasında negatif yönde anlamlı ilişkiler vardır. Öfke ruminasyonunun ise aile içi ilişkisellik ve bilişsel uyum ile negatif yönde; kuşaklararası otorite ile pozitif yönde anlamlı ilişkilere sahip olduğu görülmüştür. Ayrıca sürekli öfke ile aile ikliminin alt boyutlarından aile içi ilişkisellik ve kuşaklararası otorite arasındaki ilişkide öfke ruminasyonunun aracı rolü anlamlıyken; bilişsel uyum üzerinde öfke ruminasyonunun anlamlı bir rolü olmadığı görülmüştür. Bu bulgular, eğitim, psikolojik sağlık hizmetleri ve aile terapi merkezleri gibi kurumlarda yürütülecek psikososyal uyum çalışmaları açısından önemlidir.
Malwa Journal of Education is annual research journal of Education published by Malwa Central College of Education for Women, Ludhiana, Punjab, India on 30th October every year. The Journal is Peer Reviewed and is published and shared free of cost.
Kemampuan menjalin relasi pertemanan menjadi krusial di masa remaja agar remaja memiliki hubungan pertemanan yang sehat dan bermakna dengan orang lain. Penelitian ini bertujuan untuk mengembangkan instrumen kemampuan menjalin relasi pertemanan siswa SMA yang teruji secara psikometrik baik dari sisi uji validitas maupun uji reliabilitas instrumen menggunakan metode analisis RASCH model. Instrumen penelitian telah diujicobakan kepada 350 orang. Hasil penelitian menunjukan bahwa dari uji validitas instrumen dengan analisis RASCH model pada nilai Outfit MNSQ, Outfit ZSTD dan Pt Measure Corr, dari 65 item yang dikembangkan, total item yang memenuhi standar psikometrik berjumlah 58 item. Adapun reliabilitas instrumen pada nilai alpha Cronbach berada pada kriteria bagus sekali, bahkan secara person reliability berada pada kategori bagus sekali dan item reability berada pada ketegori istimewa. Oleh karena itu, instrumen kemampuan menjalin relasi pertemanan siswa SMA telah memenuhi syarat psikometrik dan dapat digunakan sebagai instrumen untuk mengukur kemampuan menjalin relasi pertemanan siswa SMA. Kata kunci: pertemanan, siswa, instrumen, SMA
Introduction
The current study examined a growth mindset intervention designed to promote egalitarian gender role attitudes among adolescents during a pivotal stage of their development, as these attitudes may have important implications for their identity development, well‐being, and future life decisions.
Methods
A sample of 181 eighth‐grade students (61% female, Mage = 13.14, SD = 0.42) from six Israeli schools participated in the study. The sample consisted of 49% Jewish and 51% Arab adolescents, including both Muslims and Christians. Adolescents engaged in a two‐session intervention that included videos and reflective writing tasks. Pre‐and postintervention, they completed self‐administered questionnaires assessing their gender‐role mindsets, attitudes toward women, and sexism. The data collection and intervention process took place from late 2021 to early 2023.
Results
After the intervention, there was an increase in growth mindsets and egalitarian attitudes towards women among adolescents, and a reduction in benevolent sexism and fixed gender‐role mindsets. Hostile sexism, however, remained unchanged. No significant sex or ethnic differences were found in the effectiveness of the intervention. Gender‐role mindsets mediated the association between the intervention and egalitarian attitudes, but not the association between the intervention and benevolent sexism.
Conclusions
The findings demonstrate the potential of brief and targeted growth mindset interventions in promoting favorable changes adolescents' attitudes towards gender roles. According to this study, despite prolonged gender‐role socialization, adolescents from diverse ethnic backgrounds can move towards more egalitarian attitudes and flexibility in gender roles through a rather targeted process. This finding is promising especially in adolescence, when stereotypes are often intensified.
The impact of romantic relationships during the adolescent period has received significantly less attention in the literature compared to the influence of romantic relationships during adulthood. Specifically, how these influences may differ between females and males. As such, the current study uses four waves of data from the Pathways to Desistance study to examine how elements of romantic relationships, including relationship quality, monitoring, and antisocial influence, affect adolescent delinquent behaviors by sex. Results indicated several important findings regarding the desistance effects of romantic relationship quality, monitoring, and antisocial influence on adolescent violent and non-violent offending, and these varied widely by sex. Limitations, future research, and policy recommendations are discussed.
Psychological interventions for adolescents have shown mixed efficacy, and including parents in interventions may be an important avenue to improve treatment outcomes. Evidence from meta-analyses examining the role of parents in interventions for youth is inconsistent and has typically combined findings for both children and adolescents together. No prior meta-analysis has examined the specific role of parents in adolescent interventions as compared with interventions focused solely on adolescents across several disorders. To address this gap, systematic literature reviews were conducted utilizing a combination of searches among keywords including (parent * OR family) AND (intervention OR therap * OR treatment OR prevent*) AND (adolescen*). Inclusion criteria were (1) a randomized controlled trial of an individual psychological intervention compared to the same intervention with a parental component, and (2) adolescents must have at least current symptoms or risk to be included. Literature searches identified 20 trials (N = 1251). Summary statistics suggested that interventions involving parents in treatment have a significantly greater impact on adolescent psychopathology when compared to interventions that targeted adolescents alone (g = − 0.18, p < .01, 95% CI [− 0.30, − 0.07]). Examination with symptom type (internalizing or externalizing) as a moderator found that the significant difference remained for externalizing (g = − 0.20, p = .01, 95% CI [− 0.35, − 0.05]) but not internalizing psychopathology (p = .11). Findings provide evidence of the importance of including parents in adolescent therapy, particularly for externalizing problems.
This study examined the associations between maternal involvement in education and bicultural acceptance and school adjustment during the first year of middle school among adolescents from Korean multicultural families as well as the reciprocal relationships between bicultural acceptance and school adjustment during the three years of middle school. The present study used three-wave longitudinal data of 1185 dyads of adolescents (50.8% girls; mean age = 12.96 ± 0.35 years at the first wave) and their immigrant mothers (mean age = 43.54 ± 5.19 years at the first wave), who participated in the Multicultural Adolescents Panel Study. An autoregressive cross-lagged modeling analysis revealed that maternal involvement in education was significantly and positively associated with adolescents’ bicultural acceptance and school adjustment in the first year of middle school. Individual levels of bicultural acceptance and school adjustment among adolescents remained moderately stable over the three years. Whereas the positive effects of school adjustment on bicultural acceptance were significant over time, the effects of bicultural acceptance on school adjustment were not. Finally, this study highlights the roles of intervention programs (e.g., parent and multicultural education) in facilitating maternal involvement in education and school adjustment as well as in increasing bicultural acceptance among minority youths.
Background: Adolescents grappling with social anxiety may experience poor school satisfaction, resorting to school-related avoidance behaviors, exemplified by absenteeism, as a coping mechanism. Understanding the role of family support in alleviating the adverse effects of social anxiety on school satisfaction is imperative for fostering supportive educational settings. Although there is literature regarding how school satisfaction promotes positive adolescent outcomes, empirical knowledge on the interrelation between social anxiety, school satisfaction, and family emotional support is limited. This study investigates the association between social anxiety, family emotional support, school satisfaction, and school absenteeism within the theoretical framework of the stage-environment fit theory to offer insight into how family emotional support can moderate the influence of social anxiety on school-related outcomes. Methods: Utilizing a population-based sample of 1861 upper secondary school pupils from the Trøndelag Young Health study “Young-HUNT3 study”, we employed an index of moderated mediation to examine the role of family emotional support in moderating the association between social anxiety and school-related avoidance behavior related to school satisfaction. Results: Family emotional support had moderated mediation association for school absenteeism (β = 0.128, 95% CI 0.019, 0.278) and extracurricular activity (β = −0.003, 95% CI −0.008, −0.000). Conclusions: This urges further investigation into the specific mechanisms and individual differences influencing these relationships, aiming to deepen our understanding of adolescents’ experiences and inform comprehensive strategies for promoting their well-being within school communities.
The study investigated the influence of needs satisfaction on social adjustment among students in Calabar Municipality, Cross River State, Nigeria. To achieve this purpose, three hypotheses were formulated to guide the study. The study adopted a survey research design. A stratified and purposive sampling technique was used to select a total of three hundred (300) students in study. The instrument used for data collection was questionnaire titled” Needs Satisfaction and Social Adjustment Scale (NSSAS). The questionnaire was validated by experts in measurement and Evaluation and the reliability established using Cronbach alpha reliability estimate were .81 and the coefficient was high for the instrument to be considered dependable and consistent. The test statistics used for the study was simple regression. This statistics was selected based on the nature of the hypotheses and how they were measured in the instrument. The result showed that there is significant influence of psychological, physiological and social needs satisfaction on social adjustment among students. Based on the finding, recommendations were made that students’ physiological needs such as food shelter and clothing should be made a priority by parents in order to help the learner adjust speedily to the demands of the environment.
This study explores the (characteristics of) social relationships and coping efforts that protect emerging adults from feeling lonely. The research question is ‘what do emerging adults need in order to not feel lonely?’. Semi-structured interviews with university students from the Netherlands (N = 29; 20–26 years) were conducted between November 2021 and February 2022. Thematic analysis was used to analyse the data. All participants had experiences with loneliness. In order to not feel lonely, participants needed functional, available social relationships with specific others. Quantitative and qualitative characteristics of social relationships were discussed. Furthermore, participants needed to know and accept themselves and to have realistic expectations about others. In terms of coping, participants made active efforts to improve social relationships and altered expectations about others. The results are discussed in line with social discrepancy theory, coping theory, and characteristics of the life phase of emerging adulthood. Implications for loneliness interventions are discussed.
Background
In Malawi, approximately 25% of adolescents living with HIV (ALWH) also suffer from depression. Not only is HIV stigma a major contributor to depression, but it also adversely impacts HIV care engagement. ALWH can experience HIV stigma as stereotyping, social exclusion, low social support, and abuse; and these experiences are associated with poor mental health. Despite recognition of the deleterious effects of HIV stigma, we have limited knowledge of how stigma is experienced by depressed ALWH. Guided by the Health Stigma and Discrimination Framework, we describe stigma faced by depressed ALWH in Malawi, and its implications for future interventions.
Methods
As part of a larger formative study to adapt a mental health counseling intervention, we conducted in-depth interviews, social support mapping sessions, and focus group discussions with 25 ALWH, 4 caregivers of ALWH, 3 HIV providers, and 5 participants and 5 staff of a prior mental health counseling intervention. After analyzing the stigma codes, we used the Health Stigma and Discrimination Framework to organize the data into four key domains: drivers, manifestations, outcomes, and health and social impacts.
Results
Major drivers of HIV stigma included fear of HIV transmission, negative effects of antiretroviral therapy (ART), association with death, inaccurate knowledge, and negative attitudes towards ALWH. The most common manifestations of HIV stigma were gossip, insults and mocking, and physical and social distancing. Decreased ART adherence and missed HIV appointments were commonly cited outcomes of HIV stigma. Broader health impacts of HIV stigma were notable for mental health comorbidities including depression, anxiety, substance use, and suicidality. Identified resilience strategies included support for HIV care engagement and psychosocial support from family and friends.
Conclusions
This study is the first to specifically describe the stigmatization process faced by depressed ALWH in Malawi. Notably, HIV stigma continues to disrupt HIV care and detrimentally impacts mental health during adolescent development. Further studies focused specifically on stigma are needed to better characterize this process and identify additional resilience factors. Investment in stigma-reduction interventions for ALWH is needed to avert poor mental health and HIV outcomes.
Trial registration: NCT06173544
Despite growing concerns regarding the development of gaming disorder symptoms among adolescents, the longitudinal relationship between school factors and gaming disorder symptoms remains far from being fully understood. This two-year longitudinal study examined the relationship between school climate perceptions, academic achievement, and gaming disorder symptoms among three distinct demographic cohorts: preadolescents (n = 1513; 46.9% girls, Mage = 10.64 years, SD = 0.56), early adolescents (n = 1771; 48.3% girls, Mage = 13.54 years, SD = 0.70), and late adolescents (n = 2385; 50.1% girls, Mage = 16.41 years, SD = 0.59). A four-wave study was conducted (six months apart) using random intercept cross-lagged panel models (RI-CLPMs) to separate the within-person (state level) from the between-person (trait level) effects. The results obtained from the RI-CLPMs indicated that fluctuations in school climate perceptions negatively predicted subsequent changes in gaming disorder symptoms among preadolescents at the within-person level, but not among early and late adolescents. Fluctuations relating to gaming disorder symptoms also negatively predicted subsequent changes regarding academic achievement in late adolescents, but not in preadolescents and early adolescents. The effect of school-related factors on gaming disorder symptoms varies across different developmental stages. While preadolescents may represent a particularly susceptible subgroup for gaming disorder in terms of being predicted by their school environment, late adolescents appear to be more vulnerable to predictors of gaming disorder symptoms. The current study also discusses the implications of school-wide programs aimed at improving school climate and preventing the development of gaming disorder symptoms during key developmental periods.
Although research on the associations between COVID-19 and social relationships has garnered attention, there has been less of a focus on how COVID-19 was discussed within relationships themselves. The present study deepens the understanding of the wide reach of the pandemic by using quantitative surveys and open-ended responses to explore how individuals discussed and reacted to COVID-19 and related health guidelines in the context of their family and peer relationships. Data were collected from 132 young adults in the U.S. (age = 18.9 years, SD = 0.85; 50% female; 14% ethnically racially minoritized students) using standard procedures established by the university’s undergraduate research pool. Results suggest that young adults talked about COVID-19 more with their families than with their peers. They also reported sharing similar opinions about the pandemic with both their family and their peers. Young adults described COVID-19, overall, as having positive net effects within their family relationships but straining their peer relationships. Qualitative data provide additional, detailed insight on how the pandemic shifted interpersonal dynamics and family and peer relationships.
Adolescence is a time of significant change which is experienced differently across sociocultural contexts. Understanding drivers of food practice in adolescence is vital as these impact future health outcomes and can drive health inequality. This study investigates drivers of food choice in predominantly British–Asian, Muslim adolescents living in a deprived urban area of England. It identifies dominant drivers of food choice and their impact on health and wellbeing, and explores how Muslim adolescents from a low socioeconomic, British–Asian group understand and action autonomy in their food practices. PhotoVoice, a focussed ethnographical methodology where participants reflect on lived experience, was used to address the study aim. Participants (n = 21) were secondary school pupils aged 14–15 years, recruited from a school situated in an area of deprivation. Four overarching themes were developed from the qualitative data framework analysis: (1) food preference and other determinants of food choice; (2) concept, understanding and importance of health; (3) developing autonomy, skills, and independence; and (4) role of community, friends, and family in food practices. The adolescents were developing autonomy in relation to their food practices, whilst navigating a complex web of factors which were, in part, determined by their social class location and demographics. Participants understood the constituents of healthy eating. However, there was a perceived “effort” of being healthy, including additional time for preparing healthier food and sacrificing taste preferences. Parents, friends, and schools highly influence food choices, with adolescents preferring a broad palate of takeaway and convenience foods and would prefer to eat less of these “unhealthy” options than eat healthily.
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