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1.
We tested the hypothesis of school satisfaction being an antecedent to social coping behaviors in early adolescents (N = 892) using a two‐wave cross‐lagged panel design. We also explored the possible bidirectional relations between school satisfaction and social coping behaviors. Four types of social coping behaviors in peer conflict contexts included social support seeking, self‐reliance, internalizing behaviors, and externalizing behaviors. The findings showed that school satisfaction significantly predicted three of the four coping behaviors (social support seeking, self‐reliance, and externalizing behaviors) in the expected directions. Among all the social coping behaviors, only social support seeking significantly predicted school satisfaction over time. Taken together, the results suggest that school satisfaction may be an antecedent that predicts most social coping behaviors in early adolescents. Furthermore, the relations between social support seeking coping and school satisfaction appeared to be reciprocal. Implications, especially the importance of monitoring students’ school satisfaction, are discussed.  相似文献   
2.
ABSTRACT

The aims of this study were to identify profiles of sedentary behaviour (SB) patterns, based on leisure-time self-reported SB modalities (screen, educative, social, and relaxing) and to evaluate changes in these profiles over 2 years among Spanish youth aged 8–18 years. Latent profile analysis (LPA), a data-driven analytic approach, was used to identify groups of boys and girls (n = 1553; 48% girls; mean±SD age: 12.56 ± 2.49 y) with distinct SB profiles using the SB modalities (time/d) as input variables. Latent transition analysis, an extension of LPA that uses longitudinal data, was used to analyse 2-year changes in these profiles. At baseline, four and three SB profiles were found among boys (labelled: screen, educative, social, and relaxing) and girls (labelled: screen/social, educative, and relaxing), respectively. Overall, more girls (range: 48%-67%) had the same profile over time, than boys (40%-52%). Participants with a screen or relaxing SB profile at baseline were more likely to have an educative profile after 2 years. Youth with a social and an educative SB profile at baseline were more likely to transition to profiles characterized by higher screen and social SB, respectively. Using a novel and person-centered approach, this study identified gender-specific SB profiles that were moderately stable over time.  相似文献   
3.
This study analyses the prevalence of sexting and the reasons and attitudes associated with its practice in adolescents with different cultural backgrounds (Colombia and Spain). The sample is made up of 489 Spaniards and 510 Colombians aged between 13 and 18 years. The results show that sexting is strongly influenced by gender and the country, in favor of men and Colombians respectively. The interaction between gender and country establishes that in Spain women and men practice sexting equally, while in Colombia men practice much more sexting than women. Although the practice of sexting increases progressively with age, the levels are higher among Colombian adolescents, especially after 15 years. According to the results, although both groups present a high risk for sexting, socio-cultural aspects and gender constitute differential variables to be taken into consideration. Therefore, it is necessary to design preventive strategies including cultural differences in relation to the sexuality.  相似文献   
4.
While long-acting reversible contraception (LARC) reduces risk of repeat-births, use remains low among rural Latinx adolescent mothers. This qualitative study identified perspectives about factors that influence LARC use among this population. Participants were dyads of parenting Latinx adolescent daughters and their mothers (n?=?9 dyads) and nurses (n?=?17). Findings revealed themes specific to this vulnerable population including (a) distinct ways LARC characteristics fit into parenting teenagers’ lives, (b) supportive health care climate toward LARCs, and (c) factors that inhibit LARC uptake. The study has implications for sexuality education that seeks to reduce repeat-births among this population.  相似文献   
5.
This study examined the direct association between parental educational expectations and adolescents’ academic self‐efficacy, as well as the moderating influence of parental academic socialization messages. Participants were 148 Latino parent–adolescent dyads with the majority of Mexican origin (80.4%). Most of the parent participants were mothers (85.8%). Adolescents were 13 (46%) or 14 (54%) years of age, and 53% identified as female. Adolescents reported their academic self‐efficacy and perceptions of their parents’ educational expectations; parents reported on their academic socialization messages of shame/pressure and effort regarding academics. The results suggest that, after accounting for parents’ level of education and immigrant status, parental educational expectations were positively associated with adolescent academic self‐efficacy. This association was stronger among adolescents whose parents reported transmitting fewer messages of shame/pressure and academic effort. These results point to the importance of nuances in the content and type of academic socialization messages within Latino families.  相似文献   
6.
LGBTQ themes are often neglected in many schools' curriculum. Currently, an LGBTQ-inclusive curriculum framework is not required in most school districts across the county. Therefore, it is important to understand how teachers regard LGBTQ issues; how they address the needs of students in the middle school and high school English classroom who identify on this spectrum or who come from LGBTQ families; and how they incorporate literature that may be considered “controversial” in their future school districts. In this study, English/Language Arts preservice teachers (PSTs) (certification 7–12) were invited to participate in a book club and self-select young adult (YA) literature centering on characters who identify on the LGBTQ spectrum. During two book club meetings, three themes emerged that embody how literature can become a mirror as well as a window for students and assist youth in identity formation and confirmation. Moreover, literature has the potential to empower readers to take action on controversial issues, especially when readers are in positions to make change (no matter how subtle). Although the data collected were from PSTs, our aim with this article is to expand these three themes as overarching messages for practicing educators today, urging the importance of a more inclusive curricula involving LGBTQ literature.  相似文献   
7.
This paper surveys the prevalence and correlates of anabolic androgenic steroids (AAS) use among Norwegian adolescents, and examines the degree to which sports participation is a mediating or moderating factor to well-known correlations between AAS use and problem behaviour. The data come from the “Ungdata” study, a cross-national youth survey system offered to all municipalities in Norway (response rate: 74%, N?=?77,572). The study demonstrates a lifetime prevalence of AAS use of 1.27% and a higher prevalence among boys (1.81%) than girls (0.76%). The analyses show that AAS use is clearly related to problem behaviour such as violence and other substance use. When controlling for problem behaviour, there are no correlations between AAS use and exercising in a sports club or on one’s own, whilst there is a weak positive correlation between AAS use and exercising in a gym or engaging in other forms of physical exercise such as dancing or martial arts. These patterns are more or less the same for boys and for girls. We conclude that adolescent AAS use is a low-prevalence phenomenon that primarily takes place in smaller subgroups of individuals who engage in other forms of problem behaviour as well.  相似文献   
8.
While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened.  相似文献   
9.
新冠肺炎疫情的持续蔓延为儿童青少年的发展带来了风险。积极心理学强调人类自身的潜能、美德、积极情绪等对个体发展的意义,通过使用预防性心理保健帮助个体适应环境,儿童青少年获得积极发展后,能对个人、家庭、社区及人类社会做出积极的贡献,并大大降低出现问题行为和罹患精神疾病的风险,与儿童青少年在常态化疫情防控下的发展需求相契合。本文通过对儿童青少年积极发展这一概念的探讨,提出为应对疫情常态化,应注重复原力和社会参与意识及行为的培养,并从个体、家庭、学校和社区等多个维度构建社会支持系统,开展心理健康教育,加强重点人群心理监测与干预,以促进儿童青少年的积极发展。  相似文献   
10.
Abstract

The aim of the study was to compare the effect of a Sport Education-based irregular teaching unit on the high-school students’ physical activity (PA) during school recess. A sample of 91 adolescents (45 girls) aged 13–16?years old met the exclusion criteria. The six classes were cluster-randomly assigned to the Irregular Sport Education group (Sport Education methodology with competitions in recess), Traditional Sport Education group (Sport Education methodology with competitions in Physical Education lessons), or to the control group (non-intervention). The students’ PA during school recess periods were objectively assessed by GT3X accelerometers. The results of the repeated-measures nested analysis of variance showed that the Sport Education-based irregular teaching unit significantly improved the students’ PA during recesses (p?<?0.001). The competitions phase of the Sport Education model performed at school recesses seems to be a valuable strategy for increasing students’ PA contributing to the achievement of the daily recommendations.  相似文献   
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