Adolescents In Educational Settings Research Articles

Examining Adolescent Resilience Through MBSA-CR+

This research investigates the effectiveness of an MBSA-CR8 intervention on enhancing adolescent resilience in Indonesia. Pretest and post-test analyses indicate a significant reduction in stress levels and substantial improvements in resilience and mindfulness following the intervention. The regression analysis underscores the central role of resilience in predicting positive outcomes, emphasizing its impact on their resilience. These findings align with existing research, highlighting the need to address resilience challenges among Indonesian adolescents. The study contributes valuable insights, suggesting that interventions fostering resilience can effectively mitigate stress and enhance overall well-being. This research provides actionable guidance for educators and policymakers seeking to support the psychological health of adolescents in educational settings, especially during challenging circumstances such as the pandemic.

Delivering substance use prevention interventions for adolescents in educational settings: A scoping review.

Currently, a proportion of adolescents use alcohol, tobacco, and illicit drugs, which inevitably harms their health and academic progress. Adolescence is a peak period for substance use initiation and a critical time for preventing substance use problems. Various entities, such as families, schools, and communities, have implemented a variety of interventions to alleviate adolescent substance use problems, and schools play a unique role. To explore the types, characteristics, and effectiveness of substance use interventions in educational settings for adole-scents, we conducted a scoping review and identified 32 studies after screening. We divided the 32 studies according to intervention type, including curriculum interventions focusing on cognitive-behavioral skill enhancement, exercise interventions, peer interventions and family-school cooperation, and electronic interventions. Except for the mixed results on electronic interventions, the results showed that the other interventions were beneficial to different extents in alleviating adolescent substance use problems. In addition, we analyzed and summarized the advantages and challenges of intervening in adolescent substance use in educational settings. Schools can use equipment and human resources to provide adolescents with various types of intervention measures, but they also face challenges such as stigmatization, ineffective coordination among multiple resources, and poor implementation effects. In the future, school-based intervention measures can fully utilize big data and artificial intelligence technology and collaborate with families and communities to intervene appro-priately while paying attention to the comorbidity risks of substance use disorders and psychological health issues.

The Peculiarities of Physical Literacy Assessment in Primary School Students

Over the last decade, academics, professionals, and politicians have become increasingly interested in the assessment of children’s and adolescents' physical literacy in physical education. Physical literacy has been measured and quantified as a multidimensional term comprising behavioral, psychological, and physical components. The majority of this research was conducted on children and adolescents in educational settings, emphasizing the importance of this age group in establishing the foundations of physical literacy, which will influence lifetime physical activity, health, and well-being. Since there are no studies in the population of Lithuanian primary school students, evaluating children's physical literacy or the validity and reliability of individual physical literacy assessment instruments, the current overview may be useful in guiding the development of future research in this area in our country.
 The objective of this study is to review the assessment of physical literacy in primary school children from a theoretical standpoint.
 Methods: analysis of scientific literature and assessment instruments for physical literacy.
 Conclusions:1. There is no consensus on the assessment of children's physical literacy. Representatives of the idealistic approach suggest using subjective, qualitative, and interpretive methods to monitor a student’s progress on their individual path to physical literacy. Supporters of the pragmatic approach view physical literacy as the result of practical activities that must be measured and assessed using instruments to evaluate fundamental movement skills, physical fitness, motivation, etc.
 
 Physical literacy in primary school students could be assessed across four domains: affective, behavioral, cognitive, and physical. The affective part of the assessment tools for elementary school children is indicated by the child's motivation and self-confidence. The behavioral part is reflected by the child's objective physical activity, subjective physical activity, variety and frequency of physical activities, and participation in physical activities in different places and at different times of the year. The cognitive part is shown by the child's knowledge of physical activity and the benefits of taking part in physical activities, as well as by the child's understanding of how to plan and carry out physical activities. The physical part is demonstrated by physical fitness, movement skills, and self-perceived competence.
 
 Keywords: physical literacy, primary school students, assessment.

Risky sexual behavior and associated factors among sexually-experienced adolescents in Bangkok, Thailand: findings from a school web-based survey

BackgroundThe risk of sexually transmitted infections (STI) arises when there is unsafe sexual activity. Unsafe sex often begins in the teenage years, and it will persist as long as there is the opportunity for risky sexual activity. The purpose of this study was to assess the sexual risk behaviors and related factors of sexually-active adolescents in educational institutions in Thailand.MethodsThis was cross-sectional survey using an Internet-based application in schools in Bangkok from November 2020 to February 2021 with a total of 6,167 high school and vocational students. The schools were selected by simple random sampling among institutions, and the students were systematically randomly selected, with an equal number of males and females. We used multivariable logistic regression to analyze associations and control confounding variables. Indicators of risky sex include: (1) Not using a condom; (2) Having more than one sex partner; (3) Having sex in exchange for cash or in-kind compensation; and (4) Having sex without consent.ResultsOf a total of 872 sexually-active participants, the mean age was 15.6 years, 66.9% were vocational students, 42.1% were male, 57.9% were female, and 69.5% had sex risk behavior. The multivariate logistic regression analysis identified the following statistically-significant factors related to risky sex: smokes cigarettes (AOR = 1.79; 95% CI 1.12–2.88); uses cannabis (AOR = 2.84; 95% CI 1.23–6.56); gambles (AOR = 1.81; 95% CI 1.28–2.55); has sex without contraception (AOR = 2.74; 95% CI 2.91–3.93); has a history of childhood sex abuse (AOR = 1.60; 95% CI 1.03–2.56).ConclusionsOur findings suggest that, in designing and implementing sexual risk prevention programs for adolescents in educational settings, there is a need to highlight the role of substance abuse in relation to sexual risk behaviors. Programs should target both male and female students. Teenagers who use marijuana are more likely to be sexually active than those who have never used marijuana. These potential risks should be taken into account with respect to legalization of marijuana and recreational use of this drug.

Influences of the Family Environment on Cognitive Flexibility and Empathy in Adolescents

본 연구에서는 청소년들을 대상으로 가정의 심리적 환경, 인지적 융통성 및 공감이 어떠한 관련이 있는지, 이들 세 변인 간의 관계에서 성별에 따른 차이가 있는지를 탐색하고자 하였다. 이를 위해 청소년 519명(중학생 255명, 고등학생 264명)을 최종 연구대상으로 선정하였다. 본 연구 결과, 첫째, 가정의 심리적 환경, 인지적 융통성 및 공감 간의 관계는 모두 정적 상관을 보였으며, 둘째, 여학생이 남학생에 비해 공감 수준이 높게 나타났다. 셋째, 청소년들이 지각하는 가정의 심리적 환경은 인 지적 융통성 및 공감에 직․간접적으로 긍정적인 영향을 미치는 것으로 나타났다. 또한, 인지적 융통성은 가정의 심리적 환경과 공감 간의 관계를 매개하는 것으로 확인되었다. 마지막으로, 가정의 심리적 환경이 인지적 융통성에 미치는 영향에서 성별에 따른 차이가 있는 것으로 나타났다. 가정의 심리적 환경과 인지적 융통성이 청소년들의 공감을 증진시키는데 직․간접적으로 기여하는 것으로 나타난 본 연구 결과는 청소년들의 공감을 증진시키는 방안을 구축하는데 교육적 시사점을 제공해 줄 수 있을 것으로 기대된다.The aim of this study was to examine the effects of the family environment and cognitive flexibility on empathy, and explore multigroup differences of these relations on gender in Korean adolescents. The subjects of this research were 519 junior high, and high school students. It was found that family environment, cognitive flexibility, and empathy were positively associated with each other. Female students were higher in empathy than male students. Family environment had positively direct effects on cognitive flexibility, and these effects were significant differences on gender. Also, cognitive flexibility mediated between family environment and empathy. Implications of the study were discussed in terms of implications for enhancing cognitive flexibility and empathy of Korean adolescents in educational settings.

Tuned In Emotion Regulation Program Using Music Listening: Effectiveness for Adolescents in Educational Settings.

This paper presents an effectiveness study of Tuned In, a novel emotion regulation intervention that uses participant selected music to evoke emotions in session and teaches participants emotional awareness and regulation skills. The group program content is informed by a two dimensional model of emotion (arousal, valence), along with music psychology theories about how music evokes emotional responses. The program has been evaluated in two samples of adolescents: 41 “at risk” adolescents (76% males; Mage = 14.8 years) attending an educational re-engagement program and 216 students (100% females; Mage = 13.6 years) attending a mainstream secondary school. Results showed significant pre- to post-program improvements in measures of emotion awareness, identification, and regulation (p < 0.01 to p = 0.06 in the smaller “at risk” sample and all p < 0.001 in the mainstream school sample). Participant ratings of engagement and likelihood of using the strategies learned in the program were high. Tuned In shows promise as a brief emotion regulation intervention for adolescents, and these findings extend an earlier study with young adults. Tuned In is a-theoretical in regard to psychotherapeutic approach and could be integrated with other program components as required.

Systematic Observation of Early Adolescents in Educational Settings

Systematic Observation of Early Adolescents in Educational Settings

Mindfulness in schools: Taking present practice into account

An increasing number of studies indicate the potential benefits of mindfulness-based interventions for children and adolescents in educational settings (Burke, 2009; Harnett & Dawe, 2012; Meiklejohn et al., 2012). Such benefits include improved academic performance, classroom participation and attention as well as reductions in levels of stress, anxiety and depression (Meiklejohn et al., 2012; Schoeberlein & Sheth, 2009).

Disruptive adolescents in the school system: comparative effectiveness of helping strategies

Large sums of money are often spent on setting up different systems of helping or managing disruptive adolescents in the school system, without reference to objective data on effectiveness. This paper considers 24 alternative systems, scrutinizes the evaluation research on each, and notes that the most expensive systems are not necessarily the most effective. Furthermore, the task of resolving behavioural difficulties may be either under- or over-resourced in individual cases, building in either failure or waste. A guide is given to developing a sequence of intervention strategies of known cost-effectiveness, providing a fail-safe structure for helping disruptive adolescents in educational settings.