Adolescents In Secondary Education Research Articles

Socioemotional competencies in adolescents (high school level) for the prevention of risk behaviors

The main objective of this study is to identify the socioemotional competencies of adolescents in secondary education who are currently in the first grade of secondary school (school year 2022-2023), which contribute to a better interaction with their peers and environment, in addition to preventing possible risk behaviors. It will be approached from a quantitative approach, with a descriptive scope. The sample consists of 19 students from a private institution, located in the municipality of Guadalupe, Zac. A questionnaire called emociogram was applied through the Habilmind platform, to identify the main characteristics regarding the emotional scale, which in turn is composed of five subscales such as: empathy, assertiveness, interpersonal emotional regulation, teamwork and conflict resolution. The results show us some areas of opportunity that should be emphasized in order to improve the results and thus improve the socioemotional competencies of adolescents.

Role of digital leisure in family context with adolescents

This systematic review was carried out to provide information about the role of digital leisure in family relationships with adolescent. After conducting a search in the main databases, we present the findings of 14 articles from 2008 to 2020. Nine included articles used quantitative methodology and were theoretically based on bidirectional socialization and bottom-up technology transmission. The use of questionnaires is highlighted, and the most common sample size is parent-child dyads with adolescents in secondary education. This study evidence the importance of the role of digital leisure within the family context with adolescents and reveals a modification of family dynamics.

Adolescents' social anxiety dynamics in a latent transition analysis and its psychosocial effects

Background/ObjectiveThe present study aims to explore the dynamics of social anxiety profiles in adolescents over time and the psychosocial effects these dynamics have. MethodA representative sample of Andalusian (southern Spain) adolescents in Secondary Education was drawn. The study used single-stage stratified cluster sampling. A total of 2,140 students aged 11-16 years (47% girls; MageT1 = 13.68, SD = 1.27) were involved at two time points with a six-month interval. ResultsThe results provided a four-profile structure: low social anxiety, moderate cognitive disturbance, high with difficulties in new situations, and high social anxiety. The latent transition analysis showed a stability in the social anxiety profiles of between 58%-61%. Those adolescents who remained in or transitioned to profiles with higher social anxiety scored worse on peer adjustment, peer victimization and subjective well-being. ConclusionsThe study may contribute the improvement of the psychological treatments in social anxiety and reduce adverse effects on peer relationships and well-being by distinguishing the profiles and their dynamics.

Data Classification Technique for Assessing Drug Use in Adolescents in Secondary Education

Data Classification Technique for Assessing Drug Use in Adolescents in Secondary Education

Time trends in schoolwork pressure among Dutch adolescents, 2001-2017: Gender and educational differences.

This study investigated gender and educational differences in trends in schoolwork pressure between 2001 and 2017 in nationally representative samples of Dutch adolescents in secondary education. Data from five surveys of the Dutch Health Behaviour in School-aged Children study were used. Across the surveys, an increase in perceived schoolwork pressure was observed. Girls and adolescents enrolled in the higher educational levels reported higher levels of perceived schoolwork pressure and the strongest increase in schoolwork pressure over time. Especially for girls, there was a stronger increase in schoolwork pressure for those enrolled in higher educational tracks. Increases in schoolwork pressure over time were stronger among Dutch girls and students in the higher educational levels. Over time, schoolwork pressure increased most among girls in the highest educational levels. Explanations and implications for these results are discussed.

Satisfaction with Meaning in Life: a metric with Strong Correlations to the Hedonic and Eudaimonic Well-Being of Adolescents

This paper explores the relationship between a single-item scale on satisfaction with meaning in life (SML) and other well-being metrics, both eudaimonic and hedonic. A sample of N = 923 Spanish adolescents in secondary education was used for this purpose. Although we have theorized and explored this metric as a component of eudaimonic well-being, our results show that it is also very closely related to the cognitive and the affective components of hedonic well-being. Standardized regression weights using structural equation modelling (SEM) were used to show the strong correlation between the SML and all of the well-being instruments used in this study. This relationship was more pronounced with cognitive domain-based and positive affect latent variables than the eudaimonic well-being latent variable. Multi-group SEM analysis by gender and academic year reveals a definitive variation in the relationships between these variables for gender, whereas the variation by academic year remains unclear. The correlation between the SML and every other well-being instruments is stronger for girls in all cases. Although values decrease with age for all instruments, the relationships fluctuate and display no clear trend. This study contributes new evidence to discussions on the relationship between eudemonic and hedonic well-being.

Spanish Adaptation and Validation of the Teaching and Learning Experiences Questionnaire.

Training processes are mainly based on the pedagogical methods applied by teachers. In many cases, these pedagogical methods are adapted to the social, economic, and cultural environment of the students themselves. In this study, we used a psychometric analysis based on the analysis of structural equations to detect the psychometric properties through classical goodness-of-fit indices. The objective of this study was to translate, adapt, and validate the instrument called the Teaching and Learning Experiences Questionnaire (ETLQ) for the population of Spanish adolescents in secondary education. The rrecommendations in the literature were followed for its translation and adaptation into Spanish. The results indicate that, after translation and adaptation, the model remained in 11 factors with acceptable goodness-of-fit indices. We conclude that the process of translation, adaptation, and validation of the ETLQ has produced a valid and reliable tool due to the psychometric findings revealed in the present work.

Diagnostic Markers for Studying the Dynamics of Adolescent Creativity Development at Arts Integrated Lessons

The article details the final part of S. Tereschenko’s dissertation research on the methods of developing creativity of adolescents using integrated art lessons. In this publication, the authors provide a description of the scientific understanding of the construction of a pedagogical experiment aimed at studying the dynamics of adolescent creativity development using art-integrated lessons. The study aimed to identify the structure of creativity of adolescents, determine the developmental potential of integrated art lessons, select experimental testing of a set of psychological and diagnostic techniques, and identify the level of formation of structural components of creative competence adapted to the specifics of integrated art lessons. The set of tasks included a practice-oriented analysis of the creativity of adolescents in secondary education. Well-known diagnostic methods were used to study human creativity and their adaptation to art lessons and features of adolescence. Statistical proof of the effectiveness of the diagnostic apparatus was used to identify the level of formation of adolescents' creativity in integrated art lessons. The study found that adolescent creativity is defined as a personal ability for productive, creative, and original self-expression by means of art. The structure of adolescent creativity includes the following: associative-visual thinking, creative imagination, artistic observation, and artistic self-expression. We have developed the characteristics that demonstrate the levels of adolescent creativity in integrated music training.

What Factors Promote Participation at School Among Adolescents in Secondary Education?

This study presents an analysis of the factors favouring participation among adolescents in compulsory secondary education in the city of L’Hospitalet de Llobregat (Catalonia, Spain). The sample was composed of 297 young people with an average age of 15. We investigated the adolescents’ concept of participation, enquiring into what principles, behaviours and feelings they identified with it. Also, we questioned them on their purposes for participating and the consequences deriving from their practice. Finally, we enquired into the different spheres in which they thought they could participate. One outstanding finding was that respondents saw participation in much broader terms than simply voting in elections, instead associating it with feelings of belonging, expression and learning. For the adolescents participation brought personal benefits linked to self-esteem, but above all social benefits oriented towards community development. The different spheres in which they participated were mostly their families and schools. A regression analysis was carried out, calculating the predictive weight of all the variables relating to participation. Results indicated that adolescents with a broader concept of participation, i.e. those for whom participating brought a wider range of benefits, participated more. Also, higher levels of participation in the family and neighbourhood were related to greater participation at school.

Tracking in secondary education: An educational injustice

Secondary education schools in the United States routinely distribute differential educational provisions to students through a widely implemented tracking system. This article aims to show that this tracking system is unjust. It begins with a characterization of the tracking system as it is typically implemented in the United States, and its connection to distributive justice issues. The author then begins formulating an autonomy-based educational equality theory which is based on a conception of distributive justice requiring equal consideration of persons with reference to their needs. The greatest need of late adolescents in secondary education is the development of the capacities necessary for the exercise of autonomy. Adolescents in secondary education should, therefore, be given equal opportunities for the development of autonomy. Tracking in secondary education is proscribed because it violates the autonomy of late adolescents. In addition, taking the aim of autonomy in secondary education seriously requires postponing vocational choices until tertiary education.

Does Our Age Affect the Way we Live? A Study on Savoring Strategies Across the Life Span

This study set out to explore the savoring strategies used by adolescents, adults and the elderly with a view to contributing to theory on age and savoring. A sample of 1018 Portuguese participants (n = 114 adolescents in the 3rd cycle of basic education; n = 474 adolescents in secondary education; n = 311 adults; and n = 119 older adults), answered the Positive Experiences Questionnaire, a self-report questionnaire with open-ended questions on savoring strategies used to prolong or intensify the positive emotions associated with positive events, in addition to their respective efficacy. The data content analysis showed that participants use complex strategy patterns to up-regulate their positive emotional experiences, comprising cognitive, behavioral, interpersonal, volitional and sensory strategies. Age differences in savoring were identified, with the adolescents mostly referring to interpersonal strategies, namely taking care of relationships, and the adult and elderly participants predominantly recalling cognitive strategies, more specifically sharing with others and having thoughts of faith or thankfulness, respectively. The majority of participants considered the savoring strategies used to be efficacious and no significant associations were found between the lifespan groups in this regard. These findings may further the understanding of documented differences in subjective well-being across the life-span and inform intervention efforts in this domain. The article closes by suggesting directions for future studies.

Impacto del consumo episódico excesivo de alcohol en la adolescencia. ¿Lo estamos haciendo bien?

Nowadays, one of the most prevalent patterns of alcohol consumption is called binge drinking (BD). In 2015, the European School Survey Project on Alcohol and Drugs (ESPAD) Group estimated that about 35% of adolescents of 15-16 years old have had at least one BD occasion in the past 30 days while at national level, the series of surveys on the use of drugs in adolescents of secondary education (ESTUDES, 2014-2015) determined that 32.2% of adolescents stated having performed BD in the last month. The aim of this editorial was to update the context of adolescence drinking and analysing the impact of BD by ages, including health and social costs derived. Once the magnitude of the problem was set, some research and action lines have been established in order to guide future work for the prevention of alcohol misuse and for establishing future preventive policies on alcohol. Finally, the need for evaluating these interventions from the efficiency point of view was discussed and assessed.

Association between physical exercise and psychosocial problems in 96 617 Dutch adolescents in secondary education: a cross-sectional study.

Psychosocial problems negatively affect school performance, social skills and mental development. In recent years, researchers have investigated the relationship between physical activity and psychological health. With this large school-based study, we examined whether physically inactive adolescents and slightly active adolescents experience more psychosocial problems compared with active adolescents. This study is based on the Dutch National Youth Health Monitor. This monitor uses a, school-based, cross-sectional questionnaire conducted among 96 617 adolescents in 2015. To examine the association between physical exercise and psychosocial problems, multi-level linear regression was carried out. The weighted average Strengths and Difficulties Questionnaire score of active adolescents was lower than that of inactive adolescents. Adolescents who are inactive had 12% (β = 1.12; 95% CI: 1.10-1.14; P <0 .001) more psychosocial problems compared with active adolescents. Further, inactive adolescents had a higher score on the subscales emotional problems (β = 1.19; 95% CI: 1.17-1.22; P < 0.001) and problems with peers (β = 1.16; 95% CI: 1.14-1.19; P < 0.001). There was no statistical significant difference in total score of the Strengths and Difficulties Questionnaire between active and slightly active adolescents. Physically active adolescents have fewer psychosocial problems compared with physically inactive adolescents. Not only is this association significant, but there is an indication that it is also of clinical relevance.

S.08.03 - From candidate gene to (epi)genome-wide analyses of therapy response in child anxiety disorders

The present study aims to explore the dynamics of social anxiety profiles in adolescents over time and the psychosocial effects these dynamics have.A representative sample of Andalusian (southern Spain) adolescents in Secondary Education was drawn. The study used single-stage stratified cluster sampling. A total of 2,140 students aged 11-16 years (47% girls; MageT1 = 13.68, SD = 1.27) were involved at two time points with a six-month interval.The results provided a four-profile structure: low social anxiety, moderate cognitive disturbance, high with difficulties in new situations, and high social anxiety. The latent transition analysis showed a stability in the social anxiety profiles of between 58%-61%. Those adolescents who remained in or transitioned to profiles with higher social anxiety scored worse on peer adjustment, peer victimization and subjective well-being.The study may contribute the improvement of the psychological treatments in social anxiety and reduce adverse effects on peer relationships and well-being by distinguishing the profiles and their dynamics.

Effectiveness of a selective intervention program targeting personality risk factors for alcohol misuse among young adolescents: results of a cluster randomized controlled trial.

The effectiveness of Preventure was tested on drinking behaviour of young adolescents in secondary education in the Netherlands. A cluster randomized controlled trial was carried out, with participants assigned randomly to a two-session coping skills intervention or a control no-intervention condition. Fifteen secondary schools throughout the Netherlands; seven schools in the intervention and eight schools in the control condition. A total of 699 adolescents aged 13-15 years participated, 343 allocated to the intervention and 356 to the control condition, with drinking experience and elevated scores in either negative thinking, anxiety sensitivity, impulsivity or sensation-seeking. Preventure is a selective school-based alcohol prevention programme targeting personality risk factors. The comparator was a no-intervention control. The effects of the intervention on the primary outcome past-month binge drinking, and the secondary outcomes binge drinking frequency, alcohol use, alcohol frequency and problem drinking, were examined. The primary analyses of interest were intervention main effects at 12 months post-intervention. In addition, intervention effects on the linear development of binge drinking using a latent-growth curve approach were examined. Binge drinking rates were not significantly different between the intervention (42.9%) and control group (49.2%) at 12 months follow-up [odds ratio (OR) = 1.05, confidence interval (CI) = 0.99, 1.11]. Intention-to-treat analyses revealed no significant intervention effects on alcohol use (53.9 versus 61.5%; OR = 0.99, CI = 0.86, 1.14) and problem drinking (37.0 versus 44.7%; OR = 1.03, CI = 0.92, 1.10) at 12 months follow-up. The post-hoc latent-growth analyses revealed significant effects on the development of binge drinking (β = -0.16, P = 0.05), and binge drinking frequency (β = -0.14, P = 0.05). The alcohol prevention programme, Preventure, appears to have little or no effect on overall prevalence of binge drinking in adolescents in the Netherlands but may reduce the development of binge drinking over time.

What Hinders the Transition from Benefits Recipiency to Labor Market in the Korean Social Assistance Program? : In the case of working-age recipients

This study is to identify the factors deterring or precipitating the exit from welfare recipiency to labor market in the Korean social assistance program. The results from the empirical analyses of the Korea Welfare Panel Study(KOWEPS) show that the duration dependency is not due to increasing welfare dependency with duration, but to the fact that longer stayers have many vulnerable conditions to escape from poverty. Particularly, the main factors determining the transition from recipiency to labor market are not individual or household characteristics such as human or social capital. Those having adolescents of secondary education in their households or participating in some effective labor market program such as job placement service tend to have significant effects on the exit rates from recipiency. That means that the institution-related factors such as the education and health supports combined with benefits and the effective labor market programs are important in the translation from recipiency to labor market of working-age recipients in the Korean social assistance scheme.

The Impact of self-concept and Self-esteem in Adolescents’ Knowledge about HIV/AIDS

BackgroundA high self-concept fosters a better sense of self-efficacy, enhancing learning strategies that facilitate information processing. Risky sexual behaviours are highlighted among the attitudes and behaviours associated with low self- esteem or self-concept. ObjectivesTo determine the relationship between socio-demographic, school context and psychological variables (self-esteem and self-concept) with knowledge about HIV/AIDS among adolescents in secondary education in Portugal. MethodsQuantitative, cross-sectional, analytical, descriptive and correlational study, with a sample of 971 adolescents in secondary education. The evaluation protocol includes: the socio-demographic questionnaire, Rosenberg's Self-Esteem Scale (Romano, Negreiro & Martins, 2007), the Self-Concept Clinical Inventory (Vaz Serra, 1984), and the Knowledge Scale about AIDS for Adolescents (Zimet et al., 1989). ResultsAdolescents aged 14-21 have high self-esteem (47.40%) and high self-concept (45.30%). Adolescents with high self-esteem show more knowledge (mean = 15.36, sd = 4.28), and those who have low self-esteem have less knowledge (mean = 13.20, sd = 5.89). The differences between groups are significant (f = 21,695; p = 0.000). When we analyse self-concept we conclude, that adolescents with high self-concept are those which show more knowledge; on the other hand, adolescents with low self-concept are those with less knowledge. Furthermore, note that the differences are between low and moderate self-concept (p = 0.000) and low and high self-concept (p = 0.000). ConclusionAmong attitudes and behaviours related to low self-esteem and self-concept are risk behaviours in the context of sexuality – non-use or inconsistent use of condoms during sexual intercourse. The HIV/AIDS infection was responsible for significant changes in the health field giving rise to the discussion of sexual behaviours associated with beliefs, values and myths because it is a disease whose transmission is very directly related to sexuality.

Knowledge About HIV / AIDS: The Influence of Lifestyles and Self-Regulation in Adolescents

Adolescents’ vulnerability to HIV/AIDS infection arises from their immaturity, sexual risk behaviours as well as factors of a social, economic, cultural and gender nature. Adolescence is a stage of the lifecycle in which managing constant and daily temptations and gaining and maintaining healthy lifestyles are difficult tasks and a test of the powers of self-regulation. The purpose of the study is to analyze the relationship between socio-demographic variables, school context, lifestyles, self-regulation skills and knowledge about HIV/AIDS in adolescents in secondary education in Portugal. A quantitative, cross-sectional, analytical, descriptive and correlational study with a sample of 971 adolescents in secondary education was conducted. The evaluation protocol includes a socio-demographic questionnaire, the school context, lifestyles, the Reduced Questionnaire of Self-regulation, Knowledge About AIDS Scale for Adolescents. The sample consisted of 50.80% boys and 49.20% girls, 43.40% of the adolescents with or less than 16 years, 66.40% residing in rural areas and 77.30% cohabiting with parents. The correlations indicate that among adolescents’ knowledge about AIDS and the subscale setting goals there is a positive and significant correlation ( r = 0.224, p = 0.000), as well as the overall value of the Self-regulation Scale. Significant and negative correlations are presented for the impulse control subscale ( r = -0.257, p = 0.000) and not significant to the overall self-regulation value ( r = -0.041, p = 0.099), ranging in reverse, meaning that more knowledge about AIDS, better self-regulation with regard to impulses subscale. Self-regulated behaviour requires control of immediate needs, mobilization of thoughts, feelings and behaviours for purposes of long-term health, especially with regard to the prevention of HIV/AIDS.

Knowledge About HIV / AIDS: The Influence of Lifestyles And Self-Regulation in Adolescents

Background: Adolescents’ vulnerability to HIV/AIDS infection arises from their immaturity, sexual risk behaviours as well as factors of a social, economic, cultural and gender nature (Ministério da Saúde, 2012). Adolescence is a stage of the lifecycle in which managing constant and daily temptations and gaining and maintaining healthy lifestyles are difficult tasks and a test of the powers of self-regulation. Purpose: To analyze the relationship between socio-demographic variables, school context, lifestyles, self-regulation skills and knowledge about HIV/AIDS in adolescents in secondary education in Portugal. Methods: Quantitative, cross-sectional, analytical, descriptive and correlational study with a sample of 971 adolescents in secondary education. The evaluation protocol includes a socio-demographic questionnaire, the school context, lifestyles, the Reduced Questionnaire of Self-regulation (Carey, Neal Collins, 2004 adapted by Castillo Dias, 2009), Knowledge About AIDS Scale for Adolescents (Zimet et al., 1989). Results: sample of 50.80% boys, ages equal to or less than 16 years (43.40%), residing in rural areas (66.40%), cohabiting with parents (77.30%). The correlations indicate that among adolescents’ knowledge about AIDS and the subscale setting goals there is a positive and significant correlation (r = 0.224, p = 0.000), as well as the overall value of the Self-regulation Scale. Significant and negative correlations are presented for the impulse control subscale (r = -0.257, p = 0.000) and not significant to the overall self-regulation value (r = -0.041, p = 0.099), ranging in reverse, meaning that more knowledge about AIDS, better self-regulation with regard to impulses subscale. Conclusion: Self-regulated behaviour requires control of immediate needs, mobilization of thoughts, feelings and behaviours for purposes of long-term health, especially with regard to the prevention of HIV/AIDS.

The Role of Social Competence in the Psychological Well-being of Adolescents in Secondary Education

This study examines the relationship between social competence and psychological well-being of adolescents. The role of academic learning disabilities with social competence and psychological well-being was also studied. The sample (n = 412; 207 girls and 205 boys), one complete age group (mean age 15.5 years), was followed from last year of comprehensive school to their first, second and third year of secondary education in a Finnish city. Psychological well-being is related to increased cooperation skills and decreased levels of impulsivity and disruptiveness. Furthermore, cooperation skills predict the third year psychological well-being, when the strong influence of psychological well-being in the first year was controlled for. Academic learning disabilities (reading and mathematical difficulties) were related neither with psychological well-being nor social competence.