Multidimensional Student Life Satisfaction Scale Research Articles

Follow-up and Mediation Outcomes of a Movement-Based Mental Health Promotion Intervention for Refugee Children in Uganda

ABSTRACT Objective There is limited evidence for the effectiveness of mental health promotion interventions in low- and middle-income settings, especially for longer-term benefits. This study evaluates the 5-month follow-up outcomes of a movement-based mental health promotion intervention (TeamUp) for refugee children in Northern Uganda (West Nile) and further investigates what explains longer-term benefits. Methods This quasi-experimental study was conducted in four primary schools, randomly allocated to an experimental or a control condition. Enrolled in the study were 549 children ages 10–15 years (n = 265 TeamUp; n = 284 control group). Primary outcomes were psychosocial well-being (Stirling Children’s Wellbeing Scale), attitude toward school, and satisfaction with friendships (Multidimensional Students Life Satisfaction Scale [Friends and School subscales]). Mediators included social connectedness and sense of agency. Results At 5 months postintervention, 467 (85.1%) children were retained. Intent-to-treat analyses demonstrated sustained benefits for TeamUp for well-being (estimated mean difference −1.88, 95% CI −3.14 to −0.66, p = .003, effect size Cohen’s d = 0.25) and friendships (−1.52, 95% CI −2.55 to −0.48, p = .005, d = 0.25). There were no significant between-group differences for attitude toward school. Secondary benefits were shown for traumatic stress (2.18, 95% CI 0.45 to 3.91, p = .014, d = 0.21), quality of life (−1.29, 95% CI −2.31 to −0.30, p = .014, d = 0.21), bullying (0.53, 95% CI 0.08 to 0.97, p = .020, d = 0.20), and depression symptoms (1.31, 95% CI 0.09 to 2.52, p = .035, d = 0.18). Increased sense of connectedness mediates the effect of TeamUp on improving well-being (indirect effect = 0.30, SE = 0.13, p = .001), explaining 15% of variance. Conclusion This study shows sustained benefits of a mental health promotion intervention 5 months postintervention. Prolonged benefits are explained by an increase in social connectedness.

Positive and negative effects of child’s agency on trauma symptoms and psychological difficulties in war-like conditions. The mediating role of hope and life satisfaction

Background Children affected by war and political violence deploy agentic competencies to cope with trauma symptoms and psychological difficulties. However, it does not always act as a protective factor to help them adjust to potentially traumatic events. Aims We expected to explore the association between agency, trauma symptoms and psychological difficulties and the mediating role of hope and life satisfaction in a group of child victims of military violence in Palestine. Methods 965 children aged 8 to 14 were assessed with self-reported measures, War Child Agency Assessment Scale, Children Revised Impact of events scale, Strengths and difficulties scale, Child Hope Scale and Brief Multidimensional Students Life Satisfaction Scale. Structural Equation Modelling was performed having Agency as a predictor, trauma symptoms, psychological difficulties as an outcome variable and life satisfaction and hope as a mediator. Results We found a direct and positive effect of agency on trauma symptoms, psychological difficulties, and life satisfaction and hope on the two dependent variables. Life satisfaction and hope mediated the association between agency and the outcome variables. Conclusion Agency can help defend children from trauma and psychological maladaptation when it acts on life satisfaction and hope. At the same time, it might worsen psychological dysfunctions when working directly on trauma symptoms and difficulties. Clinical interventions must help children to foster agentic resources in activating hope and life satisfaction.

Effectiveness of online group cognitive-behavior therapy for adolescents with obsessive-compulsive disorder: a pilot study.

This study aims to evaluate the effectiveness of online group cognitive-behavioral therapy (GCBT) guided by the CAMALEO TOC manual in treating of adolescents with obsessive compulsive disorder (OCD). A quasi-experimental study with a single group pre-posttest intervention. Over 12 weeks 11 adolescents aged 11 to 17 years with OCD received weekly online sessions of GCBT based on CAMALEO TOC manual. The Children's Yale-Brown Obsessive-Compulsive Scale was used to assess OCD symptoms severity, the Family accommodation scale for obsessive-compulsive disorder interviewer-rated for family accommodation, the Children's Depression Inventory to assess depression symptoms, the Revised Children's Manifest Anxiety Scale for anxiety, and the Multidimensional Student Life Satisfaction Scale to assess life satisfaction. OCD symptoms decreased significantly (d = -1.55). A strong effect size (d = -1.03) was also found for family accommodation. No significant difference in OCD symptoms and family accommodation scores were found when controlling for differences between being in psychotherapeutic treatment, medication use, or psychiatric comorbidities. There was also no evidence that the intervention was effective in reducing symptoms of depression, anxiety or improving quality of life. We demonstrate the feasibility of a short-term online GCBT as an effective treatment for adolescents with OCD.

Comparison of self-administered versus read-aloud questionnaires for psychological measurement in students with low intellectual functioning: use of frequentist and Bayesian approaches

Background Students with low intellectual functioning (LIF) often experience barriers to participating in social research due to the literacy demands of the survey’s typical self-administered format. Although evidence for the validity of the read-aloud format for educational testing abounds, few studies have analyzed the impact of application formats on attitudes or opinion questionnaires for LIF students. Aim To analyze the effect of self-administered vs read-aloud formats on LIF and typical development (TD) students using four psychological questionnaires for school contexts (Student Engagement Instrument, Multidimensional School Engagement Scale [MSES], Brief Multidimensional Student Life Satisfaction Scale, and School Participation Scale). Method A mixed factorial (2x2) design was used. Thirty-two students participated (14 to 19 years old; M = 15.39; SD = 1.27): 17 with LIF and 15 with TD. Results Reliability indices between formats for LIF students in most questionnaire subscales were found to be adequate and equivalent. All instrument subscales had appropriate intra-subject correlations between formats, indicating that LIF students had similar scores in both. Only the MSES showed a format effect, where LIF students reported fewer disengagement behaviors in the read-aloud format. Frequentist and Bayesian statistics were conducted looking for convergences due to the small sample size. Conclusion We discuss the case-related appropriateness of each application format and propose a new criterion to choose between them to guarantee the inclusion of LIF students in psychological research.

Cognitive emotion regulation and life satisfaction among students from Mainland China in Malaysian universities

This study investigates the relationship between cognitive emotion regulation and life satisfaction among students from Mainland China in Malaysian universities. It aims to determine the level of life satisfaction, the frequency of using cognitive emotion regulation, the correlation between the two variables, and the predictive factors of life satisfaction. Four hundred and ninety (490) participants were selected from 12 universities in Malaysia through random sampling; 102 for a pilot study and 388 for the final study. A quantitative research design was developed to conduct the investigation using two questionnaires; the Multidimensional Students’ Life Satisfaction Scale (MSLSS) and a Cognitive Emotion Regulation Questionnaire (CERQ). Data were analyzed using the statistical tools SPSS 26 and Smart PLS (SEM) 3.0. The findings showed that a high proportion of participants (72.4%) demonstrated a high level of life satisfaction among students from Mainland China in Malaysian universities and 48.7% of these students always used cognitive emotion regulation. 12.6% of students from Mainland China displayed a low level of life satisfaction and 13.4% rarely used cognitive emotion regulation. In conclusion, there was a significant relationship between cognitive emotion regulation and life satisfaction, in which positive reappraisal, positive refocusing, and refocusing on planning of cognitive emotion regulation had significant predictive powers for life satisfaction among students from Mainland China in Malaysian universities.

A Study to assess the impact of Pandemic Restrictions on Psychosocial well being among school going children in Pediatric ward and outpatient department of JMMC and RI, Thrissur

The descriptive study to assess the impact of pandemic restrictions on psychosocial well-being among school going children and find the association between selected socio-demographic variables and impact of pandemic restrictions on psychosocial well-being among school going children. Methodology: The study was conducted among 100 school going children in pediatric ward and outpatient department of JMMC & RI, Thrissur. The research design used was descriptive design and sampling technique was purposive sampling. Data collected through questionnaires. Tool was divided in to two sections, section A – sociodemographic and clinical data questionnaire and section B- Modified Multi-dimensional student life satisfaction scale. Result: It shows that 1. Socio-demographic data: Out of the 100 samples Majority of 53(53%) children belongs to the age group of 10-12 years, 60(60%) were males, 41(41%) belongs to Muslim community, Half of them are studying in Vth standard, 57(57%) are studying in state syllabus. Majority of fathers, 49(49%) belongs to the age group of 31-40 years, 27(27%) have educational status of both primary and secondary education, 96(96%) are working. Majority of mothers, 61(61%) belongs to the age group of 31-40 years, 33(33%) have educational status of degree, 75(75%) are not working. Majority of family income, 52(52%) are having the income between 15,000-25, 000 rupees. Majority of their family's, 76(76%) belongs to nuclear family, 55(55%) have the presence of grandparents, 63(63%) has no COVID-19 history, 57(57%) has knowledge about COVID-19 and 95(95%) has no significant history of mental/social illness. The overall distribution of samples showed 55(55%) has moderate psychosocial well-beings, 45(45%) has high psychosocial well-being and 0(0%) has low psychosocial well-being. There is significant association (p<0.05) between socio demographic variable sex (χ2= 5.093, p <0.023) with psychosocial Well-being of school going children. As out of the 100 samples there were 574 (14.35%) has given the response as ‘Never’, 357(8.92%) has given the response as ‘Sometimes’, 595(14.88%) has given the response ‘Often’, 2474(61.85%) has given the response as ‘Almost often’ to the questionnaire given in the modified multidimensional students life satisfaction scale. From the scoring, we found that 55(55%) has moderate psychosocial well-being and 45(45%) has high psychosocial well-being. Moreover, we found that there is no evidence of low psychosocial Well-being among school going children during the pandemic restriction time period. As compared to the male children, female children have high psychosocial well-being.

Validating a Brief Student Distress Measure For Schoolwide Wellness Surveillance

The original Social Emotional Distress Survey–Secondary (SEDS-S) assesses adolescents’ past month’s experiences of psychological distress. Given the continued need for and use of brief measures of student social-emotional distress, this study examined a five-item version (SEDS-S-Brief) to evaluate its use for surveillance of adolescents’ wellness in schools. Three samples completed the SEDS-S-Brief. Sample 1 was a cross-sectional sample of 105,771 students from 113 California secondary schools; responses were used to examine validity evidence based on internal structure. Sample 2 consisted of 10,770 secondary students who also completed the Social Emotional Health Survey-Secondary-2020, Mental Health Continuum–Short Form, Multidimensional Student Life Satisfaction Scale, and selected Youth Risk Behavior Surveillance items (chronic sadness and suicidal ideation). Sample 2 responses examined validity evidence based on relations to other variables. Sample 3 consisted of 773 secondary students who completed the SEDS-S-Brief annually for 3 years, providing response stability coefficients. The SEDS-S-Brief was invariant across students based on sex, grade level, and Latinx status, supporting its use across diverse groups in schools. Additional analyses indicated moderate to strong convergent and discriminant validity characteristics and 1- and 2-year temporal stability. The findings advance the field toward comprehensive mental health surveillance practices to inform services for youth in schools.

Life satisfaction and parental support among secondary school students in Urumqi: the mediation of physical activity.

This study is aimed to analyze the relationship between parental support, physical activity and life satisfaction among secondary school students in Urumqi city, and also to explore the mediating role of physical activity in the relationship between life satisfaction and parental support among secondary school students. A questionnaire survey was conducted from December 2021 to January 2022, using a stratified whole-group random sampling method among 2,474 secondary school students aged 11-18 years in Urumqi city, including a general demographic questionnaire, a Chinese version of the Child and Adolescent Physical Activity Questionnaire, Chinese version of the Child and Adolescent Parental Support Scale, and the Multidimensional Student Life Satisfaction Scale. The Bootstrap mediating effect test was used to test the effect relationship between the variables, and Amos was adopted to analyze the mediating effect of physical activity between secondary school students' life satisfaction and parental support. Secondary school students scored (33.22 ± 5.68) on life satisfaction, (2.11 ± 0.64) on physical activity, (24.85 ± 4.31) on the mother's roll and (24.73 ± 4.40) on the father's roll. Maternal support was a significant direct predictor of life satisfaction (β=0.303, t=11.893, P<0.01). Maternal support was a positive predictor of physical activity (β=0.027, t = 9.332, P<0.01). And the physical activity was a positive predictor of life satisfaction (β=1.362, t = 7.665, P < 0.01). Paternal support was a significant direct predictor of life satisfaction (β=0.334, t = 13.448, P < 0.01). Paternal support was a positive predictor of physical activity (β=0.030, t = 10.665, P < 0.01). Physical activity was a positive predictor of life satisfaction (β=1.264, t = 7.119, P<0.01). Physical activity had a mediating effect between life satisfaction and parental support (effect values: 11.88% in maternal support and 11.38% in paternal support, respectively). The supportive parental environment of secondary school students in Urumqi can directly influence their life satisfaction and also indirectly influence their life satisfaction by enhancing their physical activity level, and parental support for physical activity of secondary school students should be enhanced to promote their life satisfaction level.

Social emotional health, life satisfaction and school climate of junior school students in the context of Covid-19 pandemic crisis: Longitudinal research in Lithuania

Research on students’ social-emotional health is important for quality learning and well-being at school, especially during the challenges of the Covid-19 pandemic times. Purpose: to investigate younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate in the Covid-19 pandemic crisis and the predominance of distance learning by longitudinal research strategy. Method: Social and Emotional Health Survey-Primary (SEHS-P; Furlong et al., 2013) and Multidimensional Students Life Satisfaction Scale (MSLSS; Huebner, 2001). The sample was 84 junior school-age students (10 –12 years old) from Lithuanian schools. The results and conclusions: The first months of the Covid-19 pandemic crisis led to the deterioration of social-emotional health and satisfaction of younger school-age students. However, after 8 months of the Covid-19 pandemic crisis (re-test), some improvements in students’ emotional health, satisfaction with life, and classroom microclimate were observed. No gender-based differences were identified among students. The results revealed positive and significant correlations between the younger school-age students’ social-emotional health, satisfaction with life, and perceived school climate; the conducted regression analysis showed that family plays a significant role in junior school students’ social-emotional health. The teachers’ support for distance learning students could have improved their classroom microclimate and the knowledge of students’ health status could have helped them to adapt to distance learning more effectively during the Covid-19 pandemic crisis.

Agency and life satisfaction in Bedouin children in occupied Palestinian territory: a cross-lagged longitudinal study

BackgroundBedouin children living in occupied Palestinian territory are at risk of developing trauma-related pathologies because of chronic exposure to political and military violence. Little is known about psychological wellbeing and life satisfaction in this group of children, or their coping skills and survival skills in adjusting to these conditions. MethodsOur longitudinal study aimed to assess the function of agency in predicting life satisfaction as a moderator for traumatic stress. We reasoned that the more that children show agency over time in activating domains of life satisfaction, the more they can be satisfied with their life and the less they will present signs of trauma. A cross-lagged path model (CLPM) was used to assess 143 children living in Bedouin communities located northeast of Jerusalem (area E1, Al Khan Al-Ahmar). The CLPM, a discrete time structural equation model to analyse panel data in which two or more variables are repeatedly measured at different timepoints, was run in January, 2019 (Time 1) and after 6 months (Time 2). We used the Children's Hope Scale (CHS) as a measure of agency, the Multidimensional Student Life Satisfaction Scale (MSLSS), and the Children's Revised Impact of Event Scale (CRIES). FindingsThe mean age of participants was 12·02 years (SD 2·05); 65 (46%) were male and 78 (55%) were female. Agency scores had a medium total positive standardised effect on life satisfaction (β=0·25 [95% CI 0·149 to 0·449]; p=0·004) and a small direct standardized effect on trauma symptoms (β=0·08 [0·139 to 0·450]; p=0·023). The indirect effect of agency on trauma was –0·04 (95% CI –0·119 to –0·101]; p=0·044). Life satisfaction had a small statistically significant effect on trauma (β=–0·17 [–0·484 to –0·191]; p=0·037). Statistically significant total standardised effects were found between agency, life satisfaction (β=0·25 [0·161 to 0·476]; p=0·010), and trauma symptoms (β=–0·13 [–0·317 to 0·203]; p=0·044) at Time 1. Similarly, agentic competencies were found to be more related to life satisfaction (β=0·14 [0·025 to 0·338]; p=0·047;) than to trauma symptoms (β=–0·10 [–0·543 to 0·036]; p=0·145) at Time 2. The inclusion of the cross-lagged paths increased the fit of the model significantly. InterpretationChildren are acting for their wellbeing, mobilising personal and contextual resources. Such agentic attitudes contribute to easing their lives under occupation and minimising negative effects on their mental health despite the prevailing chronic traumatic conditions. Children implement skills of resilience rather than yield to the negative effects of political and military violence. The more that children perceive themselves as agentic in activating life satisfaction, the more effectively they deploy their survival skills and resilience. FundingNone.

Peranan Rasa Syukur terhadap Kepuasan Hidup Remaja Madya SMA saat Pembelajaran Jarak Jauh (PJJ)

In the current situation of the COVID-19 pandemic in Indonesia, it has an impact on the field of education which results in changes in the learning system which carried out using a distance learning system. The distance learning system performed by students and teachers has negative impacts and positive impacts. One of the positive impacts is students can learn to feel grateful for the conditions they experienced during the COVID-19 pandemic. When students have gratitude, students can enjoy experiences and difficult situations during the COVID-19 pandemic which makes them have to do distance learning as a positive thing and it will lead to life satisfaction in students. Therefore, this study aims to determine the role of gratitude on life satisfaction in middle adolescents in senior high school during distance learning. This study was conducted on 1298 senior high school students aged 15-18 years old who are doing distance learning in Indonesia. The research method used is a non-experimental quantitative research method. The gratitude measure instrument used is The Gratitude Questionnaire-Six Item Form (GQ-6) and the student’s life satisfaction measure instrument used is the Multidimensional Student’s Life Satisfaction Scale (MSLSS). Based on the Structural Equation Model (SEM) analysis through the structural model of gratitude on student’s life satisfaction, the results obtained in this study with t-value = 14.56 &gt; 1.96 or R2 value is 51%. Thus, gratitude has a positive and significant role of 51% on life satisfaction in middle adolescents in senior high school during distance learning.

Bullying Victimization and Life Satisfaction Among Rural Left-Behind Children in China: A Cross-Sectional Study.

Objectives: This study aimed to evaluate the associations between bullying victimization and life satisfaction in primary school children and also investigate the interactive effects of left-behind status and bullying victimization on life satisfaction.Materials and Methods: Bullying victimization was measured using the Chinese version of the revised Olweus Bully/Victim Questionnaire. Life satisfaction was assessed using the Multidimensional Students' Life Satisfaction Scale (MSLSS). Life satisfaction is composed of five domains, namely, family, school, friends, environment, and self-satisfaction. Left-behind status of rural children was defined as one or both their parents migrating to working in cities. The data were analyzed using Mann–Whitney U tests, Chi-square tests, and multivariate linear and logistic regression analyses.Results: A total of 810 primary school children were involved, of which 8.5% reported bullying victimization, and 44.3% were left-behind children (LBC). We found that bullying victimization was negatively associated with all domains of life satisfaction (all p < 0.05). With further left-behind status-stratified analysis, we found that negative association between bullying victimization and friend satisfaction was more profound in the LBC group than in the non-LBC group [b(SE)= −0.133 (0.03) vs. −0.061 (0.026) for LBC and non-LBC, respectively, p < 0.05]. When further interaction analysis was conducted, we identified interaction effects between left-behind status and bullying victimization on friend satisfaction (pinteraction = 0.048). Similar interaction effect between bullying victimization and left-behind status on school satisfaction was also found (pinteraction = 0.004).Conclusions: Bullying victimization was associated with low life satisfaction (including lower family, friends, school, self, and environment satisfaction). There were significant interactions between left-behind status and bullying victimization on friend satisfaction, as well as school satisfaction. Left-behind status of children may exaggerate the impact of bullying victimization on friends/school satisfaction rating.

Exploring the source of well-being for high achiever students

Characteristics of high achiever students are different from middle and low achiever students. Teachers and schools need to understand the unique characteristics of high achiever students in terms of their wellbeing. Aim of this research is to describe source of wellbeing for high achiever students. The research was conducted through survey using questionnaire adapted from Huebner’s Multidimensional Student’s Life Satisfaction Scale (MSLSS). The questionnaire filled by 428 students in grade IV-VI in Mataram, West Nusa Tenggara, which are at top ten rank of their class. Data then analyzed by performing exploratory factor analysis. This research found that there are two factors as source of wellbeing for high achiever students, that are physical and psychological safety and the availability of support for student personal growth. Physical and psychological safety refers to school environment that protects students from psychological and physical threats. Whereas the availability of support for personal growth refers to how schools provide environment in order to facilitate students’ cognitive and social development. This research suggest that high achiever students call for teachers and school personnel to create school environment by considering students opportunities to develop their potentials without feeling threatened.

THE EFFECT OF PERSONALITY TRAIT, GRATITUDE AND GENDER ON CIBI (CERDAS ISTIMEWA DAN BAKAT ISTIMEWA) STUDENTS’ LIFE SATISFACTION

The study aimed to examine the effect of personality trait (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience), gratitude and gender on life satisfaction on 209 CIBI (Cerdas Istimewa dan Bakat Istimewa) students (92 male and 117 female) from Senior High School 2 at South Tangerang, Province of Banten. They completed Brief Multidimensional Student Life Satisfaction Scale (BMSLSS) which measures life satisfaction, Big Five Inventory- Kurzversion which measures trait personality and The Gratitude Questionnaire-Six Item form (GQ-6) which measures gratitude. Sampling technique that used in this research is non-probability sampling. This study examined the validity of measurements by using confirmatory factor analysis (CFA), while data analysis used regression analysis technique. The results revealed that there was a significant effect of personality traits, gratitude and gender on life satisfaction of CIBI children at 30,8%. It means that the proportion of variants of life satisfaction in CIBI students can be explained by personality traits, gratitude and gender 30,8% and 69,2% explored by other factors. More specifically, extraversion, conscientiousness, gratitude and gender variables had a positive and significant influence on CIBI students’ life satisfaction. The other side, Neuroticism had a negative and significant influence on CIBI students’ life satisfaction. Meanwhile, agreeableness and openness to experience did not have a significant effect on life satisfaction of CIBI children. Article visualizations:

Gambaran Kepuasan Hidup Pelajar Sekolah Menengah Di Masa Pandemi COVID-19

Tujuan dari penelitian ini adalah untuk mengetahui gambaran kepuasan hidup pelajar sekolah menengah dimasa pandemi Covid-19 berdasarkan aspek-aspek yang telah diuraikan dalam angket penelitian. Metode penelitian menggunakan kuantitatif deskriptif dengan teknik pengumpulan data menggunakan Multidimensional Student’s Life Satisfaction Scale (MSLSS) dengan 40 butir pernyataan. Jumlah sampel pada penelitian ini adalah 125 orang dengan teknik sampel yang digunakan adalah probability sampling. Pada uji prasayarat analisis menggunakan kolmogrov-smirnov dan lilliefors dengan menggunakan SPSS microsoft for windows versi 25 menunjukkan nilai test statistic 0,762 &gt; 0,05 dan sig. Lilliefors 0,606 &gt; 0,05 dinyatakan data berdistribusi normal. Berdasarkan hasil penelitian diperoleh hasil sangat tinggi sebanyak 5% (6 peserta didik), kategori tinggi sebanyak 34% (42 peserta didik), kategori cukup sebanyak 41% (51 peserta didik), kategori rendah sebanyak 13% (17 peserta didik), dan kategori sangat rendah sebanyak 7% (9 peserta didik) pada kepuasan hidup peserta didik usia remaja di masa pandemi COVID-19. Sehingga dapat dikatakan bahwa secara keseluruhan peserta didik SMP Muhammadiyah 16 Jakarta, MTs Kafila Jakarta, dan SMP Global Islamic School Jakarta; memiliki kepuasan hidup yang cukup, ini menandakan bahwa di masa pandemi COVID-19 yang mengalami perubahan situasi serta keterbatasan akses dalam berbagai aspek kehidupan, peserta didik masih mampu bertahan dan beradaptasi.

The Role of Physical Activity and School Physical Education in Enhancing School Satisfaction and Life Satisfaction.

The aim of this study was to understand the role of school satisfaction on life satisfaction, according to gender, age, body mass index (BMI), and physical activity (PA) level. This was a cross-sectional descriptive study, carried out on 2823 adolescents (1396 boys and 1427 girls), aged between 12 and 16. A specific questionnaire to measure life satisfaction (Brief Multidimensional Student Life Satisfaction Scale (BMSLSS)), a questionnaire to measure satisfaction with school (“Life circumstances of Young people: School”), and the International Physical Activity Questionnaire (IPAQ) were used to analyze PA practice. Gender, age, and BMI were used as control variables. In general, the main results showed that school satisfaction had a clear role in life satisfaction. Similarly, the findings allowed us to conclude that the role of school satisfaction on life satisfaction was more evident in male school children, those who were older, or those who have a higher BMI. The regular practice of PA enhanced school satisfaction and its role on life satisfaction. Therefore, it is very important to assess the importance of school satisfaction as a determinant of quality of life and the adoption of healthy habits, recognizing the fundamental role of teachers in this regard.

Parkour vs Artistic Gymnastics among Pre-Adolescents: A Multidimensional Study on the Psychological Adjustment in the Sport Activities

The aim of this cross-sectional study was to investigate psychological differences between Parkour at non-competitive level and Artistic Gymnastics at competitive level in the pre-adolescent stage. Specifically, psychological aspects strictly related to sporting activities, such as motivation, anxiety and self-confidence, life satisfaction, and well-being were analyzed. 86 pre-adolescents participated in the study (Parkour Group—PG, n = 43; Artistic Gymnastic Group—AG, n = 43) aged between 9 and 14 years (mean age 11.5 ± 1.6 years, 62% of female), who completed a self-report questionnaire consisting of following measures: Sport Motivation Scale (SMS-28), Competitive State Anxiety Inventory 2 (CSAI-2), Multidimensional Students’ Life Satisfaction Scale (MSLSS), and Psychological Well-Being Scales (PWB). Results showed that pre-adolescents in the AG have higher values in intrinsic motivation for execution than their peers in the PG. This latter also have lower levels of cognitive and somatic anxiety and greater self-confidence than the AG group. In addition, the friend’s dimension concerning life satisfaction has a higher score in the PG than in the AG. Finally, no differences were found regarding well-being between the two pre-adolescent groups.

Physical Activity and Its Relationship with Life Satisfaction among Middle School Students: A Cross-Culture Study

This study examined the association between physical activity (PA) levels and life satisfaction for middle school students from Macau, Taipei, and Qianjiang. A total of 1002 middle school students (grades 7 to 9) were recruited in 2015 from three cities (Macau, N = 322; Taipei, N = 325; and Qianjiang, N = 355). Physical Activity Rank Scale-3 was used to evaluate the frequency, intensity, and duration of the PA. Further, students’ PA behaviors and life satisfaction were assessed using the Multidimensional Students’ Life Satisfaction Scale (MSLSS) devised by Zhang. Descriptive statistics, Pearson’s correlation, t-test, and one-way ANOVA were conducted to process the data. In both Macau and Taipei, the life satisfaction of adolescents was significantly associated with adolescents’ amount of PA (p &lt; 0.05). A significant relationship was observed between self-satisfaction and PA in students from both Macau and Taipei (p &lt; 0.05). The study results indicate the importance of life experience in PA. The more PA that a student engaged in, the higher the level of life satisfaction they obtained. There was a significant difference in the overall life satisfaction among adolescents in Macau, Taipei, and Qianjiang.

The Relationships between a Dietary Pattern Linked to Cardiometabolic Risk Factors and Life Satisfaction in Early Adolescence.

Little is known about the contribution of dietary patterns of poor quality on life satisfaction among Malaysian children. We evaluated associations between an empirically derived ”high sugar, high fibre, high dietary energy dense (DED) and low fat” dietary pattern and life satisfaction score in adolescents. A total of 548 adolescents aged 13 years were recruited from randomly selected public schools located in three southern states of Peninsular Malaysia. Dietary intake was assessed using a validated food frequency questionnaire (FFQ) while life satisfaction was measured using a Multidimensional Students’ Life Satisfaction Scale (MSLSS). Z-score for a ”high sugar, high fibre, high DED and low fat” dietary pattern was estimated by applying reduced rank regression analysis. Relationships between the dietary pattern and life satisfaction scores were assessed using regression models. Mean and SD of life satisfaction score was higher in girls (70.5 (12.8)) compared to boys (67.6 (15.4)), p < 0.05. The overall life satisfaction score (β = −0.119; 95% CI: −0.125, −0.004) was inversely associated with dietary pattern z-score as well as scores for self (β = −0.13; 95% CI: −0.170, −0.015) and living environment (β = −0.12; 95% CI: −0.163, −0.007) domains in girls. An opposite trend was observed for school domain in boys whereby an increasing dietary pattern score was positively associated with increasing life satisfaction score (β = 0.216; 95% CI: 0.054, 0.36). The finding of this study highlights the role of free sugar and DED particularly, within the framework of whole diet, and target population at risk to improve life satisfaction among adolescents.

Attachment to Parents as a Predictor of Multidimensional Life Satisfaction Among Adolescents

The purpose of this study was to investigate the role of parental attachment in adolescents’ life satisfaction. The study group consisted of 470 high school students (237 females, 233 males) who were attended schools in Denizli-Turkey in 2016-2017 academic year. In this study, Multidimensional Student Life Satisfaction Scale and Attachment to Parents and Friends Inventory were used to gather data. Pearson correlation coefficients were calculated to examine the relationships between variables for the analysis of data. In addition, multiple regression analysis was used to determine the power of the attachment to parent to predict the sub-dimensions of the life satisfaction. The results showed that positive correlations were found between attachment to parents (mother and father) and life satisfaction (family, friends, environment, school and self) in adolescents. In addition, it was found that attachment to the parents was a positive and significant predictor of the life satisfaction (family, friends, environment, school, self) in adolescents. Implications of these results are discussed within the context of literature.