Well-being In Early Adolescence Research Articles

Understanding Wellbeing Profiles According to White Matter Structural Connectivity Sub-types in Early Adolescents: The First Hundred Brains Cohort from the Longitudinal Adolescent Brain Study

Wellbeing is protective against the emergence of psychopathology. Neurobiological markers associated with mental wellbeing during adolescence are important to understand. Limited research has examined neural networks (white matter tracts) and mental wellbeing in early adolescence specifically. A cross-sectional diffusion tensor imaging analysis approach was conducted, from the Longitudinal Adolescent Brain study, First Hundred Brains cohort (N = 99; 46.5% female; Mage = 13.01, SD = 0.55). Participants completed self-report measures including wellbeing, quality-of-life, and psychological distress. Potential neurobiological profiles using fractional anisotropy, axial, and radial diffusivity were determined via a whole brain voxel-wise approach, and hierarchical cluster analysis of fractional anisotropy values, obtained from 21 major white matter tracts. Three cluster groups with significantly different neurobiological profiles were distinguished. No significant differences were found between the three cluster groups and measures of wellbeing, but two left lateralized significant associations between white matter tracts and wellbeing measures were found. These results provide preliminary evidence for potential neurobiological markers of mental health and wellbeing in early adolescence and should be tracked longitudinally to provide more detailed and robust findings.

Student- and School-Level Factors Associated With Mental Health and Well-Being in Early Adolescence

Adolescence is a key developmental window that may determine long-term mental health. As schools may influence mental health of students, this study aimed to examine the association of school-level characteristics with students' mental health over time. Longitudinal data from a cluster randomized controlled trial comprising 8,376 students (55% female; aged 11-14 years at baseline) across 84 schools in the United Kingdom were analyzed. Data collection started in the academic years 2016/2017 (cohort 1) and 2017/2018 (cohort 2), with follow-up at 1, 1.5, and 2 years. Students' mental health (risk for depression [Center for Epidemiologic Studies Depression Scale], social-emotional-behavioral difficulties [Strength and Difficulties Questionnaire]) and well-being (Warwick-Edinburgh Mental Well-Being Scale) and relationships with student- and school-level characteristics were explored using multilevel regression models. Mental health difficulties and poorer well-being increased over time, particularly in girls. Differences among schools represented a small but statistically significant proportion of variation (95% CI) in students' mental health at each time point: depression, 1.7% (0.9%-2.5%) to 2.5% (1.6%-3.4%); social-emotional-behavioral difficulties, 1.9% (1.1%-2.7%) to 2.8% (2.1%-3.5%); and well-being, 1.8% (0.9%-2.7%) to 2.2% (1.4%-3.0%). Better student-rated school climate analyzed as a time-varying factor at the student and school level was associated with lower risk of depression (regression coefficient [95%CI] student level:-4.25 [-4.48,-4.01]; school level:-4.28 [-5.81,-2.75]), fewer social-emotional-behavioral difficulties (student level:-2.46 [-2.57,-2.35]; school level:-2.36 [-3.08,-1.63]), and higher well-being (student level: 3.88 [3.70, 4.05]; school-level: 4.28 [3.17, 5.38]), which was a stable relationship. Student-rated school climate predicted mental health in early adolescence. Policy and system interventions that focus on school climate may promote students' mental health.

Connections matter: Adolescent social connectedness profiles and mental well-being over time.

This study examined profiles of social connectedness among early adolescents in grade 7 before the COVID-19 pandemic was declared (Winter 2020), and in grade 8 during the second Wave of the pandemic (Winter 2021). Linked data from 1753 early adolescents (49% female) from British Columbia, Canada who completed the Middle Years Development Instrument survey in grades 7 and 8 were used. Participants reported on life satisfaction, depressive symptoms, and connectedness with peers and adults at home, school and in the community. We used Latent Profile Analysis to identify connectedness profiles at both time points, and Latent Transition Analysis to examine transitions in connectedness profiles over time. Multiple regression analyses examined the associations between profile membership in grade 7 and mental well-being in grade 8, and the associations between transitions in profile membership (i.e., increase vs. decrease in connectedness over time) and mental well-being. Connectedness in multiple domains in grade 7 was related to significantly higher levels of mental well-being in grade 8, controlling for demographics, well-being in grade 7, and COVID-related mental health worries. Well-being was highest when students felt highly connected in all domains and lowest when they felt lower levels of connection. Increases in connectedness were associated with improvements in mental well-being and decreases with a decline in well-being over time. Experiencing connectedness with peers and adults is critical for the mental well-being in early adolescence. Providing opportunities to connect is important in the context of major societal challenges such as the COVID-19 pandemic.

Longitudinal associations between resting-state, interregional theta-beta phase-amplitude coupling, psychological distress, and wellbeing in 12-15-year-old adolescents.

Cross-frequency coupling between the phase of slower oscillatory activity and the amplitude of faster oscillatory activity in the brain (phase-amplitude coupling; PAC), is a promising new biological marker for mental health. Prior research has demonstrated that PAC is associated with mental health. However, most research has focused on within-region theta-gamma PAC in adults. Our recent preliminary study found increased theta-beta PAC was associated with increased psychological distress in 12 year olds. It is important to investigate how PAC biomarkers relate to mental health and wellbeing in youth. Thus, in this study, we investigated longitudinal associations between interregional (posterior-anterior cortex) resting-state theta-beta PAC (Modulation Index [MI]), psychological distress and wellbeing in N = 99 adolescents (aged 12-15 years). In the right hemisphere, there was a significant relationship, whereby increased psychological distress was associated with decreased theta-beta PAC and psychological distress increased with increased age. In the left hemisphere, there was a significant relationship, whereby decreased wellbeing was associated with decreased theta-beta PAC and wellbeing scores decreased with increased age. This study presents novel findings demonstrating longitudinal relationships between interregional, resting-state theta-beta PAC and mental health and wellbeing in early adolescents. This EEG marker may facilitate improved early identification of emerging psychopathology.

Warm and Harsh Parenting, Self-Kindness and Self-Judgment, and Well-Being: An Examination of Developmental Differences in a Large Sample of Adolescents.

Objectives: This study aimed to examine the associations between warm and harsh parenting and adolescent well-being, and the mediating effects of self-kindness and self-judgment, in relationships. Moreover, this study investigated developmental differences across three adolescence stages (early, middle, and late). Methods: In total, 14,776 Chinese adolescents (mean age = 13.53 ± 2.08, 52.3% males), including individuals in early (10-12 years old, N = 5055), middle (13-15 years old, N = 6714), and late adolescence (16-18 years old, N = 3007) participated in this study. All the adolescents rated their levels of warm and harsh parenting, self-kindness and self-judgment, and well-being. Structural equation modeling (SEM) was adopted to examine the mediation model. Multi-group analysis was conducted to investigate differences in the mediation model across the different developmental stages. Results: Both warm and harsh parenting were related to adolescent well-being through the mediating effects of self-kindness and self-judgment. However, warm parenting exerted a more substantial impact on adolescent well-being. Self-kindness had a more robust mediating effect than self-judgment in relationships. Moreover, harsh parenting had a weaker impact on adolescent well-being in late adolescence than in early and middle adolescence. Warm parenting had a more significant impact on adolescent well-being in early adolescence than in middle and late adolescence. Conclusions: Overall, warm parenting had a more substantial effect than harsh parenting on adolescent well-being. The findings also highlighted the crucial mediating effect of self-kindness in the relationships between parenting and well-being. Moreover, this study also indicated the importance of warm parenting in early adolescence. Intervention programs should focus on enhancing the level of warm parenting to promote self-kindness in adolescents, in order to improve their well-being.

Индивидуальные траектории динамики психологического благополучия в зависимости от личностных черт и осознанной саморегуляции

Background. The relevance of study is determined by society’s demand for searching the resources for maintaining psychological well-being (PWB) and positive development of students in a changing educational environment. Objective. To study individual trajectories of the PWB dynamics depending on the level of conscious self-regulation development and personality features of younger adolescents educated in grades 4-6 of comprehensive school. Methods. Russian-language version of the questionnaire “Well-Being Manifestation Measure Scale” (Morosanova, Bondarenko, Fomina, 2018); “Big Five Questionnaire – Children version (BFQ-C)” (Russian adaptation by Malykh, Tikhomirova, Vasin, 2015); V.I. Morosanova‘s “Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)” (Morosanova, Bondarenko, 2017). Statistical analysis was carried in JASP software, version 0.17.2.1 using the Latent Growth Curve Modeling (LGCM). Sample. 120 pupils (58 boys) educated in one school of Kaluga took part in the longitudinal study. Results. The study results demonstrate that individual differences in PWB level of younger adolescents in the 4th grade are determined by the general level of conscious self-regulation as well as the personality features of extraversion and agreeableness. The specifics of individual PWB trajectories in the period from 4th to 6th grade depend on the level of conscious self-regulation. In particular, the higher the level of self-regulation the less is the risk of decline in PWB during 4-6th grades. Gender contributes to psychological well-being only in the 4th grade: its level is higher in boys compared to girls. Conclusion. New data have been obtained allowing to expand theoretical knowledge about regulatory and personal predictors of psychological well-being in early adolescence.

Patterns of students' well-being in early adolescence: A latent class and two-wave latent transition analysis.

Adolescence is a developmental stage with high risks in terms of psychological challenges and adjustments related to subjective well-being. Thus far, the findings reported a general decrease in school-related well-being over time. We considered well-being a multidimensional and latent construct that included both feeling good and functioning well at the individual level, and focused on the interplay between hedonic and eudemonic factors. Data of N = 377 high school students in Switzerland were used by conducting an online longitudinal study with two waves. Baseline data was gathered in autumn 2019 and the subsequent time point occurred 1 year later (2020; grades seven and eight). By applying a person-oriented analytical approach via latent class and latent transition analyses, we were able to identify and compare longitudinally three distinct well-being patterns and the respective trajectories. Regarding the distribution of the well-being patterns for both waves, significant changes over time were identified: particularly from wave 1 to wave 2, where there was an increase for the low and high well-being patterns, yet a decrease for the middle pattern. Comparing the stability of the respective patterns over time, the high well-being level showed the highest stability of all identified patterns. Multinomial logistic regression of covariates to the identified latent status membership established for both waves showed low but significant effects of socio-demographic variables. At wave 1, having a migration background was associated with a significant increase of being in a low versus high well-being level pattern. At wave 2, being female was associated with a significant increase of being in a low versus high and in a middle versus high well-being pattern.

The Role of Gender in the Relation Among Anxiety, Theory of Mind, and Well-Being in Early Adolescents

The relation between cognition and life satisfaction is shaped by several factors. The present research investigated whether mindreading skills are linked to subjective well-being and anxiety during the transition into adolescence. Specifically, our aim was to investigate individual differences in those constructs and gendered relational patterns. A sample of 142 Italian sixth- and seventh-graders (84 boys, M = 11.83 years, SD = 6.87 months) completed a theory-of-mind task, and questionnaires on perceptions of different anxiety subtypes and life satisfaction. In the total sample, no interrelations were found among the variables. Nonetheless, mediation analyses conducted separately by gender showed that, only among girls, higher theory-of-mind scores were associated with lower perception of life satisfaction through the mediation of higher generalized anxiety levels. Results suggest that the approach to adolescence may provide a timely intervention window to develop preventive programs that target internalizing symptoms and their cascade effects on young people’s well-being.

A classroom-based pilot of a self-compassion intervention to increase wellbeing in early adolescents

A Classroom-Based Pilot of a Self-Compassion Intervention to Increase Wellbeing in Early adolescents Abstract Objective: Our first aim was to examine the effect of a 4-week self-compassion-based intervention on emotional well-being in a school classroom of early adolescents. The second aim was to evaluate feasibility and acceptability of the program within a classroom setting. Design: This study was a pre–post pilot design utilizing paired sample t -tests to examine within-person changes in the outcome measures prior to, and following, the intervention. Bivariate correlations were also used to assess covariation between the pre-to-post change scores in self-compassion and the pre-to-post change scores in the outcome measures. Setting: The intervention was conducted during a wellbeing class at a culturally diverse secondary school. Participants: The sample comprised 18 students aged 12- to 14-years old ( M age = 12.44, SD = 0.61). Intervention: A brief self-compassion-based program, Be Kind to Yourself, Inspire Others, was developed specifically for early adolescents and delivered across four 70- minute lessons. Main outcome measures: The outcome measures were self-compassion, resilience, perceived stress, social and general anxiety, and peer and school connectedness. Results: Findings revealed significant increases in self-compassion, resilience, and peer connectedness, and significant decreases in social and general anxiety at posttest, with small to medium effect sizes (Hedges’ g = 0.30–0.67). No significant differences were found for perceived stress and school connectedness. Pre-to-post changes in self-compassion covaried with pre-to-post changes in resilience and peer connectedness. Feasibility and acceptability were high. Findings suggest that a brief, classroom-based self-compassion intervention may be feasible and effective in improving indicators of emotional well-being among early adolescents.

South African child report of caregiver attunement as a mechanism to decrease engagement in risky sexual situations and depression

ABSTRACT Research regarding South African caregivers’ protective parenting behaviors that can improve youth well-being in early adolescence is limited. Therefore, this study explored the affective and protective aspects of adult caregiving that influence mental health and possible engagement in sexual situations among Black South African early adolescents. Structural Equation Modeling was employed using baseline data from 577 youth to examine caregiver communication’s mediating effect on the relationship between child-report of caregiver attunement, child depressive symptoms, and possible engagement in sexual situations. The findings suggested that Black South African caregivers can provide a protective role in reducing the risk of engagement in sexual situations while improving child mental health. Therefore, caregiver communication and attunement are vital mechanisms that build family resilience and child well-being.

Caregiver and family-focused interventions for early adolescents affected by armed conflict: A narrative review

IntroductionArmed conflict is damaging to children’s emotional and physical well-being and blunts normal development trajectories when experienced during sensitive growth periods such as early adolescence, typically defined as 10–14 years of age. Caregivers play a critical role in building and strengthening resilience in adverse events across the life course. The purpose of this article is to identify and explore the existing evidence on caregiver- and family-focused interventions to improve adolescent health and well-being. MethodsA scoping review of peer-reviewed and gray literature on interventions to improve health and resiliency that engage young adolescents and parent/caregivers in low-and-middle income countries affected by conflict. ResultsOf the 4698 articles screened, 14 articles detailing results from 12 interventions met the scoping inclusion criteria. DiscussionInterventions have historically aimed to address psychological difficulties associated with armed conflict while measuring early adolescent internalizing and externalizing behavior outcomes and parenting quality outcomes. Future research should give additional attention to children’s regulation of behavior by their parents and to the economic and safety issues that threaten the health and well-being of early adolescents and their families. Lastly, program developers should ensure that interventions are appropriately adapted to local cultural and geopolitical contexts by collaborating closely with local communities and stakeholders.

Basal ganglia correlates of wellbeing in early adolescence

It has been suggested that biological markers that define mental health are different to those that define mental illness. The basal ganglia changes dramatically over adolescence and has been linked to wellbeing and mental health disorders in young people. However, there remains a paucity of research on wellbeing and brain structure in early adolescence. This cross-sectional study examined relationships between grey matter volume (GMV) of basal ganglia regions (caudate, putamen, pallidum and nucleus accumbens) and self-reported wellbeing (COMPAS-W), in a sample of Australian adolescents aged 12 years (N = 49, M = 12.6, 46.9% female). Significant negative associations were found between left hemisphere caudate GMV and scores on ‘total wellbeing’, ‘composure’ and ‘positivity’. The results of this study indicate that smaller caudate GMV at age 12 is linked to increased subjective wellbeing. While seemingly counter-intuitive, our finding is consistent with previous research of decreased GMV in the pons and increased COMPAS-W scores in adults. Our results suggest that protective neurobiological factors may be identifiable early in adolescence and be linked to specific types of wellbeing (such as positive affect and optimism). This has implications for interventions targeted at building resilience against mental health disorders in young people.

Sexual wellbeing in early adolescence: a cross-sectional assessment among girls and boys in urban Indonesia

BackgroundEarly adolescence (ages 10–14) is a critical period of physical, cognitive, social and emotional development, which affect sexual and reproductive health and rights (SRHR). Yet, little is known about positive or healthy aspects of sexuality development during this period of life, especially in South East Asia where sexual norms remain restrictive. The objective of this study is to assess the prevalence and correlates of sexual wellbeing among early adolescent girls and boys ages 10–14 years in Indonesia.MethodsData for this cross-sectional study were collected as part of the Global Early Adolescent Study via a school-based survey in three Indonesian urban sites in 2018 (N = 4309). We assessed the prevalence of multiple indicators of sexual wellbeing (e.g. SRHR knowledge and communication, gender attitudes, body satisfaction, self-efficacy, freedom from violence) and tested for differences by sex using Chi-square, Student t-test, and Wilcoxon rank-sum test. Multivariable logistic regression models were used to assess the adjusted odds ratio of selected indicators in relation to sociodemographic factors, romantic relationship status, and sexual activities.ResultsThe mean age of students was 12 years (53% girls); 90% had started puberty. SRHR knowledge and communication was low overall, but higher among boys than girls. Boys were more likely than girls to report high body satisfaction, less feelings of guilt in relation to sexuality, but also to have experienced physical peer violence. In contrast, girls were more likely to hold gender equal attitudes, greater perceived self-efficacy to say ‘no’, and to report being bullied by boys. In multivariable models, romantic relationship experiences, perceived voice (boys and girls) and decision-making (girls) were associated with three or more indicators of sexual wellbeing.ConclusionsWhile young adolescents in Indonesia score high on some aspects of sexual wellbeing, misconceptions, feelings of guilt and uncertainties related to sexuality are common, with clear gender differences. These findings confirm the need for comprehensive sexuality education that begins early in adolescence.

Social Media, Depressive Symptoms and Well-Being in Early Adolescence. The Moderating Role of Emotional Self-Efficacy and Gender.

The study of the psychological effects of social media use on adolescents’ adjustment has long been the focus of psychological research, but results are still inconclusive. In particular, there is a lack of research on the positive and negative developmental outcomes and on possible moderating variables, especially concerning early adolescence. To fill these gaps in literature, the present study longitudinally investigated the relationships between social media use, depressive symptoms, affective well-being and life satisfaction, as well as the moderating role of emotional self-efficacy and gender. The study involved 336 Italian early adolescents (mean age = 13, sd = 0.3; 48% girls) who completed an anonymous self-report questionnaire twice within a year. Main results showed that higher social media use was related to higher depressive symptoms, lower affective well-being and lower life satisfaction among girls with lower emotional self-efficacy. Conversely, high social media use was related to higher affective well-being and higher life satisfaction for girls with higher emotional self-efficacy. Results are discussed in relation to their implications for risk prevention and health promotion among early adolescents. In particular, our results suggest that promoting emotional self-efficacy can be very helpful in making the use of social media an opportunity for well-being and life satisfaction rather than a developmental risk.

Insights into adolescent well-being from computerised analysis of written language.

To examine associations between patterns of language use and early adolescent well-being. Participants were 1763 Australian 11- to 12-year-olds in the Child Health CheckPoint. Six patterns of language use were identified from a writing activity using Linguistic Inquiry and Word Count and factor analysis: Acting in the present and future, Positive emotion, Gender and relationships, Self-aware, Inquisitive and time focused, and Confident. Well-being measures represented a spectrum from negatively to positively framed psychosocial health. Associations between language use and well-being were estimated using linear regression adjusted for age, sex and social disadvantage. Positive emotion (high emotional tone, positive emotion) was associated with better general well-being (standardised regression coefficient (SRC) 0.05; 95% confidence interval 0.00 to 0.11; p=0.04), life satisfaction (0.06; 0.01 to 0.11; p=0.03), psychosocial health (0.07; 0.02 to 0.12; p=0.01) and quality of life (QoL) (0.06; 0.01 to 0.11; p=0.02). Similarly, Self-aware (high first person singular pronouns, authentic, low clout) was associated with better general well-being, life satisfaction and psychosocial health (SRC 0.05, 0.09, 0.08), but Confident (high clout, first person plural pronouns, affiliation) was associated with worse life satisfaction, psychosocial health and QoL (SRC -0.06, -0.09, -0.06). If replicated in 'real-world' settings (e.g., social media), language patterns could provide naturalistic insights into early adolescents' well-being.

The relationship between eudaimonic wellbeing, emotional intelligence and affect in early adolescents

This study aims to analyse the relationship between eudaimonic well-being, emotional intelligence and affects in early adolescents. Eudaimonic well-being is based on the development of personal skills, based on the premise that people are happy if they have a life purpose, challenges and growth. Emotional intelligence and affects can play a key role in this. The sample analysed comprised 344 first- and second-year secondary school students, aged 12 to 15 years (49.13% boys; M age = 12.86 years), and the relationship between the three target constructs – eudaimonic well-being, affects and emotional intelligence – was analysed. The survey was designed as a lateral study based on natural groups. The instruments used were the Eudaimonic well-being questionnaire, the Emotional intelligence questionnaire and the Positive and negative affect scale for children and adolescents. The results show that these constructs are related to one another. One in three participants yielded low scores in terms of eudaimonic well-being, emotional intelligence and positive affects. One in three yielded high values. The study also analysed the mediating role that emotional intelligence plays in well-being, which is increased when affects play a mediating role. According to our research, the emotional intelligence has a direct positive effect on well-being of 0.31 (p < 0.001), with a total effect (direct + indirect effects) mediated by positive and negative affects of 0.48 (p < 0.001), which suggests that positive and negative affects directly mediate the relationship between EI and eudaimonic well-being. Regression analysis revealed that three of the components of emotional intelligence (emotional self-awareness, emotional regulation and the use of emotions in problem-solving) and positive and negative affects can be used to predict eudaimonic well-being, with an aggregate variance of 70.2%. It is concluded that emotional intelligence and affects play a role in eudaimonic well-being in early adolescents. Therefore, early emotional and affective training can lead to an increase in eudaimonic well-being, which opens interesting avenues for future research.

Subjective Well-Being in Early Adolescence: Observations from a Five-Year Longitudinal Study

This article aims to redress the lack of longitudinal studies on adolescents’ subjective well-being (SWB) and highlight the relevance of knowledge deriving from such research in designing public policies for improving their health and wellbeing in accordance with the stage of development they are in. To achieve this, the evolution of SWB during early adolescence (in adolescents aged between 10 and 14 in the first data collection) was explored over a five year period, considering boys and girls together and separately. This involved comparing different SWB scales and contrasting results when considering the year of data collection versus the cohort (year of birth) participants belonged to. The methodology comprised a generalized linear mixed model using the INLA (Integrated Nested Laplace Approximation) estimation within a Bayesian framework. Results support the existence of a decreasing-with-age trend, which has been previously intuited in cross-sectional studies and observed in only a few longitudinal studies and contrasts with the increasing-with-age tendency observed in late adolescence. This decrease is also found to be more pronounced for girls, with relevant differences found between instruments. The decreasing-with-age trend observed when the year of data collection is taken into account is also observed when considering the cohort, but the latter provides additional information. The results obtained suggest that there is a need to continue studying the evolution of SWB in early adolescence with samples from other cultures; this, in turn, will make it possible to establish the extent to which the observed decreasing-with-age trend among early adolescents is influenced by cultural factors.

The Validity and Reliability of Subjective Well-Being Instruments in Early Adolescents

The research aimed to produce empirical evidence about the validity and reliability of subjective well-being instruments by modifying the instruments. The research’s subjects were 394 early adolescent respondents ranging in age from 12-13 years old in Sleman regency, Yogyakarta, using a random sampling technique. The validity of subjective well-being instruments was measured by using expert judgment and calculating Gregory’s formula. Instrument reliability was measured by Cronbach’s Alpha calculation. The results show that the subjective wellbeing instrument in the modified early adolescents has good validity and reliability so that the modification of this instrument can be used to measure the condition of subjective well-being in early adolescents in Indonesia.

CHANGES IN PHYSICAL ACTIVITY, PHYSICAL FITNESS AND WELL-BEING FOLLOWING A SCHOOL-BASED HEALTH PROMOTION PROGRAM

PURPOSE: School-based physical activity (PA) has mostly been examined in a preventive perspective. The purpose of this study was to examine the changes in physical activity, physical fitness and psychosocial well-being in early adolescents after the implementation of a school-based health promotion program in secondary school. METHODS: Four municipalities with 15 secondary schools in Telemark County, Norway, were recruited into an intervention or a control group. A total of 644 pupils participated in the study (response rate: 79%). The schools in the intervention group implemented the Active Healthy Kids program, where the physical activity component consisted of: (1) 120 min/week of physically active lessons (PAL), (2) 25 min/week of physical active breaks during classroom lessons and (3) 135 min/week of curriculum based normal physical education. Primary outcome was physical activity assessed by accelerometer and expressed as counts per minutes. Secondary outcomes were sedentary time, physical fitness, vitality, school effort and health-related quality of life in the five domains; physical health, psychological wellbeing, parent, peers and school environment. RESULTS: There was a Group X Time effect for school-based, but not full-day, physical activity (p=0.005), and for cardiorespiratory fitness (p=0.02) and vitality (p=0.008). A Group effect was found for the perceived exerted effort in class (p<0.001) and the health-related quality of life domains “psychological well-being” (p=0.04) and “school environment” (p<0.001). CONCLUSIONS: A multi-component, school-based, health-promotion intervention with emphasis on the use of PAL led to positive changes in school-based physical activity, cardiorespiratory fitness, vitality and health-related quality of life among early adolescents in a county with poor public health profile. This might have implications for the development and promotion of general health and well-being throughout adolescence. Trial registration: Approved by the Norwegian Data Protection Services (ID 54327), and registered in ClinicalTrials.gov, (ID NCT03906851).

Self-Regulation and Psychological Well-Being in Early Adolescence: A Two-Wave Longitudinal Study.

This paper addresses the question of whether self-regulation capacities are a significant psychological resource of schoolchildren’s psychological well-being. The study contributes to the search of significant predictors of the students’ psychological well-being. Moscow secondary schools pupils (N = 239) participated in a two-wave longitudinal study, the procedure being made in the 4th grade and repeated in the 5th grade, six months after the first measurement. The results are presented describing the dynamics of manifestations of the psychological well-being and the conscious self-regulation of the schoolchildren during their transition from the primary to the middle school. Using the cross-lagged panel analysis allowed concluding that the level of conscious self-regulation of the learning activity of the 4th graders significantly predicts their psychological well-being not only in the 4th grade, but also in the 5th grade. The study revealed the specific regulatory predictors characteristic of different manifestations of the schoolchildren’ psychological well-being. The obtained results highlight the significance of research on the conscious self-regulation of learning activities as a resource for pupils’ psychological well-being, which is predictive for its maturation in the subsequent ages.