Trait emotional intelligence and behavioral problems among adolescents: A cross-informant design

This study examined how self and parental ratings of trait emotional intelligence (trait EI), relate to self and parental ratings of internalizing and externalizing problems. A total of 263 adolescents between 13 and 17 years and their parents participated in the study, completing two forms of the Trait Emotional Intelligence Questionnaire (TEIQue-AF and TEIQue-360°) and the Child Behavior CheckList (CBCL-YSR and CBCL-parents’ report). Results revealed a strong correspondence between father and mother ratings, especially for externalizing problems. A doubly MANOVA, with gender as the between-subjects variable, rating source (father, mother, and adolescent) as the within-subjects variable, and the four trait EI factors as dependent variables revealed a significant effect of ratings. Both fathers and mothers attributed higher Well-being and Self-control to their children than the children attributed to themselves. The findings showed that while multisource ratings of trait EI generally converge, they are differentially predictive of external criteria.     

Perceived emotional intelligence and self-efficacy among Chinese secondary school teachers in Hong Kong

One hundred and fifty-eight secondary school teachers were assessed on their perceived emotional intelligence (Schutte et al., 1998) and general self-efficacy and self-efficacy toward helping others ( Schwarzer, 1993). An item factor analysis yielded four dimensions of perceived emotional intelligence, leading to the construction of four corresponding empirical scales. Teachers scored most highly on positive utilisation and emotional appraisal, followed by empathic sensitivity and positive regulation. Using the four components of perceived emotional intelligence as predictors of self-efficacy beliefs, positive regulation emerged as the significant predictor in predicting general self-efficacy whereas empathic sensitivity emerged as the significant predictor in predicting self-efficacy toward helping others. Implications of the findings for exploring the relationships between various components of perceived emotional intelligence and various specific self-efficacy beliefs for different groups of teachers and the need for further studies using longitudinal data are discussed.     

Demography, psychosocial factors, and emotional problems of Korean American adolescents

This study attempted to identify emotional problems and examine the related demographic and psychosocial factors of 340 Korean American adolescents in a major metropolitan area. Results revealed that lower GPA, longer length of residence in the United States, subjects' poor self-esteem, greater severity of conflict with parents, and poor relationships with peers were significant predictors of emotional problems. The findings could be beneficial for social work practitioners and educators in determining the service needs of Korean American adoelscents and designing interventions for their problems.     

The role of perceived parental socialization practices in school adjustment among Norwegian upper secondary school students

Background Lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but few studies have focused on school adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim The primary objective of this study is to explore the relative and unique influence of parental support, behavioural control and psychological control (overprotection and autonomy granting) in school adjustment among upper secondary school students. Sample The sample consisted of 564 students (15–18 years of age) in vocational and general educational courses from one upper secondary school in western Norway. Method The study was conducted as a survey. All data were based on adolescent reports, except for absence data, which were provided by the school. Results The results showed that perceived parental practices accounted for moderate, but statistically significant amounts of variance in different aspects of school adjustment. Conclusions The findings indicate that perceived parental socialization practices are only moderately associated with school adjustment among upper secondary school students. This probably reflects the fact that the influence of specific parenting practices declines as children and young adolescents mature into late adolescent students.     

Associations of social and emotional competencies,academic efficacy beliefs,and emotional distress among students in lower secondary school

Social Psychology of Education - This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to...     

A longitudinal examination of factors predicting anxiety during the transition to middle school

Abstract

The transition from elementary to middle or junior high school is commonly regarded as a period of stress and turmoil for young adolescents, and has been associated with changes in anxiety and other psychological problems. However, less is known about risk and resilience factors that may predict these changes. This study examined changes in anxiety, as well as predictors of these changes among 77, predominantly Caucasian (88%), male and female (52%) adolescents from Grades 6 to 8. Repeated measures analysis of variance was conducted to examine the predicted grade and gender differences. Multiple regression analyses were conducted to examine the prediction of eighth grade anxiety symptoms by sixth grade self-worth, perceived social acceptance, and social support, as well as the potential moderating role of gender in these relations. Results suggested a significant decrease in anxiety, particularly social anxiety, over this period for boys but not girls. Examination of predictors of changes in anxiety suggested that, in general, global self-worth, social acceptance, and gender were each associated with overall and social anxiety. Findings are integrated with extant literature on developmental changes associated with anxiety and school transitions and clinical implications of these findings are discussed.     

Early drinking onset: A study of prevalence and determinants among 13‐year‐old adolescents in Norway

Early drinking onset is associated with different psychosocial adjustment problems among adolescents. The aim of this study was to assess determinants associated with early drinking and to identify factors predicting early drinking onset among adolescents. The study included 1,550 eighth‐graders with a mean age of 13.5 years from 41 schools. A total of 24% (boys 29%, girls 19%) had ever drunk alcohol, while 14% had drunk some alcohol in the last 30 days. Further, early drinking was associated with gender, religion, school performance, smoking and bullying in the bivariate tests. Predictors of early drinking onset were identified by generalized linear mixed models with two multivariable models created. The first model included social and environmental variables. Entering intentions, expectancies, attitudes and norms into the multivariable analysis resulted in a significant improvement of the model fit constituting 86% in the second model. The percentage correctly classified those (56%) who had been drinking in the second model which was two times higher compared to the first model. Gender, religion and smoking emerged as significant predictors of drinking in both models.     

Profiles of emotional intelligence and demotivation to attend school in Chilean adolescents

The aim of this study was twofold: to identify different emotional intelligence (EI) profiles and to verify possible statistically significant differences in school refusal factors that result in a demotivation to attend school. Participants were 2362 Chilean adolescents aged from 13 to 17 (M?=?15.25; SD?=?1.33), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the School Refusal Assessment Scale-Revised (SRAS-R). Cluster analysis identified four EI profiles: high scores in repair and low in attention, high scores in attention and low in clarity and repair, low EI and high EI. Students with high scores in attention and low in repair scored higher in the first three factors of the SRAS-R, whereas in the fourth factor of the SRAS-R, students with high EI had significantly higher scores. Emotional regulation seems to be one of the determinant factors to prevent the appearance of school refusal. Based on these findings, we recommend that EI training be a part of future programs to overcome school attendance demotivation issues.     

Importation and deprivation factors influencing teacher-targeted aggression among secondary school students in Germany: A multilevel analysis

Relying on an importation and deprivation framework, the study assessed a variety of risk factors associated with self-reported teacher-targeted aggression among ninth grade students (n = 5,673). Using a cross-sectional school survey conducted in one German federal state, two forms of teacher-targeted aggression were assessed: verbal (insulting, threatening, and mocking) and physical (beating and pushing) aggression. Every ninth student reported verbal aggression, while 0.5% of students reported physical aggression against teachers. Multilevel probability models showed that individual importation factors (low self-control, male gender, and exposure to severe parental violence), together with individual deprivation factors (repeated victimization by teachers and low school achievement) play a role in explaining teacher-targeted aggression. The school-level deprivation factor of negative teacher–student relationships was also relevant, whereas low teacher control and attending lower-level schools were unrelated to the perpetration of teacher-targeted aggression. The present study stresses the need to acknowledge the multilevel etiology of teacher-targeted aggression.     

中学生自我同一性地位、情绪表达及其相关研究

本文根据埃里克森、玛西娅、加藤厚等人的自我同一性理论,对某中学初一至高三学生的自我同一性及情绪表达进行问卷调查研究。研究发现,中学生自我同一性发展各个维度总体呈"低-高-低-高"的发展趋势。高一是自我同一性发展的转折时期,在现在的自我投入上处于低谷,与其他各年级存在显著性差异。同时自我同一性度数分布也存在显著性差异。中学生的正性情绪表达在性别上存在显著差异。从初一至高三,学生的情绪表达三个维度都呈下降趋势,高二、高三学生的正性情绪表达、负性情绪表达、情绪表达强度显著低于初一、初二学生。中学生现在的自我投入和将来自我投入的愿望与正性情绪表达呈显著正相关。     

Academic performance and participation in physical activity by secondary school adolescents

This study investigated the relationship between adolescents' academic performance and participation in physical activity. 232 boys and girls from Years 8-11 (ages 13-16 years) were randomly selected, and their academic performance was assessed on previous examination scores in English, Mathematics, and Science. Participants were also asked to list all the sports based physical activities in which they normally participated during a typical week and to indicate how many times per week they took part in each activity and the duration of each. Overall, no significant correlations were found, although weak negative correlations were recorded between the amount of time (in minutes) in sport and exercise and English scores for children ages 13, 14, and 16 years. A similar association was also noted for Science scores of children 16 years old.     

Pitfalls in the psychoeducational assessment of adolescents with learning and school adjustment problems

Over the past decade there has been a growing interest on the part of educators, medical specialists, mental health personnel, and the lay public in the diagnosis, evaluation, and remediation of specific learning disabilities in the school-age child. This paper attempts to show through case illustrations of five high school-age adolescents how parents can seek from clinical evaluators a diagnostic impression of primary learning disability for their nonlearning disabled children; how this otherwise legitimate diagnostic category can be inappropriately used in the service of denying the salient individual, emotional, and family system factors at work in the school-related difficulties; and how the label of learning disability can work as a formidable resistance on the part of the family when, following comprehensive, in-depth assessment, professional recommendations focus less on specific educational remediation and more on the need for individual or family psychotherapy. Suggestions are made for dealing with this clinical issue.     

Gender differences in emotional support and depressive symptoms among adolescents: A prospective analysis

Investigated components of perceived emotional support, including support from family members, nonfamily adults, and peers, as predictors of depressive symptoms in a sample of 333 high school students (age 14-18) using a prospective design. Analyses of panel questionnaire data at two points in time suggest there are significant gender differences both in the quality of perceived support reported by adolescents and in the importance of support variables as predictors of depressive symptoms. Although there are no gender differences in the magnitude of perceived support from family members, girls report higher emotional support from both nonfamily adults and peers than boys report. Simple correlations between family support and depression are significantly stronger for girls than for boys. Results of hierarchical regression analyses, controlling for initial level of symptoms, reveal that whereas both nonfamily adult and friend components of perceived support are significant predictors of changes in symptoms for girls, none of these variables significantly predicts changes in symptoms for boys in this sample. In addition, initial symptoms predict changes in family support for girls but not for boys.     

School competence and emotional/behavioral problems among Norwegian school children as rated by teachers on the Teacher Report Form

Of 1,409 eligible children aged 6-13 years in grades 1 to 7 who were randomly selected from a national sample of Norwegian schools, 858 participated in the present study (60.9%). The sample was stratified by school centrality, region and size of grade cohort. The teachers assessed their children's academic performance, adaptive school functioning, and levels of emotional/behavioral problems using the 2001 version of the Teacher Report Form (TRF). Only one child was randomly selected from each grade cohort. Girls had significantly higher scores than boys in the Working Hard, Appropriate Behavior, Learning, and Total Adaptive Functioning domains. For girls, only the Working Hard domain was of medium effect size. While boys had significantly higher scores than girls on Attention, Thought Problems, Rule-Breaking, Aggression, Externalizing Problems and Total problems, only Attention Problems showed a medium effect size. Significant sex by age interaction effects were also found for Rule-Breaking, Externalizing, Internalizing, Anxious-Depressed and Total Problems. In all these comparisons, 10-13-year-old boys had significantly higher scores than 6-9-year olds, while girls had similar problem levels across age groups. Our mean Total Problems score (17.2) was lower than the grand mean (21.6) reported in a multi-country comparison but higher than in another Norwegian large-scale survey. Overall, our findings indicate that teachers in Scandinavia report, just as do parents, relatively low levels of emotional/behavioral problems among school-aged children.     

Health-related quality of life in transgender adolescents: Associations with body image and emotional and behavioral problems

Background: Transgender adolescents who apply for treatment often experience a marked increase in body-related distress when entering puberty, accompanied by internalizing problems and poor peer relations. Although adolescence is a time of considerable psychosocial and physical change, generally associated with a decline in health-related quality of life (HRQoL), research on HRQoL in transgender youth and possible predictors is sparse. This study thus aims to explore the predictive value of body image factors and emotional and behavioral problems for HRQoL.

Methods: This cross-sectional one-group observational study was carried out at the Child and Adolescent psychiatric department (Gender Identity Service) in Hamburg, Germany. A sample of n = 126 (103 trans male and 23 trans female) adolescents, who were referred for counseling and/or treatment completed different standardized instruments before undergoing any sort of treatment. Firstly, five dimensions of HRQoL were explored in transgender adolescents and secondly, a linear regression model was applied to assess the impact of body image and emotional and behavioral problems on overall HRQoL.

Results: HRQoL was generally impaired in transgender adolescents compared to norm scores, especially with regard to aspects of psychological and physical well-being. Linear regression analysis revealed that greater internalizing problems and less body satisfaction significantly predicted lower HRQoL outcomes.

Conclusions: Impaired HRQoL may be explained by high degrees of internalizing problems and low body satisfaction. Thus, one important aim of mental health professionals working with youth should be to provide appropriate treatment and counseling options that may contribute to overall well-being in the long-term.     

Prevalence and correlates of gambling among 16 to 19-year-old adolescents in Norway

There is evidence that young people are at high risk of developing gambling disorders. The prevalence and correlates of gambling among youth therefore merit closer study. During spring 2004, a sample of 1,351 boys and girls (aged 16–19 years) from 151 high-school classes (clusters) participated in an internet survey about gambling. The response rate was 69.8%. The instruments used in the survey were the Hospital Anxiety and Depression Scale, the Alcohol Use Disorders Identification Test and the Massachusetts Adolescent Gambling Screen, in addition to questions about demography. Controlling for the design effect, the estimated prevalence rate was 2.5% for pathological gambling and 1.9% for problem gambling. In all, 7.3% of the boys and 0.6% of the girls fulfilled the criteria for pathological or problem gambling. The results of item analysis of the DSM-IV subscale of MAGS provide support for differential item functioning between boys and girls. A multiple logistic regression analysis revealed that gender (male: OR = 9.09), depression (OR = 9.23), alcohol abuse (OR = 3.62), and dissociation (OR = 1.96) were related to problem and pathological gambling. These results support the view that gambling disorders are best understood as part of an addictive behavior spectrum ( Jacobs, 2000 ).     

The emotional relationship with parents: A validation study of the LEAP among Italian adolescents

Adolescence represents a crucial phase in the individual's development, characterized by significant changes in relationship with parents. The purpose of this study was to validate the Italian version of the Lum Emotional Availability of Parents (LEAP; Lum & Phares, 2005, Assessing the emotional availability of parents, Journal of Psychopathology and Behavioral Assessment, 27, 211–226), a brief self-report questionnaire aimed at exploring the affective quality of the parent–adolescent relationship. A total of 578 adolescents of two age groups (10–14 and 15–20 years) were administered the maternal and the paternal form of the LEAP. Confirmatory factor analysis showed a one-factor solution for both forms. Results suggest that the Italian form of the LEAP can be considered a valid measure to assess the emotional quality of the parent–adolescent relationship, able to highlight differences between early and middle adolescents and to distinguish between maternal and paternal contributions to the parent–child relationship.     

The influence of motivational and emotional factors in mathematical learning in secondary education

IntroductionWhile motivation has, for decades, been investigated as a key component of academic learning and performance, academic emotions have often been left out of the scope of investigation. According to several researchers, mathematics learning seems to be particularly affected by students’ emotions.ObjectiveThis paper is aimed at characterizing the emotions and motivation of eighth grade students in a mathematical setting and highlighting the cluster of emotions–activity emotions vs outcome emotions–which best predict math value, math self-concept, behavioral engagement and math performance.MethodData were collected through questionnaires from 115 students and analyzed through means comparisons and linear regressions.ResultsResults indicated that eighth grade students give a relatively high value to mathematics have a positive mathematics self-concept and are moderately engaged in mathematical tasks. Regression analysis showed that mathematics value and behavioral engagement are better explained by activity emotions while mathematics self-concept and performance are better predicted by outcome emotions.ConclusionThe implications of these findings in terms of educational practices are discussed at the end of this study.