Studies have shown that self-efficacy, aspirational, and other psychosocial influences account for considerable variance in academic achievement through a range of mediational pathways, although no research to date has tested the mediational relationships identified. The present research investigated the structural relations among self-efficacy, academic aspirations, and delinquency, on the academic achievement of 935 students aged 11-18 years from ten schools in two Australian cities. The Children's Self-Efficacy Scale, Adapted Self-Report Delinquency Scale (Revised), and Children's Academic Aspirations Scale were administered to participants prior to academic achievement being assessed using mid-year school grades. Structural equation modeling was employed to test three alternative models for the relationships from academic, social, and self-regulatory efficacy on academic achievement. A partial mediation model showed the best overall fit to the data. Academic and self-regulatory efficacy had an indirect negative effect through delinquency and a direct positive effect on academic achievement. Academic and social self-efficacy had positive and negative relationships, respectively, with academic aspiration and academic achievement; however, the relationship between academic aspiration and academic achievement was not significant in the final model.

Her research interests include at-risk children and adolescents, mental health in adolescents and adults, cognitive-behavioural interventions, and self-regulation.

Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the COVID pandemic, surveyed 749 Australian teachers to explore their experience of work-related stress and burnout; differences in stress and burnout across different demographic groups within the profession; as well as the contributing role of intrapersonal and environmental factors, particularly, emotion regulation, subjective well-being, and workload. Results showed over half of the sample reported being very or extremely stressed and were considering leaving the profession, with early career teachers, primary teachers, and teachers working in rural and remote areas reporting the highest stress and burnout levels. Conditional process analyses highlighted the importance of emotion regulation, workload and subjective well-being in the development of teacher stress and some forms of burnout. Implications for educational practice are discussed.

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. Her research activities focus on the selfregulatory processes of adolescent behaviour and child and adolescent emotional and behavioural difficulties. She has been particularly concerned with developing innovative multimedia methods and strategies for enhancing the engagement and motivation of at-risk children and youth to bring about positive change in their lives. Address: School of Education, The University of Queensland, Brisbane Q 4072, Australia. Email: a.carroll@uq.edu.au 3 Impacts of the Use of Social Networking on Social and Emotional Well-Being of Adolescents in Australia AbstractTechnology and social networking tools and sites are changing the way that young people build and maintain their social connections with others (Boyd & Ellison, 2008). This study 4Identity formation and social development are key components occurring during adolescence.