The purpose of this research was to analyze the psychometric characteristics of the short-form UCLA Loneliness Scale (ULS-6) among Palestinian university students. The sample consisted of 288 university students (56% women and 44% men), aged 18-22 years. The psychometric characteristics of the ULS-6 were examined using confirmatory factor analysis, reliability analysis, and criterion-related validity methods. The unidimensionality of the ULS-6 was supported among Palestinian university students. The ULS-6 showed good psychometric characteristics, with adequate internal consistency. In addition, the ULS-6 was negatively correlated with significant others support, family support, friends support, self-esteem and satisfaction with life. The results of the present study suggested that the Arabic version of the ULS-6 constitutes a concise psychometrically sound tool to assess loneliness.
A child’s oncological or chronic disease is a stressful situation for parents. This stress may make it difficult for appropriate management strategies aimed at promoting the child’s wellbeing and helping him or her cope with a disease to be adopted. In particular, this study focuses on the possible connections between the variable national cultural influences and the parental strategies used to cope with a child’s severe disease by comparing the experiences of Italian and Portuguese mothers. The study investigates differences and cross-cultural elements among the coping strategies used by Italian and Portuguese mothers of children with oncological or chronic disease. Two groups of mothers took part: 59 Italian mothers (average age 37.7 years; SD=4.5) and 36 Portuguese mothers (average age 39.3 years; SD=4.6). The tool used was the Italian and the Portuguese versions of the COPE inventory that measures five coping strategies: Social Support, Avoidance Coping, Positive Aptitude, Religious Faith and Humor, Active Coping. There were statistically significant differences between Portuguese and Italian mothers regarding Social Support (F(3, 94)=6.32, P=0.014, ɳ2=0.065), Religious Faith and Humor (F(3, 94)=20.06, P=0.001, ɳ2=0.18, higher values for Portuguese mothers) and Avoidance Coping (F(3, 94)=3.30, P=0.06, ɳ2=0.035, higher values for Italian mothers). Regarding child’s disease, the only statistically significant difference was in Religious Faith and Humor (F(3, 94)=7.49, P=0.007, ɳ2=0.076, higher values for mothers of children with chronic disease). The findings of specific cultural transversalities provide the basis for reflection on important factors emerging on the relationship between physicians and parents. In fact, mothers’ coping abilities may allow health workers involved in a child’s care not only to understand how parents face a distressful event, but also to provide them with professional support.
Compreender a complexidade da problemática do in/sucesso e/ou do abandono escolar, tem sido uma das preocupações dominantes da investigação nas últimas décadas, sendo não só objeto do interesse geral, como também tem vindo a municiar os discursos críticos em relação à dita escola de massas. Neste sentido, a presente investigação incide na análise dos preditores familiares e individuais do rendimento escolar de adolescentes. Participaram neste estudo 222 adolescentes com idades compreendidas entre os 14 e os 16 anos, que frequentavam o 9º ano de escolaridade. Os dados foram recolhidos em escolas secundárias, através do Questionário de Estilos Educativos Parentais e da Escala de Exploração e Investimento Vocacional. O nível de escolaridade das mães, a monitorização parental e o investimento vocacional revelaram-se preditores do rendimento escolar. Os resultados são discutidos à luz de uma abordagem psicossocial sendo retiradas implicações para a intervenção psicológica. Palavras-chave: Desenvolvimento vocacional, Estilos educativos parentais, Rendimento escolar.O insucesso escolar e o abandono precoce da escola são, direta e indiretamente, o resultado de uma sociedade que, no desenho das suas políticas sociais e educativas, não tem realizado os investimentos adequados e necessários para esbater o fenómeno de discriminação oriunda dos contextos mais vulneráveis do ponto de vista social, cultural e económico. Com a globalização, as sociedades que não conseguem travar este fenómeno, tornam-se cada vez menos competitivas e menos influentes. Por conseguinte, há que investir na educação de forma a reduzir o insucesso e consequente abandono escolar, tornando a sociedade mais instruída e qualificada. Para que isso seja possível, importa perceber quais os fatores determinantes e geradores de in/sucesso e abandono escolar.A presente investigação encontra-se inserida num estudo longitudinal iniciado em 2007, e que pretende estudar o percurso escolar de alunos entre o 7º e o 11º anos de escolaridade, analisando decisões e projetos vocacionais e identificando os determinantes do sucesso e insucesso escolar e/ou do abandono da escola. No presente estudo pretende-se identificar as variáveis preditores do rendimento escolar dos alunos, no 9º ano de escolaridade.À luz do modelo bioecológico (Bronfenbrenner, 2001(Bronfenbrenner, /2005, os fatores intra-individuais e os fatores inter-individuais (que se referem ao ambiente envolvente, mais ou menos próximo), 235Os dados apresentados foram recolhidos no segundo momento do estudo longitudinal "Percursos escolares na adolescência: Determinantes socio-cognitivo-motivacionais" desenvolvido no âmbito do Centro de Estudos Euro-Regionais (CEER), pelo Centro de Psicologia da Universidade do Porto, coordenado pelo último autor e foram objeto da tese de Mestrado em Temas de Psicologia na FPCEUP do primeiro autor.A correspondência relativa a este artigo deverá ser enviada para:
RESUMO -Este artigo apresenta uma investigação, realizada em Portugal, sobre a relação entre as representações mentais das crianças acerca dos pais, enquanto figuras de afecto e de disciplina, e a competência social dessas crianças. Participaram no estudo 59 crianças de 8 e 9 anos. As suas representações foram analisadas a partir do conteúdo e da estrutura das narrativas construídas em resposta à Entrevista de Avaliação das Representações das Crianças acerca das Figuras Parentais; a competência social foi avaliada a partir da adaptação portuguesa do Social Skills Rating System -form for teachers, que permite obter valores de habilidades sociais, problemas de comportamento e realização escolar. Os resultados revelam uma relação entre as representações que as crianças têm dos pais como figuras rejeitantes e como figuras punitivas e as habilidades sociais, os problemas internalizados de comportamento e a realização acadêmica, bem como uma relação entre a coerência das representações e a competência social das crianças.Palavras-chave: representações mentais das figuras parentais; crianças de idade escolar; competência social. Children's Mental Representations of Parental FiguresABSTRACT -This article presents a study, performed in Portugal, about the relationship between child mental representations of parents as affection and disciplinary figures, and child social competence. Fifty-nine children aged 8 and 9 years participated in this research. Their mental representations were analysed by means of the content and structures of narratives elaborated in response to the Children Representations about Parental Figures Interview. Social competence was evaluated with the Portuguese adaptation of the Social Skills Rating System -form for teachers, which allows measuring values of social skills, behaviour problems, and academic competence. The results revealed a relation among children's representations of parents as rejecting and punitive figures and children's social skills, internalizing behaviour problems and school achievement, as well as a relation between the coherence of representations and children's social competence.Keywords: mental representations of parental figures; school-age children; social competence.1 O presente artigo desenvolve e aprofunda uma comunicação, integrada em um painel temático sobre "Interacções entre pais e filhos", apresentada no contexto do VI Simpósio Nacional As representações mentais das crianças acerca das figuras parentais constituem uma dimensão importante na investigação das interacções pais-filhos. Essas representações são construídas com base nas interacções experienciadas no contexto familiar e influenciam a forma como a criança interpreta a realidade e interage com ela. A idade escolar tem sido o período em que as representações da criança têm sido menos estudadas por comparação com a idade pré-escolar e a adolescência. Porém, é nesta etapa do desenvolvimento que as representações se tornam mais elaboradas e estáveis, relacionando-se com os processos cognitivos e afectivos da ...
Objective To explore potential postadoption moderators of the link between preadoption experiences and adoptees' social competence. Background In the context of the limited and inconsistent knowledge about adopted children's social competence, our hypotheses concern the interplay between preadoption parental neglect and adoptive parents' emotion socialization practices. Method With adopters as informants, the social competence of 97 Portuguese school‐age children was evaluated in terms of social skills and competing problem behaviors, using the Social Skills Improvement System‐Rating Scale. Children's preadoption experiences (using a sociodemographic questionnaire) and parental emotion socialization (evaluated by the Coping with Children's Negative Emotions Scale) were also assessed. Results Time since adoption and unsupportive adoptive parents' responses moderated the relationship between preadoption parental neglect and adoptees' social skills. Unsupportive adoptive parents' responses exacerbated the effects of preadoption neglect. This moderation was stronger with longer postadoption time. Conclusion Added to preadoption parental neglect, unsupportive adoptive parenting accentuates the risks for adoptees' social competence. Implications Adoptive parents should be informed that socialization practices concerning children's negative emotions are associated with adopted children's social competence.
The purpose of this study was to examine the predictive role of life satisfaction, perceived social support, and psychological problems on loneliness among Palestinian university students in the West Bank. Participants were 254 volunteer undergraduate students (50.4% males and 49.6% females), ranging from 18 to 26 years of age. Data was collected using the Loneliness Scale (UCLA), Satisfaction with Life Scale (SWLS), Multidimensional Scale of Perceived Social Support (MSPSS), Psychological Problems Scale and a Demographic Information Form. There was a significant gender bias towards loneliness, male students being lonelier than female students. Results showed that students who had higher loneliness, felt less satisfied with their life and perceived less support from friends, family and significant others. Furthermore, students who had high loneliness also presented more psychological problems. These results also indicated that, after accounting for psychological problems, life satisfaction, and social support from friends and significant others are negative predictors of loneliness. These findings suggest that universities should create strategies to improve well-being and social support to protect students from the negative effects of loneliness.
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