A quasi-experimental study tested the effect of lecture-based courses and team-based courses on students’ motivation and learning. The results show that students in general were more autonomously motivated and competent in the team-based courses, relative to the lecture-based courses, but also less amotivated and more externally regulated.

Highlights We identified four parental substance use classes using quantity-frequency measures. Heavy use of alcohol formed a class which also included a large proportion of drug users. Mothers’ and their partner’s tended to have similar patterns of substance use behaviours.

The present study investigated the trait- and state-like associations between loneliness and symptoms of anxiety and depression during three years in middle to late adolescence. The moderating effect of gender and social self-efficacy was examined on the hypothesised model. The sample consisted of 1508 Norwegian upper secondary school students (61% female; mean age at T1 = 16.33; 52.9% high socioeconomic position; 70.6% Norwegian-born). We found 1) strong and positive trait- and state-like associations between loneliness and symptoms of anxiety and depression, 2) that anxiety and depressive symptoms consistently predicted later loneliness but not the other way around, 3) that gender moderated parts of the state-like associations between loneliness and symptoms of anxiety and depression, and 4) that social self-efficacy had no moderating effect on the longitudinal relationship between loneliness and anxiety and depressive symptoms. The present study might inform future research, theory development, and intervention strategies in middle to late adolescent samples.

Previous research has largely failed to separate the between- and within-person effects in the longitudinal associations between academic stress, academic self-efficacy, and psychological distress (symptoms of anxiety and depression). Filling this research gap, this study investigated if academic self-efficacy mediated the relationship between academic stress and psychological distress at the intraindividual level during 3 years of upper secondary school. Gender moderation was also examined in the hypothesised model. The present sample consisted of 1508 Norwegian adolescents (baseline M age = 16.42; 52.9% high perceived family wealth; 70.6% Norwegian-born). The random intercept cross-lagged panel model results indicated (1) positive and time-invariant direct effects from academic stress to psychological distress, (2) academic self-efficacy partially mediated these effects, and (3) psychological distress impacted later academic stress. Academic stress was more strongly related to academic self-efficacy and psychological distress at the interpersonal level for boys, while the intraindividual impact of academic stress on psychological distress was stronger for girls. The study findings might have implications for school-based implementation strategies and theoretical development.

This study investigated the temporal relationship between social self‐efficacy and psychological distress during 3 years in middle to late adolescence. The sample comprised 1508 participants (60.7% female; baseline mean age = 16.33, SD = .62; 52.9% high perceived family wealth; 70.6% born in Norway). We used a random intercept cross‐lagged panel model to investigate the concurrent and subsequent associations between the two constructs. The results indicated (1) small to moderate and negative associations between the trait‐like components and within‐person fluctuations of social self‐efficacy and psychological distress, (2) positive and significant carry‐over stability effects on both constructs across time, and (3) that psychological distress predicted subsequent social self‐efficacy more consistently across four time points, than social self‐efficacy predicted later psychological distress.

Aims: Life satisfaction is an important aspect of quality of life and plays an essential role in optimal developmental adaption in adolescence. This study investigated whether being active in organised leisure sports is associated with a higher level of life satisfaction among adolescents, both directly and indirectly, through increased body appreciation. Whether gender moderates the mentioned associations will also be examined. Methods: The study was cross-sectional and based on a sample of 541 participants (44% females) between 16 and 19 years of age ( Mage=16.89 years, SD=0.46). A moderated mediation model was examined using SPSS v27 and the PROCESS macro. Results: Boys had higher life satisfaction and body appreciation levels than girls did. There was no direct effect of organised leisure sports participation on life satisfaction. However, there was a positive association between organised leisure sports participation and life satisfaction through increased body appreciation. No gender differences were observed for the direct association between sports participation and life satisfaction or the indirect associations between sports participation and life satisfaction through body appreciation. Conclusions: Our findings support that body appreciation is a mediator for the association between organised leisure sports participation and life satisfaction for both boys and girls. Longitudinal studies should be conducted to further examine if causal relationships exist.

Transactional theory and the coercive family process model have illustrated how the parent-child relationship is reciprocal. Emerging research using advanced statistical methods has examined these theories, but further investigations are necessary. In this study, we utilised linked health data on maternal mental health disorders and explored their relationship with child problem behaviours via the Strengths and Difficulties Questionnaire for over 13 years. We accessed data from the Millennium Cohort Study, linked to anonymised individual-level population-scale health and administrative data within the Secure Anonymised Information Linkage (SAIL) Databank. We used Bayesian Structural Equation Modelling, specifically Random-Intercept Cross-Lagged Panel Models, to analyse the relationships between mothers and their children. We then explored these models with the addition of time-invariant covariates. We found that a mother’s mental health was strongly associated over time, as were children’s problem behaviours. We found mixed evidence for bi-directional relationships, with only emotional problems showing bi-directional associations in mid to late childhood. Only child-to-mother pathways were identified for the overall problem behaviour score and peer problems; no associations were found for conduct problems or hyperactivity. All models had strong between-effects and clear socioeconomic and sex differences. We encourage the use of whole family-based support for mental health and problem behaviours, and recommend that socioeconomic, sex and wider differences should be considered as factors in tailoring family-based interventions and support.

The present study investigates how perceived support from peers, parents, and teachers influences later academic performance and if academic self‐efficacy and entity intelligence beliefs mediate this association in a sample of early secondary school students. Data were collected from 750 Norwegian students in lower secondary school at two‐time points (8th and 10th grade). All support variables were positively associated with academic self‐efficacy but not entity intelligence beliefs. Academic self‐efficacy was positively associated with GPA in 10th grade, while entity intelligence beliefs were negatively associated. The only mediation effect observed was between teacher support and GPA through academic self‐efficacy. The study offers knowledge about mechanisms of support and later GPA, emphasizing the vital role of teachers in promoting academic self‐efficacy and, in turn, improving academic performance for young adolescents. Entity intelligence beliefs hamper GPA, but more research is needed to ascertain its effect on academic performance.