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Although studies have shown that self-control skills (SCSs) are positively linked to both personal and interpersonal outcomes in adolescent students, studies on the putative mechanisms underlying this relationship are scarce. Drawing on Self-Determination Theory and previous studies, we theorized that the association between students’ SCSs and their subjective well-being (SWB) in school may be mediated by students’ perceived satisfaction of their basic psychological needs for competence, relatedness, and autonomy. The sample consisted of 1576 Israeli adolescent students (54% girls) in grades 10–12 (mean age 16) enrolled in 20 schools. A mediation model was tested with structural equation modeling and a robust bootstrap method for testing indirect effects, controlling for school-level variance. The findings supported the hypothesized model and a post hoc multi-group comparison analysis yielded gender invariance in the model. The findings suggest that both girls and boys with high SCSs may perceive themselves as having greater needs satisfaction in school and consequently higher school-related SWB. Implications for policy and practice are discussed.

This study deals with sibling emotional response to the stress of childhood cancer in a brother or sister. Sixty-two healthy siblings aged 9 to 18 participated in the study. The children were asked to complete self-report questionnaires on state anxiety, loneliness, and self-control. The findings showed that the stress elicited emotional responses. Anxiety was related to the child's age and duration of the sibling's cancer, and loneliness was related to the child's sex and rank in the family. The outcomes also demonstrated a link between self-control as a coping skill and anxiety and loneliness as emotional distress responses. Healthy siblings' higher self-control rates were associated with their lower anxiety and loneliness reports. These findings support Lazarus and Folkman's (1984) theory on stress, appraisal, and coping. The results also highlight the need to train and impart children with learned resourcefulness in order to increase their self-control skills and improve their coping with and adjustment to siblings' serious illness.

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