A Social Gradient in the Effects of the Skills for Life Program on Self‐Efficacy and Mental Wellbeing of Adolescent Students

Pannebakker, F.D.; Genugten, Lenneke van; Diekstra, René F. W.; Gravesteijn, Carolien; Fekkes, Minne; Kuiper, Rebecca M.; Kocken, P.L.

doi:10.1111/josh.12779

Cited by 20 publications

(34 citation statements)

References 30 publications

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“…Based on a prior study of the original program (Pannebakker et al, 2019), the following were needed to detect a medium effect size: a power of 0.80 and an alpha <0.05, and a population of 155 students both in the intervention group and non-intervention control group.…”

Section: Implementation and Program Dosagementioning

confidence: 99%

“…Evaluation studies showed significant positive effects on self-awareness, social awareness, selfmanagement, relationship skills, and substance use (Gravesteijn et al, 2004;Fekkes et al, 2016;Pannebakker et al, 2019). However, teachers and students involved in the study of Pannebakker et al (2019) indicated that its content demanded too much from low achieving students with limited intellectual and learning abilities. These students more often dropped out of the program.…”

Section: Introductionmentioning

confidence: 99%

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Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students

et al. 2022

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Adolescents’ social-emotional skills are associated with positive outcomes in psychosocial health and success in education and work. In this study, we examined the effectiveness of Skills4Life, a Social Emotional Learning program for preparatory vocational secondary education aimed at enhancing self-awareness, social awareness, self-management, relationship skills, and responsible decision making. Low-achieving students with additional educational needs participated in a quasi-experimental study, with an intervention (N = 465) and a control group (N = 274). We assessed the outcomes on social-emotional skills and psychosocial health using self-report questionnaires at pre-test (T0), after finishing the basic module (T1), and after finishing the internship module (T2). Multi-level regression analyses indicated no overall effects on the outcomes at T1 and T2. After completing the entire program at T2, students from non-western backgrounds had significantly unfavorable lower scores on social awareness and relationship skills. Positive effects were found on self-management and preparation for internships in students taught by experienced professional trainers compared to students taught by regular classroom teachers at T2. Alterations in the socio-cultural approach of the Skills4Life program and teacher training are needed to support all students in developing the social-emotional skills that they need for success at school and the workplace.

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Section: Implementation and Program Dosagementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students

et al. 2022

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“…The learning process begins during childhood and develops largely during adolescence, when adult communicational and relational skills are acquired. Social skills are a necessary tool for positive social relations to lead to personal wellbeing [ 39 , 40 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effect of Parental Styles on Social Skills: The Mediating Role of Affects

Salavera

Quílez-Robres

2022

IJERPH

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Parental educational styles have a significant effect in personal development. These styles (authoritative, democratic, permissive and neglectful) can be related to affects and social skills at the individual level. The study presented here, which comprised 456 participants (151 men; 33.11%), with an average age of 22.01 years (s.d. = 2.80), aimed to analyse the relationship between parental styles, affects and social skills, as well as the role played by affects in the relationship between parental style and social skills. The results suggest that the constructs under study are closely related. The most common parental style is democratic. By gender, permissive styles were more often applied to women and authoritative styles to men. No significant gender differences were found in the application of democratic and neglectful parental styles. In terms of emotional support, women were found to have higher negative affect scores and men higher emotional support scores. People with parents that use democratic and permissive styles scored higher in all variables related to affects and social skills, which challenges the notion that democratic styles are the best parental styles in terms of socialisation of children. The results of the affect and social skills scales were analysed in relation to parenting styles, indicating that children educated under a democratic parental regime tend to yield higher scores in terms of social skills than children educated under any other form of parental regime and medium scores in terms of affects. Finally, it was found that parenting styles have a direct influence on social skills, which tend to improve when affects play a mediating role between these two constructs. These results suggest that parenting styles are closely related to affects and social skills. In addition, they also suggest that affects play a mediating role in the relationship between parenting styles and social skills. Finally, owing to the impact that parenting styles have on affects and social skills, more research is needed to address this issue.

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“…Mental health education is an effective strategy to prevent psychological problems. In particular, schools provide psychosocial support for teenagers to improve their mental health ( Pannebakker et al, 2019 ). The degree of message receiving is an effective indicator for evaluating the effect of health education, and information acceptance is directly affected by texts ( Ghose and Ipeirotis, 2011 ; Thakkar et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China

Jiang

Zhang

Kang³

et al. 2022

Front. Psychol.

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BackgroundMental health is a public health problem of great concern. Previous studies show that textual features and individual psychological characteristics can influence the effect of receiving information.PurposeThis study explores whether textual features influence the persuasiveness of teenager students’ mental health education while considering the influence of risk preference.MethodsFrom November to December 2021, a cross-sectional study was conducted among 1,869 teenager students in grade 7–12 in Chongqing, China. Wilcoxon signed-rank test, multiple logistic regression, and subgroup analysis were used to analyze the data.ResultsAmong the four textual features mentioned in this study, a significant difference was reported in the persuasive effects of information with and without numerical features (p < 0.001), and such information tended to include digital features. The result for the symbolic features (p < 0.001) was consistent with the numerical features. The persuasive effects of positive and negative emotional information significantly differed (p < 0.001), with the former showing a better performance. No significant differences were observed between the persuasive effects of information with and without emotional conflicts (p > 0.05). Combined with those from the risk preference analysis, results showed that the regulatory effect of risk preference was only reflected in emotional conflicts. Students who prefer having no emotional conflict in the text showed the characteristics of risk avoidance, or lower grades, or rural or school accommodation. Most teenager students are also risk averse, especially females (or = 2.223, 95%CI:1.755–2.815) and juniors (or = 1.533, 95%CI: 1.198–1.963).ConclusionThe numbers, symbols, and positive emotions in the text generate an active effect on teenager students receiving mental health education. Students avoiding risk are inclined to read texts without emotional conflicts. The probability of male choosing texts with positive emotional polarity is 33.5% lower than that of female. Female students and those from lower grades also demonstrate a higher inclination to risk avoidance compared with their male and higher grade counterparts. Therefore, educational materials with different text characteristics should be developed for teenager students with varying characteristics.

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A Social Gradient in the Effects of the Skills for Life Program on Self‐Efficacy and Mental Wellbeing of Adolescent Students

Cited by 20 publications

References 30 publications

Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students

Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students

Exploring the Effect of Parental Styles on Social Skills: The Mediating Role of Affects

Textual Features and Risk Preference Effects on Mental Health Education Among Teenager Students in Chongqing, China

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