Alienation and Psychological Wellbeing: Moderation by Resilience

Resilience in Igbo Rural Community Adolescents and Young Adults

“…Science Publications JSS of resilience to include meaningful life/purpose, perseverance, equanimity, self-reliance and existential aloneness, which have also been discussed elsewhere (Wagnild 2011;Davda, 2011;Ifeagwazi et al, 2014). Such resilient attitudes have also been observed in earlier studies (Wanberg and Banas, 2000;Warner, 2009).…”

School Alienation: A Construct Validation Study

“…In particular, we examined associations between the domains of school alienation and demonstrably valid dimensions of well-being (Hascher, 2008;Hascher & Hagenauer, 2011). In keeping with previous research on the association of alienation and well-being (Crinson & Yuill, 2008;Dekel & Tuval-Mashiach, 2012;Hall-Lande, Eisenberg, Christenson, & Neumark-Sztainer, 2007;Ifeagwazi, Chukwuorji, & Zacchaeus, 2015;Moreno, & de Roda, 2003;Osin, 2009;Vahedi & Nazari, 2011), we expected positive attitudes to school and enjoyment in school to be significantly negatively related to the domains of school alienation (Hypothesis 6). Prior research has shown that when students experience positive emotions during school-related activities and interaction with people involved in those activities their alienation decreases (Ifeagwazi et al, 2015).…”

“…Thus, these findings indicated that the SALS had robust criterion-related validity; that is, the more individuals feel good and evaluate their current situation positively, the lower the level of their alienation (Vahedi & Nazari, 2011). For example, when students appreciate activities and settings as well as value people in these settings, their alienation decreases and their psychological well-being increases (Ifeagwazi et al, 2015). In contrast, social discrimination in the classroom was found to lessen student wellbeing and intensify social problems in school (Hascher, 2010), because it is especially in adolescence that students experience a keen desire for peer interactions and want to be accepted by peers (Rubin, Bukowski, & Parker, 1998;Safipour et al, 2011).…”

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

“…Furthermore, academic failure triggers feelings of anger and frustration that cause greater externalizing problems over time, such as aggression and delinquent behaviors. Repeated failures may undermine popularity and social prestige among peers and tarnish one's self-image that is likely to increase vulnerability to social ostracism, elevate socioemotional problems, reduce self-esteem and academic motivation, and eventually contribute to SAL (Heimer and Matsueda 1997;Ifeagwazi et al 2015). Thus, low-achieving students may be perceived negatively by teachers and classmates and treated in a negative way, which can further increase estrangement from the school community as well as learning processes in school (Heimer and Matsueda 1997;Zhou et al 2010).…”