Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

Buerger, Sarah; Holzer, Julia; Yanagida, Takuya; Schober, Barbara; Spiel, Christiane

doi:10.1007/s12310-023-09574-1

Cited by 7 publications

References 63 publications

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Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds

Pollak,

Stiehl,

Birchwood

et al. 2023

J. Youth Adolescence

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There is little evidence regarding the effect mechanisms of social-emotional learning programs on children’s peer relationships. The current study evaluated a novel school-based social-emotional learning program for the first year of secondary school assessing effects on social-emotional skills, peer connectedness, happiness, student and teacher classroom climate. The sample included 19 intervention classrooms (n = 399) and 16 waitlist-control classrooms (n = 281), with a mean age of 10.34 (SD = 0.76) and 48.8% girls. The main intervention effect analysis followed a per-protocol approach and was thus conducted with eight classes that finished all sessions (n = 195) and the control group classes (n = 281). It was further hypothesized that increases in social-emotional skills would predict peer connectedness and class climate increases, which would predict happiness. Results indicated significant intervention effects for social skills, peer connectedness and happiness. Classroom climate declined for both groups, seemingly affected by the school transition. Hypothesized relationships between target variables were partly supported with significant effects of social-emotional skills on connectedness and significant effects of peer connectedness on happiness for children reporting connectedness decreases. Additional analyses were conducted including all classrooms to compare the intervention’s effectiveness across different implementation progress groups. Significant group differences were found, indicating that implementation aspects impact intervention outcomes. The findings indicate that universal, school-based social-emotional leaning programs are effective approaches to support peer relationships in the context of the school transition. However, more implementation support seems to be needed to ensure best-practice delivery and achieve maximal intervention effectiveness.

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Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds

Pollak,

Stiehl,

Birchwood

et al. 2023

J. Youth Adolescence

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Coping skills and perceived stress as pathways to well-being in adolescents experiencing cyber-victimization

Peker,

Cengiz,

Eroğlu

2024

Curr Psychol

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Adolescents experiencing high levels of cyber-victimization may suffer from reduced well-being. Therefore, it is necessary to reveal factors that can increase the well-being of adolescents who experience cyber-victimization. This study examined the mediating effects of perceived stress and coping skills in the relationship between cyber-victimization and well-being. Participants consisted of 543 high school students (45.7% boys, 54.3% girls; Mage = 15.59). Results indicate that cyber-victimization was related to lower well-being through perceived stress, problem solving, and cognitive avoidance. In addition, behavioral avoidance and help-seeking did not play a mediating role in the impact of cyber-victimization on well-being. Lastly, indirect effects tests supported a pathway from cyber-victimization to well-being through perceived stress, problem-solving, and cognitive avoidance. These results improve our understanding of the underlying mechanism between cyber-victimization and well-being by considering the roles of perceived stress and coping skills.

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Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools

Holzer,

Grützmacher,

Lüftenegger

et al. 2024

Learning and Instruction

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Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

Cited by 7 publications

References 63 publications

Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds

Promoting Peer Connectedness Through Social-Emotional Learning: Evaluating the Intervention Effect Mechanisms and Implementation Factors of a Social-Emotional Learning Programme for 9 to 12-Year-Olds

Coping skills and perceived stress as pathways to well-being in adolescents experiencing cyber-victimization

Shedding light on relations between teacher emotions, instructional behavior, and student school well-being – Evidence from disadvantaged schools

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