Portuguese adolescents' cognitive well‐being and basic psychological needs during the COVID‐19 outbreak: A longitudinal study

Meireles, Ana; Marques, Sofia; Peixoto, Maria Manuela; Sousa, Mariana Lopes de; Cruz, Sara

doi:10.1111/aphw.12356

Cited by 6 publications

(4 citation statements)

References 56 publications

(81 reference statements)

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“…They had a mean BPNS “autonomy” subscale score of 11.1 ± 2.7, which was below average. Meireles et al (2022) also found that Portuguese adolescents (seventh and eighth graders) had a mean BPNS score of 4.69 ± 0.98 before the pandemic and 5.03 ± 0.76 during the pandemic, which was above average. The results show that adolescents from different countries have different BPNS scores.…”

Section: Discussionmentioning

confidence: 89%

The relationship between basic psychological needs and emotional and behavioral problems in middle school students

Ciydem

Avcı

Uyar

et al. 2023

Child Adoles Psych Nursing

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Background Basic psychological needs are universal sources of mental growth and development. Purpose This study investigated the relationship between basic psychological needs and emotional and behavioral problems in middle school students. Methodology This study adopted a cross‐sectional and correlational research design. The sample consisted of 1099 students from three middle schools with different socioeconomic backgrounds. Data were collected using a sociodemographic characteristics questionnaire, the Strengths and Difficulties Questionnaire, and the Basic Psychological Needs Scale (BPNS). The data were analyzed using multiple linear regression analysis. Results A one‐unit increase in autonomy, competence, and relatedness led to a 0.312, 0.263, and 0.312 decrease in emotional and behavioral problems, respectively (p < 0.05). The regression analysis showed that gender (female), academic performance (poor), mother's parenting style (authoritarian), and father's parenting style (permissive) were the risk factors affecting participants' emotional and behavioral problems (p < 0.05). Conclusions Our results indicate that some basic psychological needs and sociodemographic characteristics make middle school students more likely to develop emotional and behavioral problems. Authorities should develop interventions on basic psychological needs to promote emotional and behavioral development. Researchers should assess the effectiveness of those interventions.

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Section: Discussionmentioning

confidence: 89%

The relationship between basic psychological needs and emotional and behavioral problems in middle school students

Ciydem

Avcı

Uyar

et al. 2023

Child Adoles Psych Nursing

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“…Empirically, these findings can help to explain the mixed change patterns of life satisfaction during the pandemic (Aknin et al, 2022). The existence of opposite changes in different domains may explain the conflicting negative (e.g., Bonomi Bezzo et al, 2021; Ke & Chen, 2022; Wanberg et al, 2020), positive (e.g., Meireles et al, 2022), or null changes (e.g., Helliwell et al, 2021; Kivi et al, 2021; Shavit et al, 2021; Wettstein et al, 2022) in overall life satisfaction found in the literature. Theoretically, our research provides a more complete picture of people’s experiences and responses during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

“…For example, the hedonic treadmill theory (Diener et al, 2006) posits that individuals tend to minimize the impact of life events and restore life satisfaction to the individual's set point, even when facing extreme hardships or unexpected good fortune (Brickman et al, 1978;Fredrick & Loewenstein, 1999). Although this approach helps to explain the stability of life satisfaction during the pandemic, it cannot fully address the mixed changing patterns found in empirical studies, such as the counterintuitive findings of increases in life satisfaction (e.g., Meireles et al, 2022). A complementary perspective is a bottom-up view highlighting the separate roles of domainspecific life experiences in contributing to overall life satisfaction (B. W. Headey et al, 1991;Heller et al, 2004).…”

Section: Life Satisfaction During the Pandemic: The Mental Health Domainmentioning

confidence: 99%

“…Although generally plausible, we argue that this perspective is incomplete in terms of predicting how the pandemic shapes life satisfaction as well as interpreting some empirical findings. Indeed, evidence concerning the change in overall life satisfaction is mixed (Aknin et al, 2022), with studies reporting decreased (e.g., Bonomi Bezzo et al, 2021;Ke & Chen, 2022;Wanberg et al, 2020), increased (e.g., Meireles et al, 2022), and stable life satisfaction (e.g., Helliwell et al, 2021;Kivi et al, 2021;Shavit et al, 2021;Wettstein et al, 2022) from before to after the pandemic. When considering how life satisfaction changes during this global crisis, a sole focus on the negative side, such as mental health issues, seems limited because it may ignore two important theoretical notions.…”

mentioning

confidence: 99%

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Distressed yet bonded: A longitudinal investigation of the COVID-19 pandemic’s silver lining effects on life satisfaction.

Guan¹,

Jiang

et al. 2024

American Psychologist

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It is a common understanding that the 2019 coronavirus pandemic (COVID-19) significantly harmed mental health. However, findings on changes in overall life satisfaction have been mixed and inconclusive. To address this puzzling phenomenon, we draw upon the domainspecific perspective of well-being and research on catastrophe compassion and propose that the pandemic can have opposing effects on mental health and communal satisfaction, which then differently relate to people's overall life satisfaction. Longitudinal analyses of the Household, Income and Labour Dynamics (HILDA) Survey of Australia (N = 12,093) showed that while there was a greater decrease in mental health in the first COVID-19 pandemic year (2019-2020) than in the previous years (2017)(2018)(2019), an increase in communal satisfaction also occurred, demonstrating a potential silver lining effect of the pandemic on people's satisfaction with family, community, and neighborhood. Moreover, consistent with socioemotional selectivity theory, changes in mental health, communal satisfaction, and life satisfaction were related to age, such that older adults generally reported less harmful and more beneficial psychological changes. We further found that age was associated with stronger associations of mental health and communal satisfaction with life satisfaction during the pandemic year. Overall, our findings speak to the importance of communal life in life satisfaction during the pandemic and agerelated differences in the process, shedding light on the need to devise customized support to address inequalities in pandemic effects on public well-being.

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Predictors of school well-being during the COVID-19 pandemic in two cities in Germany. The importance of school resources, days absent due to quarantine/isolation and home background characteristics

2023

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ZusammenfassungDie während der COVID-19-Pandemie ergriffenen Maßnahmen haben zu tiefgreifenden Veränderungen im schulischen Kontext sowie der Freizeitgestaltung von Kindern und Jugendlichen geführt. In Folge der Schulschließungen und Kontaktbeschränkungen zeigen sich Lernrückstände, aber auch Belastungen der mentalen Gesundheit. Bildungspolitisch werden stark variierende Aufholstrategien avisiert. Osnabrück setzte entsprechend ein datengestütztes Monitoring um, wobei im Juni 2021 und Mai 2022 Online-Befragungen in Form halbstandardisierter Fragebögen durchgeführt wurden („Muntermacher“, zweite Erhebung n = 534). Im Mai 2022 schloss sich Mülheim an der Ruhr an („Schule und Corona“, n = 995). Es wird anhand hierarchisch-linearer Regressionsmodelle untersucht, wie sich das schulische Wohlbefinden von Kindern und Jugendlichen in Osnabrück und Mülheim beschreiben lässt und welche Rolle der häusliche Hintergrund, institutionelle Merkmale sowie Indikatoren des Pandemiemanagements spielen. Die Ergebnisse zeigen, dass das schulische Wohlbefinden in beiden Städten hoch ausgeprägt ist. Der wahrgenommene Umgang mit Schulschließungen zeigt sich als signifikant negativer Prädiktor. Die wahrgenommene soziale Unterstützung zu Hause hat in beiden Städten einen positiven Einfluss. Auch die Bereitschaft, sich bei Problemen an die Klassenlehrkraft zu wenden, steht in Mülheim in einem positiven Zusammenhang mit dem schulischen Wohlbefinden. Die Relevanz individueller, häuslicher und schulischer Ressourcen unterscheidet sich teils regional. Die Befunde verdeutlichen, dass die Folgen der Pandemie nicht einseitig betrachtet werden dürfen und institutionelle Unterstützung evidenzbasiert sowie lösungsorientiert auf regionaler Ebene gewährleistet werden muss.

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Portuguese adolescents' cognitive well‐being and basic psychological needs during the COVID‐19 outbreak: A longitudinal study

Cited by 6 publications

References 56 publications

The relationship between basic psychological needs and emotional and behavioral problems in middle school students

The relationship between basic psychological needs and emotional and behavioral problems in middle school students

Distressed yet bonded: A longitudinal investigation of the COVID-19 pandemic’s silver lining effects on life satisfaction.

Predictors of school well-being during the COVID-19 pandemic in two cities in Germany. The importance of school resources, days absent due to quarantine/isolation and home background characteristics

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