Resilience and perceived social support among school-going adolescents in Mangaluru

Prabhu, Sphoorthi G.; Shekhar, Rameela

doi:10.4103/ijsp.ijsp_108_16

Cited by 17 publications

(15 citation statements)

References 21 publications

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“…Resilience in the individual is also a determinant of positive emotions. If the individual is resilient, it can indicate that they have positive interactions with their environment (Prabhu & Shekhar, 2017). The explanation regarding the contribution of perceived social support to academic resilience can also be strengthened by Baltaci & Karataş's (2015) research, which reveals that perceived social support and life satisfaction significantly contribute to student resilience.…”

Section: Discussionmentioning

confidence: 98%

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Permatasari

Ashari

Ismail

2021

GRSSE

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The purpose of this study is analyzed and reconfirm each item on perceived social support e.g., peers, families, and teachers on academic resilience based on online learning during COVID-19. This study uses a quantitative approach with a correlational design as a method. The sample in this study consisted of 291 cadets at Politeknik Ilmu Pelayaran (Marine Science Polytechnic) in Makassar city selected through accidental sampling. Data were analyzed using linear regression analysis with SPSS as a statistical tool. The result of this study indicates perceived social support significantly contributes to academic resilience at 71.8% (R2 = 0.718; Sig < 0.01), and 28.2% comes from outside of the study variables. Every aspect of perceived social support contributes to academic resilience. The contribution of family support by 42.4; teacher support by 16.6%, and peer support by 12.8%. The findings in the study show that family support is the support element that dominant contributes for students in the online learning during the process and gives the highest contribution to academic resilience in the online learning process. Therefore, individuals' perception of peers, family, and teachers who can provide assistance, support, and care when students experience difficulties in the academic field can increase academic resilience.

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Section: Discussionmentioning

confidence: 98%

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Permatasari

Ashari

Ismail

2021

GRSSE

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“…The PSS was originally intended to measure stress levels in adults. Nevertheless, it has been successfully used in previous studies to evaluate stress among adolescents (14, 28), a fact that led to its use also in the present study. Possibly, the questionnaire's adult norms are less appropriate for adolescents.…”

Section: Discussionmentioning

confidence: 99%

Awake and Sleep Bruxism Among Israeli Adolescents

Winocur¹,

Messer²,

Eli³

et al. 2019

Front. Neurol.

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Introduction: Sleep and awake bruxism are potential risk factors for oral hard tissue damage, failure of dental restorations and/or temporomandibular disorders. Identifying the determinants of sleep and awake bruxism among adolescents will enable development of preventive interventions for those at risk. Objectives: To determine emotional, behavioral and physiological associations of sleep and awake bruxism among Israeli adolescents. Methods: Two thousand nine hundred ninety-three Israeli high school students, from five different high schools in Israel, were approached in the classroom and requested to complete online questionnaires on sleep and awake bruxism, emotional aspects, smoking, alcohol consumption, oral habits, facial pain, and masticatory disturbances. The final study sample concerning awake and sleep bruxism included 2,347 participants. Results: 1,019 (43.4%) participants reported not experiencing any form of bruxism (neither sleep nor awake), 809 (34.5%) reported awake bruxism, 348 (14.8%) reported sleep bruxism and 171 (7.3%) reported both sleep and awake bruxism. Multivariate analyses (Generalized Linear Model with a binary logistic dependent variable) showed that one of the prominent variables affecting the occurrence of sleep bruxism was anxiety (mild, moderate and severe anxiety, Odds Ratios (OR) of 1.38, 2.08, and 2.35, respectively). Other variables associated with sleep bruxism were stress (each point in the stress scale increased the risk of SB by 3.2%), temporomandibular symptoms (OR = 2.17) and chewing difficulties (OR = 2.35). Neck pain showed a negative association (OR = 0.086). Multivariate analyses for awake bruxism showed an effect of moderate anxiety (OR = 1.6). Other variables associated with awake bruxism were stress (each point in stress scale increased the risk of AB by 3.3%), high and low levels of facial pain (OR = 2.94 and 1.53, respectively), creaks (OR = 1.85) and oral habits (OR = 1.36). Sleep bruxism was found to be a predictor for awake bruxism, and vice versa. In both cases ORs were 8.14. Conclusions: Among adolescents, sleep and awake bruxism are associated with emotional aspects as well as with facial pain symptoms and/or masticatory system disturbances. Awareness is recommended to decrease potential risks to teeth, dental restorations, and the masticatory system.

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“…Resilience Scale for Adolescents was used with one hundred fourteen 15- to 16-year-old adolescents by Annalakshmi (2009b), however not validated with Indian samples. Nevertheless, studies on resilience building are gaining momentum in India lately (Prabhu & Shekhar, 2017), particularly becoming an important variable to be considered in health field (Shastri, 2013). In a nutshell, the Japanese scale and the Indian scale on resilience were neither validated nor applied on children and adolescents with any psychological trauma history; therefore, we are not sure about the content, concurrent, and discriminant validity of these two tools.…”

Section: Discussionmentioning

confidence: 99%

Resilience in Children and Adolescents Survived Psychologically Traumatic Life Events: A Critical Review of Application of Resilience Assessment Tools for Clinical Referral and Intervention

Satapathy

Dang

Sagar

et al. 2020

Trauma, Violence, & Abuse

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Psychological traumatic life events (TLEs) and resilience, both are multidimensional, complex, and share salient features. Both are products of individual, familial, and environmental (socio-cultural-political contextual) variables, which is very crucial in children and adolescents. This systematic review used Boolean search strategies in electronic databases, namely, PubMED, PsycNET, JStor, and Google scholar. All researches not studying resilience per se but similar or related constructs such as life strengths, hardiness, protective/risk factors, social support, self-efficacy, social-emotional adjustment, and so on were excluded. A total of 12 resilience tools meant for children between 5 and 18 years were reviewed. The scale characteristics were analyzed in terms of targeted age-group of sample; purpose (i.e. screening and profiling for intervention); number of items; purpose/type of scale; year, country, and domain wise distribution; response format, standardization sample profile; psychometric properties; and availability of manual with norms of cutoff score. Although no scale was originally developed for children and adolescent population with history of TLEs particularly various forms of abuse and trauma, Child and Youth Resilience Measure and Connor-Davidson Resilience Scale had small samples of children from welfare homes. Neither did any scale tested the divergent validity against absence of any psychopathology or global functioning or poor quality of life Nor did Majority of scales provide a cutoff value for institutionalized children and adolescents with history of TLEs; therefore, using an existing scale for this purpose should be carefully examined. Trauma-focused multidimensionality in resilience needs to be explored more rigorously through mixed methods.

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Resilience and perceived social support among school-going adolescents in Mangaluru

Cited by 17 publications

References 21 publications

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Contribution of Perceived Social Support (Peer, Family, and Teacher) to Academic Resilience during COVID-19

Awake and Sleep Bruxism Among Israeli Adolescents

Resilience in Children and Adolescents Survived Psychologically Traumatic Life Events: A Critical Review of Application of Resilience Assessment Tools for Clinical Referral and Intervention

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