School adjustment and health in Russian adolescents

Knyazev, Gennady G.; Slobodskaya, Helena R.; Safronova, Margarita V.; Kinsht, Irina A.

doi:10.1080/13548500120116120

Cited by 11 publications

(5 citation statements)

References 33 publications

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“…The latest versions of the CBCL, TRF, and YSR forms are part of the Achenbach System of Empirically Based Assessment (ASEBA; Achenbach & Rescorla, 2001). In sum, previous research has shown that the CBCL, TRF, and YSR are reliable and valid instruments for assessing psychopathological symptoms in youths and that this is also true for the Russian versions of the scales 7 (Carter et al, 1995;Knyazev et al, 2002;Kuznetsova et al, 1996;Slobodskaya, 1999). Despite this success, the CBCL, TRF, and YSR have been criticized (e.g., Drotar, Stein, & Perrin, 1995;Macmann, Barnett, & Lopez, 1993), and the validity of these empirically based syndromes of taxonomy is periodically reexamined (e.g., Heubeck, 2000).…”

Section: Behavior Assessmentmentioning

confidence: 72%

“…Given that the majority of children and adolescents (http://www.unicef.org/sowc05/english/index.html) live in the developing, rather than in the developed, world and in other than Western parts of the world, diversifying the sources of data is crucially important 1 . Second, overall, Russian children appear to report more problems than do children from other countries (Carter, Grigorenko, & Pauls, 1995; Gartstein, Slobodskaya, & Kinsht, 2003; Knyazev, Slobodskaya, Safronova, & Kinsht, 2002; Knyazev, Zupancic, & Slobodskaya, 2008; Kuznetsova, Grigorenko, & Voronkova, 1996; Slobodskaya, 1999). Moreover, it appears that parents and teachers of Russian children also report higher levels of problems (Hellinckx, Grietens, & De Munter, 2000; Rescorla et al, 2007).…”

mentioning

confidence: 99%

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Cross-informant symptoms from CBCL, TRF, and YSR: Trait and method variance in a normative sample of Russian youths.

Grigorenko¹,

Geiser²,

Slobodskaya³

et al. 2010

Psychological Assessment

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A large community-based sample of Russian youths (n = 847, mean age = 13.17, sd = 2.51) was assessed with the Child Behavior Checklist (mothers and fathers separately), Teacher’s Report Form, and Youth Self-Report. The multiple indicator-version of the Correlated Trait-Correlated (Method Minus One) [CT-C(M-1)] model was applied to analyze (1) the convergent and divergent validity of these instruments in Russia, (2) the degree of trait-specificity of rater biases, and (3) potential predictors of rater-specific effects. As expected, based on the published results from different countries and in different languages, the convergent validity of the instruments was rather high between mother and father reports, but rather low for parent, teacher, and self reports. For self- and teacher reports, rater-specific effects were related to age and gender of the children for some traits. These results, once again, attest to the importance of incorporating information from multiple observers when psychopathological traits are evaluated in children and adolescents.

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Section: Behavior Assessmentmentioning

confidence: 72%

mentioning

confidence: 99%

Cross-informant symptoms from CBCL, TRF, and YSR: Trait and method variance in a normative sample of Russian youths.

Grigorenko¹,

Geiser²,

Slobodskaya³

et al. 2010

Psychological Assessment

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show abstract

“…These have been found to cluster into two major factors, identified as BIS and BAS measures respectively [24]. GWPQ scales have been found to be good predictors of adolescents' psychopathology scores [20,24] and show consistent correlations with psychophysiological measures [25,26]. A short form (28 items) of the GWPQ has been developed which showed reasonable psychometric properties and correlations with psychopathology measures in adolescents [27].…”

Section: Bas and Bis Measuresmentioning

confidence: 99%

“…Learning and education is a key life goal in youth. There is a rich literature of links between academic underachievement and psychopathology with most authors recognizing bidirectional relationships between the domains [20]. Therefore, educational aspiration could be considered as a potential protective factor for substance use.…”

Section: Introductionmentioning

confidence: 99%

Reward Seeking as a Predictor of Drug Use in Youth: Effect of Gender and Social Environment

Knyazev¹

2010

TOADDJ

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Drug use was investigated in 3476 college and university students. The participants also filled out a set of personality questionnaires along with questions about relationships with peers, parents, and boy/girlfriend. Behavioral Activation was the best personality predictor of drug use. Peer and parent support decreased the strength of association between Behavioral Activation and drug use in females, but not in males. On the other hand, drug use in near social environment significantly increased the strength of association between Behavioral Activation and drug use in males, but not in females. This evidence suggests that in predisposed to drug use youth social environment may act both as a protector and a risk factor. The former influence is stronger in females, the latter -in males.

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“…The formulation of school engagement scales adapted from work engagement scales attests to this. It explains the reason why educationists need to know what they can do to help their students adjust and benefit from school (Knyazev, Slobodskaya, Safronova & Kinsht, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Relationship Between Coping Style and School Adjustment Amongst Secondary School Students in Kisumu East Subcounty, Kenya

Adhiambo

Odwar

Mildred

2017

ESJ

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The objectives of the study were to: establish gender differences in coping style; to establish differences amongst high and low achievers in their use of coping style and to determine the relationship between coping style and school adjustment. The study was guided, by Lazarus and Folkman's Transactional theory, and Utretcht Work Engagement theory by Schaufeli and Bakker A descriptive survey research design was adopted for the study. The study population consisted of 4500 students. A sample size of 450 was selected using Stratified random sampling technique. Questionnaires and document analysis guide were used for data collection. Reliability was computed using Cronbach's alpha and the results were as follows:-0.6 for coping style 0.8 for school engagement and 0.7 for satisfaction with school. Content validity was ascertained in literature by the author. Data was analyzed using descriptive statistics as well as inferential statistics. It was found that there were no gender differences in coping style used. Low achievers reported more use of problem focused coping style. There were significant positive correlations between problem focused coping style and absorption as well as engagement. There were significant negative correlations between emotion focused coping and school adjustment among high achievers. The study may be useful to teachers, counselors, administrators and parents who will be able to assist students use appropriate coping styles.

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School adjustment and health in Russian adolescents

Cited by 11 publications

References 33 publications

Cross-informant symptoms from CBCL, TRF, and YSR: Trait and method variance in a normative sample of Russian youths.

Cross-informant symptoms from CBCL, TRF, and YSR: Trait and method variance in a normative sample of Russian youths.

Reward Seeking as a Predictor of Drug Use in Youth: Effect of Gender and Social Environment

The Relationship Between Coping Style and School Adjustment Amongst Secondary School Students in Kisumu East Subcounty, Kenya

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