The influence of school assets on the development of well-being during early adolescence: Longitudinal mediating effect of intentional self-regulation

Abstract

Well-being is an important aspect of an adolescent's mental health, and it has been recognized as such by a majority of developmental psychologists. Relatively few studies, however, have examined the latent growth of well-being, particularly during early adolescence. School assets include the school environment, relationships

School resources, self-control and problem behaviors in Chinese adolescents: a longitudinal study in the post-pandemic era

“…A higher total score indicates more quantity and higher quality of school resources. In previous empirical studies, this subscale suggested good reliability and validity in Chinese adolescents (Chang et al, 2020 ). In this study, the Cronbach’s α of this scale were 0.869 at T1 and 0.909 at T2.…”

School assets and bullying in Chinese youth: A multiple mediation model of intentional self-regulation and internet gaming disorder

“…A higher total score for all items indicates a higher level of school assets owned. In a previous study, the scale demonstrated good reliability and construct validity ( 32 ). In this study, the Cronbach’s alpha for this scale at Time 1 was 0.88.…”

“…For instance, Lin et al (54) have demonstrated that high school students well connected to their schools have access to more external assets, thus facilitating the enhancement of ISR. Besides, Chang and her colleagues conducted a longitudinal study on 1051 Chinese adolescents and revealed that school assets had a significant and predictive effect on subsequent ISR (32). Second, youth with high levels of ISR not only developed positively, but they also experienced a few negative adjustment problems (56).…”

“…As such, the search for factors that influence bullying is predominantly focused at the school level ( 31 ). Researchers found that favorable school factors contributed to improving well-being and reducing aggression ( 32 , 33 ). According to social-ecological systems theory ( 34 ), individual development is influenced by a combination of different social systems, such as family, school, and community.…”

“…Second, youth with high levels of ISR not only developed positively, but they also experienced a few negative adjustment problems ( 56 ). On the one hand, ISR is beneficial for increasing adolescents’ well-being and for developing better future orientation psychological attributes ( 32 , 54 ). Moreover, a longitudinal study about ISR and pro-social behavior showed a bidirectional relationship between ISR and pro-social behavior toward strangers during early adolescence (i.e., from age 12 to 14) ( 57 ).…”