Loading...
5 results
Search Results
Now showing 1 - 5 of 5
- Cyberbullying and bullying: Impact on psychological symptoms and well-beingPublication . Carvalho, Marina; Branquinho, Cátia; Matos, Margarida Gaspar deRelated, but with different impacts on psychological symptoms and well-being, bullying and cyberbullying have been the subject of numerous studies. The present study analysed the associations between cyberbullying and bullying, specifically: 1) gender, school grade and age associations with cyberbullying and bullying; 2) the impact of cyberbullying and bullying on psychological, social and contextual symptoms and well-being according to cyberbullying involvement, and 3) a combined bullying context was compared to single bullying contexts and to non-involvement for psychological, social and contextual factors, and well-being, among a cross-sectional and randomly assigned sample based on the 2014 Health Behaviour in School-aged Children Portuguese Study, a World Health Organization collaborative study (HBSC/ WHO). Composed by 6026 adolescents (47.7% male), aged between 10 and 19.92 years old (M=13.77;SD=1.68), in the 6th, 8th,and 10th grades, results showed that 10.9% of the participants reported being involved in cyberbullying, as cybervictims, cyberbullies or cyberbully-victims, and 47.9% in bullying. Most of the cybervictims reported being involved as victims and bully-victims in bullying; cyberbullies as bully-victims in bullying, and most of the cyberbully-victims reported having the same role in bullying. Frequently, cybervictims were females and most of the cyberbullies and cyberbully-victims were males. No significant associations were found for age and for Body Mass Index. Comparisons between groups, based on the participants’ role in cyberbullying, showed significant differences for substances use, emotional symptoms, school context, fights and friends. Further comparisons (according to participant’s role, not involved, or involved in single or combined bullying) evidenced the cumulative effect of combined bullying. In conclusion, given the different characteristics and impact of cyberbullying on cybervictims, cyberbullies and cyberbully-victims, is crucial to consider the interrelations between the groups and focus on a more engaging perspective, based on an ecological intervention model. Results will be discussed from a public policy perspective.
- COVID-19, wellness and life satisfaction in adolescence: Individual and contextual issuesPublication . Matos, MG; Carvalho, Marina; Branquinho, Cátia; Noronha, Catarina; Moraes, Bárbara; Gaspar, Tania; Guedes, F. B.; Cerqueira, Ana; Santos, Osvaldo; Neto Rodrigues, NunoDuring and in the aftermath of the COVID-19 pandemic, several works reflected on young people’s physical and psychological health. The Dual Factor Model, which we refer to as the quadripartite model, is useful for understanding children’s and adolescents’ psychological health and differentiating them regarding their attitude toward the effects of the COVID-19 pandemic. In this investigation, students from the fifth to twelfth year of schooling enrolled in the DGEEC study “Psychological Health and Wellbeing in Portuguese schools” were considered. Four groups were created based on life satisfaction (low or high) and psychological distress (with or without symptoms). The study included 4444 students (M = 13.39 years ± 2.41), of whom 47.8% were male. Of the participants, 27.2% were in the second cycle of primary education, and 72.8% were in lower and upper secondary education. Differences in gender and education level (as a proxy for age) were observed. Additionally, when considering students’ perceptions of changes in their lives following the COVID-19 pandemic (stayed the same, became worse, became better), these three groups were compared concerning personal and contextual variables, revealing significant differences at both the individual and contextual levels. Finally, the study discusses the influence of education and health professionals and the need for friendly public policies.
- Positive youth development, mental stress and life satisfaction in middle school and high school students in portugal: outcomes on stress, anxiety and depressionPublication . Carvalho, Marina; Branquinho, Cátia; Moraes, Barbara; Cerqueira, Ana; Tomé, Gina; Noronha, Catarina; Gaspar, Tânia; Rodrigues, Nuno; Matos, M. G.Abstract: The relation between positive youth development and stress, anxiety and depression was studied considering the mediator role of psychological symptoms and life satisfaction. A total of 3109 students included in the “Psychological Health and Well-being” study of the School Observatory participated, including 1618 females and 1491 males aged between 11 and 18 years old (M = 14.45; SD = 1.88), belonging to different school groups in different regions of the country. Adolescents with higher stress, depression and anxiety levels reported lower levels of competence, confidence and connection, as well as more psychological symptoms and lower life satisfaction. The results also showed that adolescents with higher levels of competence, confidence and connection reported less psychological symptoms and more life satisfaction. Two separate mediation analyses were performed to analyse the role of mental distress and life satisfaction on the relationship between positive youth development indicators and stress, anxiety and depression. These analyses confirmed the predicted relationships and partial mediations between mental distress and life satisfaction. These results should be taken into account in public policies concerning young people’s health and education that should involve both targeted and indicated prevention strategies, including school and community-based interventions, in order to be effective.
- Individual and sociodemographic factors associated to prosocial behaviors and academic performance in portuguese preschool and elementary school children: Highlights from a National Study After COVID-19Publication . Carvalho, Marina; Branquinho, Cátia; Noronha, Catarina; Moraes, Barbara; Rodrigues, Nuno; Matos, M. G.Scientifc knowledge has long been showing the intrinsic link between health and well-being with education highlighting the positive health impacts from improvements in education. The present study was developed with the main goal of analyzing the individual and sociodemographic predictors of prosocial behavior and academic performance in preschool and elementary school children. Data on 3623 school aged children, 1853 girls and 1770 boys, aged between 5 and 11 years old (M=7.25; SD=1.56) participating in the study “Psychological Health and Wellbeing | School Observatory” were analyzed. Prosocial behavior was measured by the SDQ, and academic performance was assessed by the students’ classifcations on diferent domains/subjects. The results of regression analyses showed that girls with less emotional, hyperactivity, behavioral and peer problems had more prosocial behaviors. Younger preschool children with more support from school social action tier, less hyperactivity problems and more prosocial behavior presented better academic performance. Elementary school children with parents/caregivers with higher educational attainment, more support from school social action tier, fewer hyperactivity and emotional symptoms and more prosocial and behavior problems presented better academic performance. We can conclude that gender and internalizing and externalizing symptoms are related to prosocial behavior and that hyperactivity problems and higher social action levels are related to a poorer academic performance. Future in depth studies will focus on the mechanisms of these relationships to better inform strategies for the promotion of prosocial behavior and academic performance. This is an important message for parents, educators, and teachers as well as for public policies in education, whenever pupils’ psychological well-being and their academic growth is concerned. ·
- COVID-19, Wellness and life satisfaction in adolescence: Individual and contextual issuesPublication . Matos, MG; Carvalho, Marina; Branquinho, Cátia; Noronha, Catarina; Moraes, Bárbara; Gaapar, Tania; Guedes, Fábio Botelho; Cerqueira, Ana; Santos, Osvaldo; Neto Rodrigues, NunoDuring and in the aftermath of the COVID-19 pandemic, several works reflected on young people’s physical and psychological health. The Dual Factor Model, which we refer to as the quadripartite model, is useful for understanding children’s and adolescents’ psychological health and differentiating them regarding their attitude toward the effects of the COVID-19 pandemic. In this investigation, students from the fifth to twelfth year of schooling enrolled in the DGEEC study “Psychological Health and Wellbeing in Portuguese schools” were considered. Four groups were created based on life satisfaction (low or high) and psychological distress (with or without symptoms). The study included 4444 students (M = 13.39 years ± 2.41), of whom 47.8% were male. Of the participants, 27.2% were in the second cycle of primary education, and 72.8% were in lower and upper secondary education. Differences in gender and education level (as a proxy for age) were observed. Additionally, when considering students’ perceptions of changes in their lives following the COVID-19 pandemic (stayed the same, became worse, became better), these three groups were compared concerning personal and contextual variables, revealing significant differences at both the individual and contextual levels. Finally, the study discusses the influence of education and health professionals and the need for friendly public policies