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- Healthy Social Network Use and Well-Being during Adolescence: A Biopsychosocial ApproachPublication . Gaspar, Tania; Carvalho, Marina; Noronha, Catarina; Guedes, F. B.; Cerqueira, Ana; Matos, M. G.ABSTRACT: Screen time and the use of social networks is the most frequent form of leisure time occupation and socializing for adolescents. The present study is aimed at understanding and characterizing, from an ecological perspective, what distinguishes healthy and less healthy or even dependent use of social media in young people and the influence on adolescents’ well-being. This paper is based on the Health Behaviour in School-aged Children (HBSC) from 2022, a survey carried out every 4 years, in collaboration with the World Health Organisation (WHO), following an international protocol. A total of 7643 students from the 6th, 8th, 10th, and 12th school grades responded, of which 53.9% were female, with an average age of 15.05 (SD = 2.36). The sample is representative of the school grades under study. The results allow us to study and identify similarities and differences between three groups related to the level of healthiness in the use of social networks and its relations to well-being from an ecological perspective. What distinguishes adolescents with less healthy use of social networks is that they are more often female, older, have more self-injurious behaviour, higher alcohol consumption, and a worse relationship with teachers. The adolescents with the highest level of dependence on social networks are those who have a higher perception of lack of safety at school and in their area of residence, as well as a higher use of screen time as a leisure activity. The well-being of adolescents using social media in a healthy way is explained by fewer psychological symptoms, better stress management strategies, better body awareness, more physical activity, less time online with friends, and better relationships with family and teachers. Technologies and social networks are important for the well-being of adolescents; it is essential to promote a healthy, critical and balanced use with other “screen-free” activities and to promote socio-emotional skills, a lack of which seems to be one of the biggest risk factors associated with the healthy use of technologies.
- 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. ·