Depressed mood amongst adolescents: The roles of perceived control and coping style

Speirs, Troy; Martin, Andrew J.

doi:10.1017/s1037291100003940

Cited by 7 publications

(4 citation statements)

References 61 publications

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“…This allowed us to treat the observed indicators (parcels) as continuous. For the dependent variable, measured using just one observable indicator, a single-indicator latent construct was created using the guidelines proposed by Speirs and Martin (1999). The chi-square ( χ 2 ) goodness-of-fit statistic, the comparative fit index (CFI), the root mean square error of approximation (RMSEA) with 90 % CI, and the standardized root mean square residual (SRMR; only available for MLR estimator) were used to evaluate each model fit.…”

Section: Methodsmentioning

confidence: 99%

Using the Health Belief Model to Explain Mothers’ and Fathers’ Intention to Participate in Universal Parenting Programs

Salari

Filus

2016

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Using the Health Belief Model (HBM) as a theoretical framework, we studied factors related to parental intention to participate in parenting programs and examined the moderating effects of parent gender on these factors. Participants were a community sample of 290 mothers and 290 fathers of 5- to 10-year-old children. Parents completed a set of questionnaires assessing child emotional and behavioral difficulties and the HBM constructs concerning perceived program benefits and barriers, perceived child problem susceptibility and severity, and perceived self-efficacy. The hypothesized model was evaluated using structural equation modeling. The results showed that, for both mothers and fathers, perceived program benefits were associated with higher intention to participate in parenting programs. In addition, higher intention to participate was associated with lower perceived barriers only in the sample of mothers and with higher perceived self-efficacy only in the sample of fathers. No significant relations were found between intention to participate and perceived child problem susceptibility and severity. Mediation analyses indicated that, for both mothers and fathers, child emotional and behavioral problems had an indirect effect on parents’ intention to participate by increasing the level of perceived benefits of the program. As a whole, the proposed model explained about 45 % of the variance in parental intention to participate. The current study suggests that mothers and fathers may be motivated by different factors when making their decision to participate in a parenting program. This finding can inform future parent engagement strategies intended to increase both mothers’ and fathers’ participation rates in parenting programs.Electronic supplementary materialThe online version of this article (doi:10.1007/s11121-016-0696-6) contains supplementary material, which is available to authorized users.

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Section: Methodsmentioning

confidence: 99%

Using the Health Belief Model to Explain Mothers’ and Fathers’ Intention to Participate in Universal Parenting Programs

Salari

Filus

2016

Prev Sci

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“…In the academic context, it can be defined as students' ability to deal effectively with academic setbacks, school-related stress, and schoolrelated pressure (Martin & Marsh, 2006). School is an important place where resilience in young people can be enhanced (Cunningham, Brandon, & Frydenberg, 1999;Frydenberg, 1999;Fuller, 2001;Fuller, McGraw, & Goodyear, 1999;Howard & Johnson, 2000;Longaretti, 2001;Parker & Hendy, 2001;Speirs & Martin, 1999). However, studies of resilience as it pertains to school are still couched in terms of a young person's mental health and well-being (which are vital) but not in terms of their academic development (however, it is recognised that the two are correlated).…”

Section: Academic Resiliencementioning

confidence: 99%

A Motivational Psychology for the Education of Indigenous Australian Students

Martin

2006

AJIE

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This article explores an integrative framework for a motivational psychology for the education of Indigenous students. Drawing on and adapting Graham’s (1994) taxonomy for motivational psychology, it is suggested that enhancing the educational outcomes of Indigenous students involves addressing factors relevant to the self (positive identity, academic self-concept, and academic resilience), cognitive and affective factors (that facilitate motivation, engagement, achievement, and enjoyment of school), socialisation and child-rearing antecedents (the role of the family), failure dynamics (fear of failure and shame), the role of significant others and their contexts (peers, community, teachers, schools, and the scope for pastoral pedagogy), and the issue of young people’s pathways and transitions. Values, attitudes, and approaches to school and schoolwork that are common across Aboriginal and non-Aboriginal students and the role of positive psychology are also explored as a means of contributing to a better general understanding of human behaviour.

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“…School is an important place where resilience in young people can be enhanced (Cunningham, Brandon, & Frydenberg, 1999;Frydenberg, 1999;Fuller, 2001;Fuller, McGraw, & Goodyear, 1999;Howard & Johnson, 2000;Longaretti, 2001;Parker & Hendy, 2001;Speirs & Martin, 1999). However, studies of resilience as it pertains to school are still couched in terms of a young person's mental health and wellbeing and not in terms of their academic development.…”

Section: Academic Resiliencementioning

confidence: 99%

Motivation and Academic Resilience: Developing a Model for Student Enhancement

Martin¹

2002

Australian Journal of Education

192

152

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This paper explores a model of motivation and introduces the concept of academic resilience. Although motivation is critical to academic success, academic gains that students make can be lost if they are not resilient to setback, study pressure, and stress in the school setting. It is therefore important that students are motivated and resilient to academic pressures. A problem with motivation theory and research, however, is that it has not been formulated in a way that provides educators and students with a common language with which to develop motivation and academic resilience in the classroom. This paper draws together seminal motivation theory, posits clear constructs that represent these theories, and then repackages them into a model that can be used by educators and understood by students. Such a model also holds direct implications in the classroom and counselling contexts, and the strategies for enhancing motivation and academic resilience are discussed.

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Depressed mood amongst adolescents: The roles of perceived control and coping style

Cited by 7 publications

References 61 publications

Using the Health Belief Model to Explain Mothers’ and Fathers’ Intention to Participate in Universal Parenting Programs

Using the Health Belief Model to Explain Mothers’ and Fathers’ Intention to Participate in Universal Parenting Programs

A Motivational Psychology for the Education of Indigenous Australian Students

Motivation and Academic Resilience: Developing a Model for Student Enhancement

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