From childhood adversity to problem behaviors: Role of psychological and structural social integration

Chao, Lo Hsin; Tsai, Meng‐Che; Liang, Ya Lun; Strong, Carol; Lin, Chung‐Ying

doi:10.1111/ped.13436

Cited by 8 publications

(9 citation statements)

References 34 publications

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“…In other words, the benefits of social relationships for well-being may also be due the quality of the relationships we maintain rather than the number of friends we have, or from the support we receive. In fact, research by Chao, Tsai, Liang, Strong, and Lin (2018) demonstrated that psychological integration, a concept related to relationship quality, mediated the relationship between childhood adversity and several problematic behaviors in early adulthood.…”

Section: Social Relationshipsmentioning

confidence: 99%

Stressful life events and adolescent well‐being: The role of parent and peer relationships

2020

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It is well established that stressful life events (e.g., family bereavements or moving to a new country) are damaging to psychological health and well‐being. Indeed, social relationships are often noted as an important factor that can influence well‐being and buffer the negative effects of stress. However, the quality and source of these relationships, particularly for adolescents, are often overlooked. Using the Growing Up in Ireland Survey, a population‐based study of 13‐year‐old Irish adolescents (N = 7,525; 51.1% female), the current study examines the quality of both parent and peer relationships as potential mechanisms explaining the association between stressful life events and psychological well‐being indices in adolescents. As expected, results showed that stressful life events negatively impacted the psychological well‐being of adolescents. Parallel mediation analyses indicated that both parent and peer relationship quality mediated this association. Further exploratory analyses found that for girls, greater numbers of stressful life events were associated with poorer quality relationships with both their parents and peers, and in turn, these were linked to lower levels of psychological well‐being. For boys, this effect was only evident for parental relationship quality, but not peers. The implication of these findings for adolescent's psychological well‐being, particularly for girls, is discussed.

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Section: Social Relationshipsmentioning

confidence: 99%

Stressful life events and adolescent well‐being: The role of parent and peer relationships

2020

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“…That is, these two statistical techniques are almost equally distributed in three measurement approaches without any preference for operationalizing academic resilience. Third, moderation and mediation analysis, as well as structural equation modeling are merely conducted in the process-driven approach (e.g., Chao et al, 2018;Ma & Wu, 2019), while educational data mining methods only appeared in the definitiondriven approach (e.g., Wang et al, 2022). F I G U R E 4 Percentages of major statistical techniques categorized by three approaches.…”

Section: Main Statistical Techniques Used To Investigate Academic Res...mentioning

confidence: 99%

A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

Zheng,

Cheung,

Sit

2023

Psychology in the Schools

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Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and protective factors of academic resilience identified in East Asian countries/economies. With a focus on large‐scale assessment (LSA) research, three databases (i.e., Web of Science, CNKI, and AiritiLibary) were searched and returned 31 peer‐reviewed studies over the last decade. Results indicated that the definition‐driven method was commonly adopted in international LSA studies (e.g., Programme for the International Student Assessment) to measure academic resilience, and the research conducted in national/regional LSA (e.g., China Education Panel Survey) tended to use the process‐driven approach. Logistic regression was the most frequently data analysis technique utilized in the definition‐driven approach, while structural equation modeling and mediation/moderation analyses accounted for the largest proportion of the process‐driven methods. Our study shed light on the methodological issues of academic resilience in LSA. Additionally, it highlights the aspiration of educational researchers to identify Asian‐specific protective factors from the social‐ecological perspective to propose appropriate interventions fostering academic resilience.

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“…Problem behavior (PB) refers to abnormal behaviors in individuals that hinder their social adjustment, both in terms of their own emotional abnormalities and behaviors that negatively affect others and society ( Zhang, 2019 ). Problem behaviors consist of both internalized problem behaviors such as anxiety and depression, and externalized problem behaviors such as inattention and aggression ( Chao et al, 2018 ). The measurement of problem behaviors in China has mostly used the Strengths and Difficulties Questionnaire developed by Kou et al (2007) , which categorizes problem behaviors into four dimensions, namely, emotional symptoms, conduct problems, hyperactivity, and peer interaction problems, summarizing internalizing and externalizing problem behaviors.…”

Section: Introductionmentioning

confidence: 99%

The relationship between childhood adversity and problem behavior of new street corner youth on campus: A moderate mediation model

Liu

Meng

2022

Front. Psychol.

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To explore the impact mechanism of childhood adversity on problem behaviors of new street corner youth on campus, we surveyed 637 new street corner youth on campus and completed the Strengths and Difficulties Questionnaire, the Childhood Environment Scale, the Life History Strategies Scale, and the Dark Triad Scale. After controlling for gender and age of new street corner youth on campus, results revealed that childhood adversity was significantly and positively associated with problem behaviors. Mediation analysis showed that life history strategy mediated the association between childhood adversity and problem behaviors. Moreover, moderated mediation analysis further indicated that dark triad moderated the association between childhood adversity and life history strategy, as well as the association between life history strategy and problem behaviors. These findings suggest that interventions of life history strategy and dark triad may be effective means to affect problem behaviors of new street corner youth on campus.

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From childhood adversity to problem behaviors: Role of psychological and structural social integration

Cited by 8 publications

References 34 publications

Stressful life events and adolescent well‐being: The role of parent and peer relationships

Stressful life events and adolescent well‐being: The role of parent and peer relationships

A systematic review of academic resilience in East Asia: Evidence from the large‐scale assessment research

The relationship between childhood adversity and problem behavior of new street corner youth on campus: A moderate mediation model

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