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Walters, Kathryn

doi:10.1023/a:1024566930164

Cited by 20 publications

(4 citation statements)

References 21 publications

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“…Especially among at-risk youth, opportunities to develop developmental assets through school and after-school programs early in life may be beneficial. Such program could yield gains beyond increasing QL (Deković, 1999; Walters & Bowen, 1997). A recent meta-analysis of universal, school-based social and emotional learning (SEL) programs concluded that compared with controls, SEL participants demonstrated improved social and emotional skills, attitudes, behavior, as well as academic performance (Durlak, et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

Do Social Resources Protect Against Lower Quality of Life Among Diverse Young Adolescents?

Wallander

Elliott

Grunbaum

et al. 2015

The Journal of Early Adolescence

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We examined whether social resources from the family and the community moderate the risk associated with low socioeconomic status (SES) for reduced quality of life (QL) among youth across racial/ethnic groups. Data were from 4,824 fifth-grade youth (age [Formula: see text] = 11.1, SD = 0.6; 49% females) in the Healthy Passages™ study (2004-2006) located in Birmingham, Alabama; Los Angeles County, California; and Houston, Texas. Youth reported their QL using the Pediatric Quality of Life Inventory Version 4.0 and the Global Self-Worth subscale of the Self-Perception Profile and their status for hypothesized protective social mechanisms. Overall, family cohesion, parental nurturance, other adult, and peer support were positively associated with QL across racial/ethnic groups. There were few significant interactions, but all suggested that higher SES youth benefited more than lower SES youth. In fact, family cohesion among African American youth and other adult support among Hispanic youth differentiated QL at higher, but not lower SES. Further research should examine other risk contexts and seek to inform targeted prevention efforts.

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Section: Discussionmentioning

confidence: 99%

Do Social Resources Protect Against Lower Quality of Life Among Diverse Young Adolescents?

Wallander

Elliott

Grunbaum

et al. 2015

The Journal of Early Adolescence

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“…The ability to integrate into a positive and prosocial peer group is an important social competency for adolescents (Walters and Bowen 1997). Research has suggested that adolescents with friends (i.e., those who are successful in establishing peer relationships) display higher levels of emotional well-being and lower levels of emotional distress than those without friends (Wentzel et al 2004).…”

Section: Peer Supportmentioning

confidence: 99%

In the Context of Adult Support: The Influence of Peer Support on the Psychological Well-Being of Middle-School Students

Buchanan

Bowen

2008

Child Adolesc Soc Work J

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This study examines the influence of adult and peer support on the psychological well-being of middle-school students. Using data representing 13,843 middle-school students from seven U.S. states, which were collected with the School Success Profile, hierarchical regression analysis is used to examine a hypothesis in 2 models of relationships: continuity/cognitive and compensatory/competition. Results support the continuity/cognitive model, and indicate peer support is an important contributor to middle-school students' psychological well-being at various levels of adult support. When adult support is low, high levels of peer support do not improve psychological well-being. Implications for research and practice are discussed.Keywords Psychological well-being Á Peer support Á Adult support Á Middle-school students Middle-school marks a time of transition in the lives of American adolescents. During this transitional time, students are not only struggling with changes in their academic environment, but also with transformations in their bodies, minds, emotions, and relationships. The support that students receive from adults and peers during these years can affect not only how they cope with these changes, but can also influence their psychological well-being (Flook et al.

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“…Inglés et al (2013) relate academic performance to a lack of values. It has also been found that bullies (Cerezo, 2001), and those who have a hard time integrating with other members of the group have lower academic performance, whereas the contrary is true of those who relate successfully (Walters and Bowen, 1997). Ros et al (1996) did a study in which benevolence was associated favorably with study habits, somewhat like conformity, which showed the highest correlations with all study behaviors.…”

Section: Introductionmentioning

confidence: 99%

Interpersonal value profiles and analysis of adolescent academic performance and social thinking

Gázquez

Sáinz

Fuentes³

et al. 2015

Front. Psychol.

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The purposes of this study were to identify interpersonal value profiles and find out whether there were any differences in academic performance and social thinking. The study sample was 885 high school students of whom 49.8% (N = 441) were boys and 50.2% (N = 444) were girls. The results show that students with low Benevolence and Conformity levels showed higher prevalence of failures and repeated the year more often. Furthermore, students with a high level of Recognition and Leadership and low Conformity and Benevolence are socially incompetent students. Intervention programs should to achieve high levels of kindness and consideration, respect for rules and generosity, and diminish the perception of recognition by others and exertion of authority. Thus, this study shows the values that must be worked on to improve students’ Academic Performance and social competence.

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Cited by 20 publications

References 21 publications

Do Social Resources Protect Against Lower Quality of Life Among Diverse Young Adolescents?

Do Social Resources Protect Against Lower Quality of Life Among Diverse Young Adolescents?

In the Context of Adult Support: The Influence of Peer Support on the Psychological Well-Being of Middle-School Students

Interpersonal value profiles and analysis of adolescent academic performance and social thinking

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