Why are you so optimistic? Effects of sociodemographic factors, individual experiences, and peer characteristics on optimism in early adolescents

Tetzner, Julia; Becker, Michael

doi:10.1111/jopy.12424

Cited by 7 publications

(8 citation statements)

References 67 publications

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“…The assumption that SES influences are mediated via PRFs (H3) is only partially supported, as SES indicators only show weak associations with social support and optimism and are not associated with self-efficacy. Our findings are in line with previous studies suggesting that SES is not strongly associated with PRFs ( 24 , 32 , 33 ). Over and above the SES influences we find independent beneficial effects of the PRFs (H5), suggesting that they can to some extent mitigate SES influences on mental health.…”

Section: Discussionsupporting

confidence: 93%

“…Moreover, while most previous studies have focused on the role of PRFs as mediators or moderators of the SES influences on mental health, there is less understanding regarding the role of SES in shaping PRFs ( 22 , 26 ). For example, a number of studies report relative small or weak associations between SES and key PRFs ( 24 , 32 , 33 ). Does SES directly influence the manifestations of PRFs; are SES effects mediated via social stressors; what is the size of SES influences on PRFs?…”

Section: The Stress Process Modelmentioning

confidence: 99%

“…Moreover, there could be potential independent effects. Given that a number of studies report relative weak associations between SES and PRFs ( 26 , 33 ), it might be the case that psychosocial resources are associated with positive mental health independent of parental SES.…”

Section: The Stress Process Modelmentioning

confidence: 99%

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Social Inequalities in Young People's Mental Distress During the COVID-19 Pandemic: Do Psychosocial Resource Factors Matter?

Schoon

Henseke

2022

Front. Public Health

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The COVID-19 pandemic disproportionately affected young people aged 16–25 years and has brought about a major increase in mental health problems. Although there is persisting evidence regarding SES differences in mental health status, there is still little knowledge of the processes linking SES to young people's mental health, in particular during the current pandemic. Guided by a stress process model this study examines the role of different psychosocial resource factors in mitigating the vulnerability to mental distress among disadvantaged young people and specifies a range of possible mediating pathways. The research draws on a nationally representative longitudinal sample of 16–25 year-olds who participated in the Youth Economic Activity and Health (YEAH) online survey conducted in the UK between February and October 2021. Mental health was measured using the Hopkins Symptom Checklist for anxiety and depression. Socio-economic disadvantage was indicated by parental education and receipt of free school meals. Experience of stress was indicated by financial strain. Psychosocial resource factors included indicators of optimism, self-efficacy, and social support. We controlled for age, gender, living arrangements, and economic activity of the young person (being in education, employment or NEET). The findings suggest sequential mediating processes where SES influences are partially mediated via financial strain and the psychosocial resource factors. In addition, the psychosocial resource factors showed independent effects supporting mental health in the face of socio-economic adversity. Moreover, social support played a significant role in boosting self-efficacy and optimism, which in turn reduce mental distress. The findings highlighting the importance of specifying the assumed mediating processes, and to consider multiple resource factors instead of single aspects to gain a more comprehensive understanding of the processes linking SES to young people's mental health.

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Section: Discussionsupporting

confidence: 93%

Section: The Stress Process Modelmentioning

confidence: 99%

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Social Inequalities in Young People's Mental Distress During the COVID-19 Pandemic: Do Psychosocial Resource Factors Matter?

Schoon

Henseke

2022

Front. Public Health

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“…Findings were consistent in considering the positive peer relationship as a protective factor against internalizing and externalizing behaviors [ 138 – 142 ], depression [ 143 – 145 ], anxiety [ 146 ], self-harm [ 147 ] and suicide [ 148 ], and as a favorable factor for positive affect [ 149 , 150 ], increased happiness [ 151 ], self-efficacy [ 152 ], optimism [ 153 , 154 ] and mental well-being [ 155 ]. In contrast, peer-hassles, friendlessness, negative peer-beliefs, peer-conflicts/isolation and peer-rejection, have been identified in the development of psychological distress among students [ 141 , 143 , 149 , 156 – 165 ].…”

Section: Resultsmentioning

confidence: 96%

School educational models and child mental health among K-12 students: a scoping review

Jiang

et al. 2022

Child Adolesc Psychiatry Ment Health

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Background The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies. Methods This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases. Results/findings After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development. Conclusions The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

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“…al, 2010). In adolescents, researchers share demographic differences between genders, with females having higher optimism scores than males (Tetzner & Becker, 2019).…”

mentioning

confidence: 99%

Examining Differences in Noncognitive Skills for State-Level Career Development and Leadership Development Event Participants

Smith¹,

Thapa²

2022

JAE

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Educators are increasingly pressured to include experiences for students which will help develop noncognitive skills. Noncognitive skills lie outside of the physiological ability to process information and encompass adjacent concepts including soft-skills, 21st century skills, or employability skills. Grit, optimism, and self-efficacy are three noncognitive skills which overlap substantially with the three-component model for agricultural education. In agricultural education, Career and Leadership Development Events (CDE/LDE) allow students to work persistently toward a task and develop expectations for ability to perform and outcomes of the competitive event along with other actions researchers have concluded can help build noncognitive skills in adolescents. This study was designed to describe the grit, optimism, and self-efficacy of CDE & LDE competitors in Idaho and determine if differences exist between students who performed at the gold-rank level, and those who did not receive a gold ranking in their respective events. This study was a census of all students (N = 413) who competed at a CDE or LDE at the 2018 Idaho Leadership Development Conference. Results of independent samples t-tests revealed differences between both grit and self-efficacy scores of participants based on ranking and differences in self-efficacy based on event type. The conclusions drawn from this study allow us to recommend areas for continued examination related to noncognitive skills in agricultural education, and practical solutions for agricultural educators to enhance noncognitive skills in their classrooms.

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Why are you so optimistic? Effects of sociodemographic factors, individual experiences, and peer characteristics on optimism in early adolescents

Abstract: The findings broaden our current knowledge about antecedents of changes in optimism during early adolescence by highlighting the effects of positive age-salient experiences, namely, academic achievement and perceived acceptance from peers.

Cited by 7 publications

References 67 publications

Social Inequalities in Young People's Mental Distress During the COVID-19 Pandemic: Do Psychosocial Resource Factors Matter?

Social Inequalities in Young People's Mental Distress During the COVID-19 Pandemic: Do Psychosocial Resource Factors Matter?

School educational models and child mental health among K-12 students: a scoping review

Examining Differences in Noncognitive Skills for State-Level Career Development and Leadership Development Event Participants

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