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Using Multivariate Statistics

https://science.sciencemag.org/content/sci/5/110/206.full.pdf

The american psychological association.

This chapter explores the ecology of human development, those forces in the person's environment that affect and influence development. Urie Bronfenbrenner's model of the human ecosystem guides the discussion, making connections between children in families and in communities and the larger society that surrounds them. The human ecosystem model is much like the study of the natural ecology, focusing on the interactions between subjects at various levels of the environment as they affect each other. The interaction between individual and environment forms the basis of an ecological approach to human development. This view sees the process of development as the expansion of the child's conception of the world and the child's ability to act on that world. Risks to development can come from both direct threats and the absence of opportunities for development. Sociocultural risk refers to the impoverishment in the child's world of essential experiences and relationships.

The Ecology of Human Development

Why People Die by Suicide

Diagnostic and Statistical Manual of Mental Disorders(DSM)-5による分類と診断 (特集 周産期メンタルヘルス : 妊婦の不安とどう立ち向かうか)

A robust body of research has identified school transitions during adolescence, and in particular the transition from middle to high school, as one of the riskiest phases for school failure, being characterized by significant social, emotional and behavioral changes. This transition is critical even with respect to academic achievement. In fact, in the Italian context, the highest frequency of students dropping-out from school can be observed in the 9th and 10th grades, partly as a consequence of a non-optimal adjustment to the new school-context. The impact of students’ relationships with their teachers may be particularly salient at critical developmental periods. Indeed, teacher-student relationships have been widely recognized as a form of protection to reduce the effect of risk factors in school adjustment and, in case of negative relationship quality, also a factor that increases the risk of maladjustment. Positive and affective student-teacher relationships may serve an important role for students’ adaptation to the school environment, favoring both achievement and adaptive behaviors. The aim of this study is to investigate the effects of the quality of teacher-student relationships, as perceived by pupils, on academic achievement and problem and prosocial behavior during the relevant school transition. The sample consists of 122 students (female = 55%). We employed a self-report questionnaire to collect information about: demographic characteristics, quality of relationship with teachers, problematic and prosocial behavior and academic achievement. Students filled in the questionnaires twice: during the 8th grade and 1 year later during their first year of high school (9th grade). Regression analyses indicated that both average and varying levels of closeness with teachers significantly predict changes in academic achievement: A perceived increase in closeness in 9th grade, as well as a higher mean closeness level, was associated with an increase in achievement. In turn, an increase in the level of perceived conflict with teachers significantly predicted an increase in conduct problems and hyperactivity/inattention symptoms. This study supports the significance of student-teacher relationships as a protective factor during the school transition to high-school. These findings indicate the importance of relationship quality in preventing risk of students’ school failure.

/pdf/student-teacher-relationships-as-a-protective-factor-for-2t5mqixpmh.pdf

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

Highly-visual social media and internalizing symptoms in adolescence: The mediating role of body image concerns

Investigating the links between fear of missing out, social media addiction, and emotional symptoms in adolescence: The role of stress associated with neglect and negative reactions on social media

Claudio Longobardi

Papers

Student-Teacher Relationships As a Protective Factor for School Adjustment during the Transition from Middle to High School.

Highly-visual social media and internalizing symptoms in adolescence: The mediating role of body image concerns

Investigating the links between fear of missing out, social media addiction, and emotional symptoms in adolescence: The role of stress associated with neglect and negative reactions on social media

Prevalence of student violence against teachers: A meta-analysis.

Student-teacher relationships and bullying: The role of student social status