Background English is a global language used to communicate with members of the international community. Self-efficacy in learning English is an important factor that is influenced by perceived importance, interest, and beliefs about the ability to successfully perform tasks in English. Objective The aim is to develop and validate a measurement instrument to assess English self-efficacy. Methods A total of 453 students from different Peruvian universities participated, with ages ranging from 18 to 60 years (M = 23; SD = 6.18). Statistical techniques for latent variables were used and recommendations for educational and psychological tests were followed in its construction. The sample was divided into two groups to perform exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results The English Self-Efficacy Scale (ESS-P) is representative and relevant in terms of its item content (Aiken’s V > 0.70). Its internal structure is organized into three first order factors and a second order factor that are consistent with the theoretical proposal and was confirmed through CFA with excellent goodness-of-fit indices (χ2 = 1184.9, gl = 626, CFI = 0.92, TLI = 0.92, RMSEA = 0.06 y SRMR = 0.04). It also has adequate internal consistency in its three factors (Reading α/ω = 0.96), Oral Communication (α/ω = 0.95), and Writing (α/ω = 0.97) and the whole scale (α/ω = 0.98), is invariant with respect to sex, and has a conceptual relationship with variables such as academic self-efficacy and exam anxiety. Conclusion The ESS-P is a measurement instrument with evidence of validity, factorial invariance, and good reliability of its scores. Therefore, it can be used in future studies in the academic context.

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Psychometric properties and invariance of an English self-efficacy scale for university students in Peru

Abstract Neighborhood characteristics are thought to be associated with adolescent health and behavior. However, there have been very few population-based surveys using data from individual responses living in the same school district area. Tokyo TEEN Cohort data, collected from three Tokyo municipalities, were used to examine the association between psychological symptoms in school districts during early adolescence (age 10) and later psycho-behavioral conditions in adolescents (ages 12 and 14). Hierarchical linear models showed that school district-level depressive symptoms, psychological well-being, and prosocial behaviors at age 10 were associated with the corresponding individual-level indices at age 12, after controlling for demographic characteristics and baseline individual scores as covariates. Furthermore, School district-level behavioral problems at age 10 were associated with individual-level indices at ages 12 and 14. These results suggest that school district environments in which young adolescents grow up influence adolescents’ development and well-being. 

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Adolescent mental health is affected by neighborhood mental health conditions at the beginning of adolescence

Abstract A large number of published papers have investigated the relationship between perceived teacher emotional support and students’ engagement in school across a variety of subject areas at the primary and secondary levels. However, very few or none of these studies examine the topic in the context of physical education in higher education. It would be highly desirable for a study comparable to this one to be carried out within the context of tertiary education in order to address the dearth of scholarly works that concentrate on these two constructs. In light of this, the current study investigated the connection between teachers’ emotional support and their student’s level of engagement in their academic work. The participants in the study were undergraduate students (males = 374, females = 536) who were enrolled in minor PE courses at a prominent local college in Angeles City, Philippines. Following the calculation of Spearman’s rho and multiple regression analyses, the findings revealed that perceived teacher emotional support (along with its three distinct features: positive atmosphere, teacher sensitivity, and regard for the adolescent perspective) is significantly associated with [r(908) =.519, p < .05)] and has a direct influence on [F(3, 906) = 120.508, p <.001] school engagement. Additionally, this study highlighted the critical role that PE instructors play in providing students with emotional support, which in turn leads to higher levels of engagement and achievement reports. The presentation includes suggestions for the professional development of teachers of PE and future research initiatives.

Teacher Emotional Support and School Engagement: The case of Physical Education Teachers and Students in a Prominent Local College

This cross-sectional study investigates the association of individual-, school-, and province-level factors with mental well-being among youths in China.

https://jamanetwork.com/journals/jamanetworkopen/articlepdf/2807377/zhang_2023_oi_230705_1689023429.42222.pdf

Assessment of Factors Associated With Mental Well-Being Among Chinese Youths at Individual, School, and Province Levels

According to ecological system theory, both the microsystem environment (home environment) and the more macrolevel environment (provincial environment) influence school engagement in adolescents. This study tests an ecological model of adolescents' school engagement with 19,084 middle school students across 31 provincial-level regions in China. Multilevel modeling is used to predict adolescents' school engagement (behavior, emotion, and cognition) at two levels, individual [gender and family socioeconomic status (SES)] and provincial (economy, public cultural facilities, technological industry and education). The school engagement of students varies significantly across provincial-level regions. SES positively affects the school engagement of students. Students benefit from the provincial environment when the economy is booming, public cultural facilities are adequate and education is flourishing. The development of the technology industry fails to boost students' school engagement. Limitations and future directions are discussed.

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School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China.

Research has indicated that English learning stress contributes significantly to English learning burnout among undergraduate students. However, knowledge of the mediating and moderating mechanisms underlying this relationship is limited. To bridge this gap, a moderated mediation model was constructed to examine whether English learning self-efficacy mediated the relationship between English learning stress and English learning burnout. Furthermore, this study analyzed whether the mediated relationship was moderated by mindfulness and gender. A total of 1130 Chinese undergraduate students (mean age = 20.84 years, SD = 1.57 years) reported their experiences regarding English learning stress, English learning self-efficacy, English learning burnout, and mindfulness. After controlling for covariates, the results revealed that English learning self-efficacy mediated the positive link between English learning stress and English learning burnout among both men and women. Moreover, the findings demonstrated that the indirect link was moderated by mindfulness among male undergraduate students. However, the moderating effect of mindfulness was not significant among the women in this study. The implications of these findings for future research, and the development of intervention and prevention of English learning burnout are discussed.

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English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender

Family socioeconomic status and provincial-level economic, educational, and health-related factors as predictors of present- and future-oriented subjective wellbeing in junior high school students in China.

Lili Xu

Papers

School Engagement and Context: A Multilevel Analysis of Adolescents in 31 Provincial-Level Regions in China.

English Learning Stress, Self-Efficacy, and Burnout among Undergraduate Students: The Moderating Effect of Mindfulness and Gender

Family socioeconomic status and provincial-level economic, educational, and health-related factors as predictors of present- and future-oriented subjective wellbeing in junior high school students in China.