Virginie Hospel

Bio: Virginie Hospel is an academic researcher from Université catholique de Louvain. The author has contributed to research in topics: Student engagement & Peer victimization. The author has an hindex of 7, co-authored 22 publications receiving 304 citations. Previous affiliations of Virginie Hospel include National Fund for Scientific Research.

Peer Victimization and School Disaffection: Exploring the Moderation Effect of Social Support and the Mediation Effect of Depression.

Abstract: Background. Peer victimization is associated with increased internalizing problems and reduced school adjustment. Research into the main effect and the buffering effect of socialsupport on these internalizing problems has produced inconsistent findings, and none has tested the buffering effect of social support on school adjustment. Moreover, recent studies have underlined the importance of taking various sources of social support into account. Aims. This study aims to test the relationships between peer victimization and school disaffection, the moderation effect of parental, peer and teacher social support, and the mediation effect of depression. Sample. Four hundred seventh and eighth graders participated in this study. Method. Students filled out a questionnaire assessing peer victimization, depression, academic self-efficacy, school disaffection, and perceived social support from parents, peers, and teachers. Results. Peer victimization was negatively associated with self-efficacy and positively associated with school disaffection. Regression analyses showed a main negative effect of social support (especially teacher support) on depression and school disaffection and a positive effect on self-efficacy. No significant interactions emerged between victimization and social support or between sources of social support. Path analyses indicated that the effects of victimization on self-efficacy and school disaffection were fully mediated by depression, but that the effects of social support are partially independent of depression. Multigroup analyses indicated that these relationships were parallel among boys and girls. Conclusions. The results of this study are consistent with the main effect model of social support. They also highlight the importance of teacher support for school adjustment.

Social Context, Self-Perceptions and Student Engagement: A SEM Investigation of the Self-System Model of Motivational Development (SSMMD).

Abstract: Introduction. The present study aimed to test a theoretically-based model (the self-system model of motivational development) including at the same time the extent to which the social context provides structure, warmth and autonomy support, the students’ perceived autonomy, relatedness and competence, and behavioral, cognitive and emotional student engagement. Method. Three hundred and thirty one participants attending the last year at the university completed a self-reported questionnaire tapping the targeted variables. SEM analyses were used to test our hypotheses. Results. Results revealed that each dimension of the social context was associated with the corresponding self-perception variables which, in turn, predicted greater behavioral, cognitive and emotional engagement. Cognitive engagement was directly predicted by the three self-perception variables, and indirectly by an autonomy supportive social context. Structured so-cial context was indirectly associated, through perceived competence, with behavioral and emotional engagement. Discussion and Conclusion. Two underlying assumptions of the SSMMD (and more broadly of the SDT) were supported by the results of this study - the three dimensions of social con-text have specific effects on self-perception variables and these perceptions are mediators of the relationship between context and student engagement - one was not - the three self-perception variables do not have a direct impact on the dimensions of student engagement.

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Social support and protection from depression: systematic review of current findings in Western countries

Abstract: Background Numerous studies report an association between social support and protection from depression, but no systematic review or meta-analysis exists on this topic. Aims To review systematically the characteristics of social support (types and source) associated with protection from depression across life periods (childhood and adolescence; adulthood; older age) and by study design (cross-sectional v. cohort studies). Method A systematic literature search conducted in February 2015 yielded 100 eligible studies. Study quality was assessed using a critical appraisal checklist, followed by meta-analyses. Results Sources of support varied across life periods, with parental support being most important among children and adolescents, whereas adults and older adults relied more on spouses, followed by family and then friends. Significant heterogeneity in social support measurement was noted. Effects were weaker in both magnitude and significance in cohort studies. Conclusions Knowledge gaps remain due to social support measurement heterogeneity and to evidence of reverse causality bias.

A meta-analytic review of the association between perceived social support and depression in childhood and adolescence.

Abstract: This meta-analysis evaluated the relation between social support and depression in youth and compared the cumulative evidence for 2 theories that have been proposed to explain this association: the general benefits (GB; also known as main effects) and stress-buffering (SB) models. The study included 341 articles (19% unpublished) gathered through a search in PsycINFO, PsycARTICLES, ERIC, and ProQuest, and a hand search of 11 relevant journals. Using a random effects model, the overall effect size based on k = 341 studies and N = 273,149 participants was r = .26 (95% CI [.24, .28]), with robust support for the GB model and support for the SB model among medically ill youth. Stress-buffering analyses suggest that different stressful contexts may not allow youth to fully draw on the benefits of social support, and we propose value in seeking to better understand both stress-buffering (effects of social support are enhanced) and reverse stress-buffering (effects of social support are dampened) processes. Key findings regarding other moderators include a different pattern of effect sizes across various sources of support. In addition, gender differences were largely absent from this study, suggesting that social support may be a more critical resource for boys than is typically acknowledged. Results also demonstrated the importance of using instruments with adequate psychometric support, with careful consideration of methodological and conceptual issues. Building upon these collective findings, we provide recommendations for theory and practice, as well as recommendations for addressing limitations in the extant literature to guide future investigations. (PsycINFO Database Record

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement

Abstract: The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher–student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was made between positive relationship aspects (e.g., closeness) and negative relationship aspects (e.g., conflict). Meta-analytic structural equation modeling showed that, overall, the associations between both positive relationships and achievement and negative relationships and achievement were partially mediated by student engagement. Subsequent analyses revealed that mediation is applicable to both primary and secondary school. Only the direct association between positive relationships and engagement was stronger...

Relación entre la composión de la escuela y las características de su proceso, y su efecto en el rendimiento matemático / Relationship between school composition and characteristics of school process and their effect on mathematics achievement

Abstract: Este estudio explora la relacion entre la composicion de la escuela y las caracteristicas de su proceso e investiga su efecto en el rendimiento matematico en la educacion secundaria belga flamenca a traves de un analisis multinivel. El estudio confirma que hay importantes relaciones entre las variables de la composicion de la escuela y las del proceso escolar en la educacion secundaria. Los analisis del efecto de ambas variables en el rendimiento revelan que estas tienen importantes efectos aislados y combinados en el rendimiento independientemente de la habilidad inicial . This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. The study confirms that there are relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability.