Concordia University

About: Concordia University is a education organization based out in Montreal, Quebec, Canada. It is known for research contribution in the topics: Context (language use) & Control theory. The organization has 13565 authors who have published 31084 publications receiving 783525 citations. The organization is also known as: Sir George Williams University & Loyola College, Montreal.

Subjective socioeconomic status and adolescent health: a meta-analysis.

Abstract: Objective To comprehensively and quantitatively examine the association between subjective socioeconomic status (SES) and health outcomes during adolescence. Methods Forty-four studies met criteria for inclusion in the meta-analysis. Information on study quality, demographics, subjective SES, health outcomes, and covariates were extracted from each study. Fisher's Z was selected as the common effect size metric across studies. Random-effect meta-analytic models were employed and fail-safe numbers were generated to address publication bias. Results Overall, subjective SES was associated with health during adolescence (Fisher's Z = .10). The magnitude of the effect varied by type of health outcome, with larger effects observed for mental health outcomes, self-rated health, and general health symptoms; and nonsignificant effects observed for biomarkers of health and substance-use-related health behaviors. Of the measures of subjective SES employed in the reviewed studies, perception of financial constraints, was most strongly associated with adolescent health outcomes. Analysis of covariates indicated that inclusion of objective SES covariates did not affect the association between subjective SES and health. Conclusions This meta-analysis has implications for the measurement of subjective SES in adolescents, for the conceptualization of subjective and objective SES, and for the pathways between SES and health in adolescents.

Empathy and involvement in bullying in children and adolescents: a systematic review

Abstract: Based on the premise that bullies are deficient in empathy or even lack it completely, bullying prevention and intervention programs often include empathy training. These programs are not always as effective as they aim to be, which may be caused by a failure to acknowledge the multidimensional nature of empathy as well as its complex association with involvement in bullying. To provide a clear overview of the research on the association between empathy and involvement in bullying, this article systematically reviews 40 studies on the association of cognitive empathy (24 studies) and affective empathy (38 studies) with four categories of involvement in bullying: bullying, victimization, defending, and bystanding. The results showed that bullying was negatively associated with cognitive and-in particular-affective empathy. Victimization was negatively associated with cognitive empathy but not with affective empathy. Defending was consistently positively associated with both types of empathy. Contradictory findings were observed in bystanding, with studies reporting both negative and positive associations with cognitive empathy, and studies reporting negative and no associations with affective empathy. Together, the findings stress the importance of the distinction between cognitive and affective empathy in involvement in bullying and suggest different intervention strategies for the four types of involvement in bullying.