The Interplay of Emotional Instability and Socio-Environmental Aspects of Schools during Adolescence

Yıl 2018, , 281 - 293, 15.04.2018

Alexander Latsch

https://doi.org/10.12973/eu-jer.7.2.281

Öz

According to Bronfenbrenner’s socio-ecological model,
school is an essential microsystem of the developing child. Schools provide
important developmental contexts for children and adolescents, as they
constitute environments that might either foster or evoke students’ emotional
instability. In particular, less is known about the precise and dynamic
interplay of students’ socio-environmental aspects in school (i.e., sense of
school belonging, social relationships with teachers and peers) and emotional
instability (i.e., depressive symptoms, perceived stress, feelings of
loneliness) during adolescence. To close this gap, this study examined within-
and over-time cross-lagged associations based on data from a quantitative
questionnaire-based survey of adolescent students (T1: N= 1088; Mage = 13.70,
SD = 0.53) from 23 secondary schools in Brandenburg, Germany. Results of latent
cross-lagged panel design supports the mutual relations for within-time
associations, which is in line with Bronfenbrenner’s model. However, only the
over-time association between school belonging and teacher-student relationship
was found to be reciprocal.

Anahtar Kelimeler

Depressive symptoms, perceived stress, school belonging, loneliness, teacher-student and student-student-relationship

Kaynakça

• Agoston, A. M., & Rudolph, K. D. (2016). Interactive contributions of cumulative peer stress and executive function deficits to depression in early adolescence. The Journal of Early Adolescence, 36(8), 1070–1094. doi: 10.1177/0272431615593176
• Asparouhov, T. (2005). Sampling weights in latent variable modeling. Structural Equation Modeling, 12(3), 411–434. doi: 10.1207/s15328007sem1203_4
• Asparouhov, T., & Muthén, B. (2006). Item response mixture modeling: Application to tobacco dependence criteria. Addictive Behaviors, 31(6), 1050–1066. doi: 10.1016/j.addbeh.2006.03.026
• Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3–15. doi: 10.1037/1045-3830.23.1.3
• Berry, D., & Willoughby, M. T. (2016). On the practical interpretability of cross‐lagged panel models: Rethinking a developmental workhorse. Child Development, 88(4), 1186–1206. doi: 10.1111/cdev.12660
• Bronfenbrenner, U. (1975). Reality and research in the ecology of human development. Proc.Am. Philos. Soc. 119, 439–469.
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
• Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.). Six theories of child development: Revised formulations and current issues (pp. 187–250). Greenwich, CT: JAI Press.
• Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualized in developmental perspective: a bioecological model. Psychological Review, 101, 568–586. doi: 10.1037/0033-295X.101.4.568
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes, In W. Damon & R.M. Lerner (Eds.), Handbook of Child Psychology: Theoretical Models of Human Development (pp. 993–1028). New York, NY: Wiley.
• Chahal, J. K., & Ewen, H. (2014). Social integration, social relationships, and stress. The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society, 1–5. doi: 10.1002/9781118410868.wbehibs383
• Cohen, L. H., Burt, C. E., & Bjorck, J. P. (1987). Life stress and adjustment: Effects of life events experienced by young adolescents and their parents. Developmental Psychology, 23(4), 583–592. doi: 10.1037/0012-1649.23.4.583
• Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress.  Journal of Health and Social Behavior, 385–396. doi: 10.2307/2136404
• Compas, B. E., Howell, D. C., Phares, V., Williams, R. A., & Giunta, C. T. (1989). Risk factors for emotional/behavioral problems in young adolescents: A prospective analysis of adolescent and parental stress and symptoms. Journal of Consulting and Clinical Psychology, 57(6), 732–740.
• De Laet, S., Colpin, H., Van Leeuwen, K., Van den Noortgate, W., Claes, S., Janssens, A., Goossens, L., & Verschueren, K. (2016). Transactional links between teacher–student relationships and adolescent rule-breaking behavior and behavioral school engagement: Moderating role of a dopaminergic genetic profile score. Journal of Youth and Adolescence, 45(6), 1226–1244. doi: 10.1007/s10964-016-0466-6
• Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., Goossens, L., & Verschueren, K. (2016). Behavioral engagement, peer status, and teacher–student relationships in adolescence: A longitudinal study on reciprocal influences. Journal of Youth and Adolescence, 45(6), 1192–1207. doi: 10.1007/s10964-016-0414-5
• Geiser, C. (2010). Datenanalyse mit Mplus. Eine anwendungsorientierte Einführung [Data-analysis with Mplus. A practical introduction]. Wiesbaden, Germany: VS.
• Gräfe, K., Zipfel, S., Herzog, W., & Löwe, B. (2004). Screening psychischer Störungen mit dem "Gesundheitsfragebogen für Patienten (PHQ-D)". Ergebnisse der deutschen Validierungsstudie [Screening of psychological disorders with the PHQ-D. Results of the German Validation study]. Diagnostica, 50(4), 171–181. doi: 10.1026/0012-1924.50.4.171
• Hamaker, E. L., Kuiper, R. M., & Grasman, R. P. P. P. (2015). A critique of the cross-lagged panel model. Psychological Methods, 20(1), 102–116. doi: 10.1037/a0038889
• Hanish, L. D., Martin, C., L., Miller, C. F., Fabes, R. A., DeLay, D., & Updegraff, K., A. (2016). Social harmony in schools: A framework for understanding peer experiences and their effects. In Wenzel, K., R. & Ramani, G., B. (Eds.) Handbook of social influences in school contexts. Social-emotional, motivation, and cognitive outcomes (pp. 48–62). New York, NY: Routledge.
• Hankin, B. L., & Abramson, L. Y. (2001). Development of gender differences in depression: An laborated cognitive vulnerability–transactional stress theory. Psychological Bulletin, 127(6), 773–796. doi: 10.1037/0033-2909.127.6.773
• Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescence. In J. Juvonen & K.R. Wentzel (eds.), Social Motivation – Understanding Children’s School Adjustment (pp. 11–42). New York, NY: Cambridge University Press.
• Horowitz, J. L., & Garber, J. (2006). The prevention of depressive symptoms in children and adolescents: A meta-analytic review. Journal of Consulting and Clinical Psychology, 74(3), 401–415. doi: 10.1037/0022-006X.74.3.401
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: onventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. doi: 10.1080/10705519909540118
• Kiswarday, V. (2012). Empowering resilience within the school context. Methodological Horizons, 7(14), 93–103.
• Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling. New York, NY: The Guilford Press.
• Kunter, M., Schümer, G., Artelt, C., Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Stanat, P., Tillmann, K.-J., Weiß, M. (2002). Dokumentation der Erhebungsinstrumente (Vol. 72) [Documentation of the measures]. Berlin, Germany: Max-Planck-Institut für Bildungsforschung.
• Larson, R. W., Moneta, G., Richards, M. H., & Wilson, S. (2002). Continuity, stability, and change in daily emotional experience across adolescence. Child Development, 73(4), 1151–1165. doi: 10.1111/1467-8624.00464
• Little, R. J. A. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American Statistical Association, 83, 1198–1202.
• Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002). To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling, 9(2), 151–173. doi: 10.1207/S15328007SEM0902_1 
• Little, T. D., Rhemtulla, M., Gibson, K., & Schoemann, A. M. (2013). Why the items versus parcels controversy needn’t be one. Psychological Methods, 18(3), 285– 300. doi: 10.1037/a0033266. 
• Lombas, A. S., Martín-Albo, J., Valdivia-Salas, S., & Jiménez, T. I. (2014). The relationship between perceived emotional intelligence and depressive symptomatology: The mediating role of perceived stress. Journal of Adolescence, 37(7), 1069–1076. doi: 10.1016/j.adolescence.2014.07.016
• MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah, NJ: Erlbaum.
• Marsh, H. W., Hau, K. T., Balla, J. R., & Grayson, D. (1998). Is more ever too much? The number of indicators per factor in confirmatory factor analysis. Multivariate Behavioral Research, 33(2), 181–220. doi: 10.1207/s15327906mbr3302_1
• Maurizi, L. K., Grogan-Kaylor, A., Granillo, M. T., & Delva, J. (2013). The role of social relationships in the association between adolescents’ depressive symptoms and academic achievement. Children and Youth Services Review, 35(4), 618–625. doi: doi.org/10.1016/j.childyouth.2013.01.006
• Moksnes, U. K., Bradley Eilertsen, M. E., & Lazarewicz, M. (2016). The association between stress, self-esteem and depressive symptoms in adolescents. Scandinavian Journal of Psychology, 57(1), 22–29. doi: 10.1111/sjop.12269
• Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (7th ed.). Los Angeles, CA.
• Muthén & Muthén. Nasser F., & Wisenbaker J. (2003). A Monte Carlo study investigating the impact of item parceling on measures of fit in confirmatory factor analysis. Educational and Psychological Measurement, 63, 729–757. doi: 10.1177/0013164403258228
• Olsson, C. A., Bond, L., Burns, J. M., Vella-Brodrick, D. A., & Sawyer, S. M. (2003). Adolescent resilience: A concept analysis. Journal of Adolescence, 26(1), 1–11. doi: 10.1016/S0140-1971(02)00118-5
• Persike, M., & Seiffge-Krenke, I. (2014). Is stress perceived differently in relationships with parents and peers? Inter-and intra-regional comparisons on adolescents from 21 nations. Journal of Adolescence, 37(4), 493–504. doi: 10.1016/j.adolescence.2013.09.007
• Pittman, L. D., & Richmond, A. (2007). Academic and psychological functioning in late adolescence: The importance of school belonging. The Journal of Experimental Education, 75(4), 270–290. doi: 10.3200/JEXE.75.4.270-292
• Prats D. C. (1990). The effects of forming miniscales on the construct validity of the test anxiety inventory. Paper presented at the National Council of Measurement of Education, Boston.
• Qualter, P., Brown, S. L., Rotenberg, K. J., Vanhalst, J., Harris, R. A., Goossens, L., Bangee,
• M., & Munn, P. (2013). Trajectories of loneliness during childhood and adolescence: Predictors and health outcomes. Journal of Adolescence, 36(6), 1283–1293. doi: 10.1016/j.adolescence.2013.01.005
• Raufelder, D. (2007). Von Machtspielen zu Sympathiegesten. Das Verhältnis von Lehrern und Schülern im Bildungsprozess [From Powergames to gestures of sympathy. The Relationship of teachers and students in the process of education]. Marburg, Germany: Tectum.
• Reynolds, A. D., & Crea, T. M. (2015). Peer influence processes for youth delinquency and depression. Journal of Adolescence, 43, 83–95. doi: 10.1016/j.adolescence.2015.05.013
• Schwab, R. (1997). Einsamkeit. Grundlagen für die klinisch-psychologische Diagnostik und Intervention [Loneliness. Basics for clinical-psychological diagnostic and intervention]. Bern, Switzerland: Hans Huber.
• Seiffge-Krenke, I., Aunola, K., & Nurmi, J. E. (2009). Changes in stress perception and coping during adolescence: The role of situational and personal factors. Child Development, 80(1), 259–279. doi: 10.1111/j.1467-8624.2008.01258.x.
• Sterba, S. K., & Rights, J. D. (2017). Effects of parceling on model selection: Parcel-allocation variability in model ranking. Psychological Methods, 22(1), 47-68. doi: 10.1037/met0000067. 
• Teppers, E., Klimstra, T. A., Damme, C. V., Luyckx, K., Vanhalst, J., & Goossens, L. (2013). Personality traits, loneliness, and attitudes toward aloneness in adolescence. Journal of Social and Personal Relationships, 30(8), 1045–1063. doi: 10.1177/0265407513481445
• Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Educational Sciences: Theory & Practice, 17, 63‒82. doi: 10.12738/ estp.2017.1.0104
• Vanhalst, J., Goossens, L., Luyckx, K., Scholte, R. H., & Engels, R. C. (2013). The development of loneliness from mid-to late adolescence: Trajectory classes, personality traits, and psychosocial functioning. Journal of Adolescence, 36(6), 1305–1312. doi: 10.1016/j.adolescence.2012.04.002
• Vanhalst, J., Luyckx, K., & Goossens, L. (2014). Experiencing loneliness in adolescence: A matter of individual characteristics, negative peer experiences, or both?. Social Development, 23, 100–118. doi: 10.1111/sode.12019
• Van Roekel, E., Ha, T., Verhagen, M., Kuntsche, E., Scholte, R. H., & Engels, R. C. (2015). Social stress in early adolescents’ daily lives: Associations with affect and loneliness. Journal of Adolescence, 45, 274–283. doi: 10.1016/j.adolescence.2015.10.012
• Wentzel, K. R., & Muenks, K. (2016). Peer influence on students’ motivation, academic achievement and social behavior. In: Wentzel, K. R. & Ramani G. B. (Eds.), Handbook of Social Influences in School Contexts: Social-Emotional, Motivation, and Cognitive Outcomes (pp. 13–30). New York, NY: Routledge.
• Werner-Seidler, A., Perry, Y., Calear, A. L., Newby, J. M., & Christensen, H. (2017). School-based depression and anxiety prevention programs for young people: A systematic review and meta-analysis. Clinical Psychology Review, 51, 30–47. doi: 10.1016/j.cpr.2016.10.005
• Wigfield, A., & Eccles, J. S. (Eds.) (2001). Development of achievement motivation. San              Diego, CA: Academic Press.
• Williams, S. G., Turner-Henson, A., Davis, S., & Soistmann, H. C. (2017). Relationships among perceived stress, bullying, cortisol, and depressive symptoms in ninth-grade adolescents: A pilot study. Biological Research For Nursing, 19(1), 65–70. doi: 10.1177/1099800416656396
• Windle, M. (1992). A longitudinal study of stress buffering for adolescent problem behaviors. Developmental Psychology, 28(3), 522–530. doi: 10.1037/0022-006X.57.6.732
• Woodhouse, S. S., Dykas, M. J., & Cassidy, J. (2012). Loneliness and peer relations in adolescence. Social Development, 21(2), 273–293. doi: 10.1111/j.1467-9507.2011.00611.x