scholarly journals A study on the positive psychological capital of adolescents: Focusing on parent-adolescent conversation time and open communication

2021 ◽  
Vol 59 (3) ◽  
pp. 287-296
Author(s):  
Ara Choi
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Psychological Capital ◽  
Economic Condition ◽  
Demographic Variables ◽  
Hierarchical Regression ◽  
School Students ◽  
Open Communication ◽  
Positive Psychological Capital ◽  
Significant Difference

This study examined the influences of demographic variables, parent-adolescent conversation time, and open communication on the positive psychological capital of adolescents. The data were collected from 243 middle school students living in Gwangju from December 23, 2019, to January 3, 2020. Data were analyzed using correlation analysis, and hierarchical regression analysis. The results can be summarized as follows. First, with economic condition, academic achievement, parent-adolescent conversation time, and open communication, positive psychological capital showed significant difference statistically. Second, father-adolescent open communication best explained positive psychological capital, followed by academic achievement, and motheradolescent open communication. The results highlight the important roles played by parent-adolescent open communication and academic achievement in improving adolescents’positive psychological capital. The study contributes to the literature by providing fundamental insights into adolescents’positive psychological capital.

Investigating the relationship between social support and school burnout in Turkish middle school students: The mediating role of hope

2019 ◽  
Vol 40 (6) ◽  
pp. 581-597 ◽  
Author(s):  
Abdi Gungor
Keyword(s):  
Social Support ◽  
Middle School ◽  
Middle School Students ◽  
Demographic Variables ◽  
Hierarchical Regression ◽  
Future Research ◽  
Emotional States ◽  
School Students ◽  
School Burnout ◽  
The Relationship

The literature has documented the relationships between school burnout and mental health, academic achievement, and overall quality of life. Furthermore, hope and social support have been identified as important factors for coping with stress and have been found to be negatively related to undesirable emotional states. The present study aimed to examine the effects of demographic variables, social support, and hope on school burnout in Turkish middle school students. More importantly, hope was investigated as a possible mediator of the relationship between social support and school burnout. Hierarchical regression analyses were performed to investigate the effects of social support and hope on school burnout. Additionally, a bootstrapping procedure was employed to test mediational effects of hope on the effects of social support. The results revealed that, after controlling demographic variables, social support and hope negatively predicted school burnout. Mediation analyses showed that hope significantly and partially mediated the link between social support and school burnout. Specifically, students with higher levels of social support reported having higher levels of hope, which in turn was associated with lower levels of school burnout. The results and limitations are discussed along with implications for future research and educational planning.

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