Positive Youth Development in Croatia: School and Family Factors Associated With Mental Health of Croatian Adolescents

IntroductionA framework for understanding the interrelationship of individual and environmental factors that influence adolescent health and well-being, as well as opportunities for policy-level interventions, is known as Positive Youth Development (PYD). The current study represents one of the largest studies of Croatian adolescents to date, and aimed to examine associations between school and family factors linked to PYD, and mental health outcomes experienced by Croatian youth.MethodsA multi-site survey study was conducted among adolescents (N = 9,655) residing in the five most populous cities in Croatia, with the aim of examining cross-sectional associations of family and school factors with adolescent mental health. The mean age of participants was 16.3 years (SD = 1.2), and 52.5% of participants were female. School and family factors included school attachment, school commitment, family communication, and family satisfaction. Depression, anxiety, and stress were assessed as outcomes. Multigroup structural equation modeling (SEM) was used to examine relations of interest among female and male adolescents.ResultsAmong school factors, increased school attachment was found to be significantly associated with reduced depression, anxiety, and stress for female adolescents, and with decreased depression and stress for male adolescents. Increased school commitment was significantly associated with decreased depression and anxiety for female adolescents; conversely, an increase in school commitment was associated with an increase in anxiety and stress for male adolescents. Increases in family communication were significantly associated with reduced depression, anxiety, and stress only for male adolescents, while increased family satisfaction was significantly associated with reduced depression, anxiety, and stress for female adolescents and with decreased depression and stress for male adolescents.ConclusionFindings suggest that interventions for mental health promotion and prevention of internalizing problems should address both school and family contexts, and may be more effective when accounting for differing developmental experiences of female and male adolescents.

The Effectiveness of Shepherd Leadership and Trust in the School on Teacher’s Work Motivation and Commitment to the School during the COVID-19 Pandemic

This research aims to find the effect of shepherd leadership and organizational trust on work motivation and school commitment. This study was directed at Ketapang Christian Schools (SKK), located in Jakarta and Cibubur (West Java). This research used a saturated sample technique, which means the entire population became sample. The total number of respondents is 100. The Partial Least Square Structural Equation Modeling (PLS-SEM) method was selected as a statistical analysis technique. The conclusion showed that shepherd leadership and school trust had a positive impact on work motivation. Shepherd leadership and organizational trust have a positive influence on school commitment. Shepherd leadership has a supportive influence on school trust, and work motivation has a supportive impact on school commitment. The finding is expected to provide input for the school in considering policies, especially those related to school structures, to build up trust, work motivation, and teachers’ commitment to the school.

Coercive Parenting and Adolescent Developmental Outcomes: The Moderating Effects of Empathic Concern and Perception of Social Rejection

Previous studies have identified coercive parenting as a prevalent parenting style in Chinese society. They suggested that this style of parenting could promote prosocial behavior and school commitment when combined with close monitoring and proper training, but it could also undermine mental health. This study critically examines these claims. Based on the existing theory and research, it is predicted that the influences of coercive parenting on adolescent development vary according to adolescent personal attributes including empathic concern and perception of social rejection. Through the analysis of two-wave survey data collected from a probability sample of 1085 Chinese adolescents, this study found that adolescents with higher levels of empathic concern and perceived social rejection reported less delinquency and stronger school commitment than their peers with lower levels of such attributes, when coercive parenting was low to moderate. However, under the condition of excessive coercive control, these adolescents demonstrated more delinquency and weaker school commitment. Empathic concern and perception of social rejection, on the other hand, played no or limited role in moderating the relationship between coercive parenting and depression. These results suggest that the influences of coercive parenting are dynamic and are subject to change as they interact with adolescent personal characteristics across different developmental domains.

Assessment of Exposure to Sexually Explicit Materials and Substance Abuse among High-School Adolescents in North Shewa Zone: Application of Logistic Regression Analysis

Background. The use of substances such as cigarettes, khat, alcohol, and other illicit drugs like hashish, heroine, cannabis, and cocaine is a global major public threat, which affects young adult people particularly in developing countries. This study aims to assess the risk factors associated with substance use and exposure to sexually explicit materials among high-school adolescents in north Shewa zone, Oromia region. Method. A cross-sectional study was conducted to assess substance use and exposure to sexually explicit materials among high-school adolescents in North Shewa zone, Oromiya, Ethiopia, using a structured self-administered questionnaire adapted from the 2008 “Community That Care Youth Survey” for adolescent substance use and problem behaviors. The study used descriptive statistics and logistic regression analysis to identify the significant factors associated with substance use and exposure to sexually explicit materials among high school adolescents in the study area. Result. The prevalence of lifetime and current substance use was 47.7% (95% CI: 0.427, 0.527) and 30.4% (95% CI: 0.258, 0.350), respectively. 17.8% use khat in their life and 16.6% used khat in the past 30 days; 42.2% ever used alcohol and 26.1% currently uses alcohol; 4.8% and 4.5% used cigarette in lifetime and in the past 30 days, while 16.4% use other illicit drugs in lifetime and 8.4% use illicit drugs in the past 30 days, respectively. Distributions of substance use by sex indicate that male adolescents are more like likely 61.1% use substances than females. While, the prevalence of exposure to sexually explicit materials among high school adolescents was 35.8% (95% CI: 0.310, 0.406). Factors positively associated with increased substance use were being male (OR = 2.334, 95% CI: 1.549, 9.926), living through high level of family conflict (OR = 6.25, 95% CI: 1.745, 10.00), poor family management OR = 27.084, 95% CI: 1.624, 45.56), peer pressure (OR = 12.882, 95% CI: 1.882, 88.153), poor academic performance (OR = 14.48, 95% CI: 1.290, 162.58), and low school commitment (OR = 11.951, 95% CI: 1.418, 100.73). While, being male (OR = 7.52, 95% CI: 2.611, 21.739), age 14–16 (OR = 0.201, 95% CI: 0.071, 0.565), friends watch/read sexually explicit materials (OR = 5.376, 95% CI: 1.010, 28.571), and khat chewing (OR = 12.5, 95% CI: 2.924, 25.632) were factors significantly associated with high-school adolescents exposure to sexually explicit materials. Conclusion. The magnitude of prevalence for substance uses and exposure to sexually explicit materials in the study area was still higher. Therefore, interventions that focus on family management, peer pressure, and school commitment are required to decrease the prevalence of substance uses and exposure to sexually explicit materials among high-school adolescents.

The School-To-Prison Pipeline: An Examination of the Association Between Suspension and Justice System Involvement

The purpose of this study is to contribute to understanding the school-to-prison pipeline by examining the extent to which low school commitment and deviant peer association mediate the relationship between suspension by age 12 and justice system involvement by age 18. The analysis was performed in two steps using structural equation modeling and data from the LONGSCAN study ( N = 837). Results of the full model indicate that suspension by the age of 12 is associated with justice system involvement directly and indirectly. Directly, youth who are suspended by age 12 are more likely to report justice system involvement at age 18; indirectly, these youth are more likely to associate with deviant peers in adolescence, increasing their odds of justice system involvement.

The Social and Organisational Determinants of School Commitment of Expatriate Teachers

The employment of expatriate teachers is explored here through the perspective of their organisational commitment. Drawing on the results of a public school teacher survey conducted in the Emirate of Abu Dhabi in 2014, this study used a multilevel framework to investigate the effects of teacher characteristics, school environment, and district level human resource management policies and practices on expatriate teachers’ school commitment. The results of the three-level model revealed that while teacher level attributes remained strong predictors of their school commitment, the social and organisational environment of the school greatly contributed to the organisational commitment of expatriate teachers. Interpersonal support within the school community and supportive work climates were crucial for expatriate teachers to build and sustain their commitment. Nationality was found to moderate the relationships between several workplace factors and teacher school commitment.

Students Environmental Awareness of Ar Ridho Nature School Semarang

In order to meet the goal of environmental education, creating generation who are environmentally concerned and responsible, Ar Ridho Nature School Semarang (SAA), put the message of such education on their gardening subject. The subject has designed for grade 1 to 6 as the school commitment to build a civilization who are able to live in harmony with nature. The purpose of gardening is not only giving students environmental knowledge but also building environmental awareness and skill to preserve nature. Thus, this study aims at presenting environmental awareness among students of SAA and finding out whether there is a relationship between environmental knowledge and environmental awareness. The third grade of students were selected as participants since they were in the middle level of elementary education which has not applied 2013 Curricula (K13). A questionnaire survey was applied to 62 students face to face with considering the level of students for understanding the given questions. Descriptive statistics, ANOVA, and Pearson coefficient of correlation are the techniques used to analyze the data.