PMID- 29333642
OWN - NLM
STAT- MEDLINE
DCOM- 20191101
LR  - 20191101
IS  - 1746-1561 (Electronic)
IS  - 0022-4391 (Linking)
VI  - 88
IP  - 2
DP  - 2018 Feb
TI  - Early Adolescents' Emotional Well-Being in the Classroom: The Role of Personal 
      and Contextual Assets.
PG  - 101-111
LID - 10.1111/josh.12585 [doi]
AB  - BACKGROUND: The objective was to predict early adolescents' emotional well-being 
      from personal and contextual assets in the classroom. Emotional well-being is a 
      key indicator of health. Aligned with the positive youth development (PYD) 
      framework, a supportive classroom environment and positive relationships with 
      teachers and peers were contextual assets in the present study; positive 
      self-concept was a personal asset. METHODS: The sample was 406 grade 4 to 7 
      public elementary school students from diverse backgrounds (mean = 11.27 years; 
      SD = 0.89; 50% female). Data were self-, teacher-, and peer-reported. Structural 
      equation modeling (SEM) analyses were used to evaluate model fit and identify 
      significant pathways. RESULTS: SEM indicated a good model fit. Overall, 68% of 
      variability in early adolescents' emotional well-being was explained. Positive 
      self-concept directly predicted emotional well-being. Supportive classroom 
      environment predicted emotional well-being directly and indirectly through 
      increases in positive social relationships and self-concept. Positive social 
      relationships predicted well-being only indirectly through positive self-concept. 
      CONCLUSIONS: Contextual and personal assets are central for early adolescents' 
      emotional well-being. The interrelation among assets needs to be considered when 
      understanding, and ultimately promoting students' emotional well-being. The 
      present findings extend previous research and inform school-based intervention 
      and prevention programming and teacher professional development.
CI  - (c) 2018, American School Health Association.
FAU - Oberle, Eva
AU  - Oberle E
AUID- ORCID: 0000-0001-7815-2563
AD  - School of Population and Public Health, The Human Early Learning Partnership, 
      2206 E Mall, Vancouver, BC V6T 1Z3, Canada.
LA  - eng
PT  - Journal Article
PT  - Research Support, Non-U.S. Gov't
PL  - United States
TA  - J Sch Health
JT  - The Journal of school health
JID - 0376370
SB  - IM
MH  - Child
MH  - *Emotions
MH  - Female
MH  - Humans
MH  - Interpersonal Relations
MH  - Latent Class Analysis
MH  - Male
MH  - *Mental Health
MH  - Optimism
MH  - Peer Group
MH  - Personal Satisfaction
MH  - School Teachers/psychology
MH  - *Schools
MH  - Self Concept
MH  - Self Report
MH  - Social Environment
MH  - Students/*psychology
OTO - NOTNLM
OT  - child and adolescent health
OT  - early adolescence
OT  - emotional health
OT  - personal and contextual assets
OT  - positive youth development
OT  - school-based mental health
EDAT- 2018/01/16 06:00
MHDA- 2019/11/02 06:00
CRDT- 2018/01/16 06:00
PHST- 2016/10/05 00:00 [received]
PHST- 2017/05/05 00:00 [revised]
PHST- 2017/09/12 00:00 [accepted]
PHST- 2018/01/16 06:00 [entrez]
PHST- 2018/01/16 06:00 [pubmed]
PHST- 2019/11/02 06:00 [medline]
AID - 10.1111/josh.12585 [doi]
PST - ppublish
SO  - J Sch Health. 2018 Feb;88(2):101-111. doi: 10.1111/josh.12585.