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- W2783751874 abstract "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.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.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.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." @default.
- W2783751874 created "2018-01-26" @default.
- W2783751874 creator A5007127670 @default.
- W2783751874 date "2018-01-14" @default.
- W2783751874 modified "2023-10-04" @default.
- W2783751874 title "Early Adolescents' Emotional Well-Being in the Classroom: The Role of Personal and Contextual Assets" @default.
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- W2783751874 doi "https://doi.org/10.1111/josh.12585" @default.
- W2783751874 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/29333642" @default.
- W2783751874 hasPublicationYear "2018" @default.
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