Browsing by Subject "adolescents"
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(2023)Goals: Anxiety symptoms during adolescence are highly prevalent and correlate with poor academic outcomes. Despite the effects reported in prior review literature being negative on average, the results of different studies have great heterogeneity, leaving room for deeper investigation of the direction and causality of the effects between anxiety and academic achievement. This narrative review aims to synthesize the findings of recent longitudinal studies on the subject. Methods: A narrative review of seven articles on several different measures of anxiety as predictors of academic achievement during adolescence, measured in grades, education continuity and graduation. Results: Several different measures of anxiety symptoms, including social anxiety, PTSD, test anxiety, and generalized anxiety symptoms, are predictive of poor academic grades in adolescence, even when other mental health problems are controlled for. Anxiety is linked to a lower chance of college graduation but there may be no independent effect over that of depression. There appear to be cascading, long-term links between different anxiety symptoms and academic outcomes, some of them bi-directional, making longitudinal designs and repeated measures of multiple variables recommendable for future research. Most effects appear to be gender-non-specific, but effect strengths do seem to vary between groups of low and high anxiety, hinting at a possibly curvilinear relationship worth investigating.
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(2021)Aims. Social media is present in our everyday life. It is actively used both at work and when we have free time. The consequences of use of social media, especially to adolescents’ wellbeing, have been the subject of interest among researchers. The researchers have received evidence for the negative impacts as well as for positive impacts relating to the use of social media among adolescents. There seems to be some kind of division at the field regarding whether the use of social media among adolescents should be viewed as a negative factor for their wellbeing. The purpose of this review was to explore the latest information and research on the use of social media and its positive and negative impacts on adolescents’ wellbeing as well as to consider which topics should be researched more in the future. Methods. The literature used for this review was retrieved from the databases of PubMed and Helka-library. The information search was conducted in English and search terms used were social media, adolescent, wellbeing, and mental health. The search terms were used with different inflections and different word combinations. The aim was to select as recent and new reviews and research as possible. Results and conclusions. Reviewed research found that the use of social media has connection with depression, self-harm, eating disorders and anxiety. Some research also found that adolescents can have addiction to social media. In some research social media was viewed in more positive light e.g., when it was used to relieve stress, to relax and to maintain social relationships. In addition, adolescents felt that social media is a good source of information and a place where one may receive peer support. A clear conclusion on whether the use of social media has only positive or negative impacts cannot be made because it seems to have both. The way social media affects to adolescents’ wellbeing may depend on e.g., one’s individual characteristics, for the time spent on using social media and for what one is doing there.
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(2018)Objectives. Differences in people and the reasons behind them have been a subject of interest through-out history and, among others, the concept of temperament has been used in an attempt to explain them. According to theoretical literature, temperament is biologically-based, at least partly inherited behaviour-al and reactional tendency, which appears early and is relatively stable through life. Temperament ex-plains the individuality in people and serves as a biological foundation for personality, which develops through the joint influence of temperament and environment. Temperament is composed of different temperament traits, the number of which is debated by different temperament theorists. Temperament is in constant interaction with environment, including at school, where temperament has been suggested to contribute to an unequal treatment of children. The objectives of the present study were to discover how temperament is being defined within school context, what kind of effect temperament has on children’s educational experience, and how it should be taken into account in connection to children’s educational experience. The aim is to analyse current theoretical and empirical literature and advance temperament-related knowledge and understanding in the field of education. Methodology. The present study was executed as a descriptive literature review. The material was com-prised of international and Finnish theoretical literature as well as numerous research articles, published in prestigious, peer-reviewed international journals. The material included research conducted specifical-ly in the Finnish school context as well. Results and conclusions. In research conducted in school context, temperament was defined based on the theoretical literature with small variations mostly in temperament traits. According to research, chil-dren’s temperaments were directly and indirectly linked to children’s school adjustment, social relation-ships with teachers and peers, and academic achievement, including school grades. Reviewed studies suggested more temperament-related education for teachers and rethinking of assessment practices. Temperaments’ different kinds of effects on children’s school experiences put them in unequal posi-tions at school. Some children, based on their innate attributes, have more negative relationships with teachers and peers, and worse grades, which, in turn, are connected to different kinds of educational opportunities in the future. Temperament-related education for teachers and more equal assessment practices might improve educational experience of children with all kinds of temperament.
Now showing items 1-3 of 3