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Adolescents’ information management is a fundamental topic for research on adolescence, with numerous studies using Kerr and Stattin’s (2000; Stattin & Kerr, 2000) scale or adapted versions from this tool for the assessment of this key dimension of parent-child relationships. Although this measure was initially considered to be a unidimensional scale assessing disclosure, studies later suggested a two-factor structure, making a distinction between disclosure and secrecy. The objective of this study is to analyse the factorial structure of Kerr and Stattin’s (2000) original scale of routine disclosure, including a separate analysis of the scale functioning when used to assess information management with mothers and with fathers. Participants came from a representative sample of Spanish adolescents aged 11–18 years old who had taken part in the 2014 edition of the WHO-collaborative survey Health Behaviour in School-aged Children (HBSC). Confirmatory factor analysis was performed using EQS 6.1 to compare two competing factorial structures based on the literature: one factor vs two correlated factors. Results showed that the two correlated-factors structure had a better fit to the data, both for the analysis of the maternal and paternal scales. However, one of the disclosure items also loaded on secrecy, which can be attributed to the item content. Therefore, although our results further support the differentiation between disclosure and secrecy, they also point to a possible effect of the imbalance of item content in this scale functioning, which requires attention in future research.

Abstract. Student–teacher relationships have received a lot of attention in the social sciences. It is well-known that relationships with teachers tend to become more distant during adolescence, but most adolescents single out specific teachers they feel connected to. To better capture this latter phenomenon, the aim of this paper is to propose and evaluate the psychometric properties of a new measure for the assessment of student–teacher connectedness in adolescent samples from two countries. Samples consisted of 2,323 adolescents from England and 8,000 adolescents from Spain, who had answered a specific package of questions for the assessment of student–teacher connectedness included in the 17/18 edition of the WHO-collaborative survey Health Behaviour in School-aged Children (HBSC) in the aforementioned two countries. After analyses of item performance and factorial structure, we obtained a 12-item scale with high internal consistency and a factorial structure consistent with the definition of student–teacher connectedness used for scale development in both datasets. Some evidence of validity was also obtained (the scale correlated positively with teacher support, school satisfaction and life satisfaction and negatively with school-related stress). Finally, invariance analysis (configural, metric, and scalar invariance) supported an equivalent functioning of the scale in England and Spain.

Purpose: The purpose of the study was to examine the trends between 2002 and 2018 in school pressure and school satisfaction among 15-year-old students, across countries and by gender, in the WHO European region and North America, and explore whether there are variations between countries and by gender in the co-occurrence of school pressure and school satisfaction. Methods: Data from the 32 countries that participated in the Health Behaviour in School-aged Children study (HBSC) study between 2002 and 2018 were used. Statistical analyses included ttests, binary logistic regression analyses, and chi-square tests, as required by each of the study aims. Results: School satisfaction tended to increase over the period 2002e2018 among boys, whereas school pressure increased among girls. Also, gender differences tended to dissipate in school satisfaction and generally increase in school pressure. The co-occurrence of school satisfaction and school pressure in 2017/2018 shows that the majority of students are found in the “not pressured enot highly satisfied” and “pressuredenot highly satisfied” groups. There were more boys in the former group and more girls in the latter group. Conclusion: Few students in the 32 countries belonged to the “not pressuredehighly satisfied” group, which from a public health perspective may be seen as the most desirable group. The increases in school pressure in girls from 2002 to 2018 and their overrepresentation in the pressured groups require further attention. Ministerio de Ciencia, Innovación y Universidades RYC-2017e 21626

Este informe proporciona un resumen de los resultados de los cuestionarios online contestados por 4768 estudiantes de Educación Secundaria Obligatoria durante el curso 2020-2021, en los 54 centros públicos y privados andaluces participantes en la fase 1 del proyecto EASE, "El Estrés Escolar en el Alumnado de Secundaria en España. Un Estudio Mixto Orientado al Desarrollo de Claves de Actuación en el Contexto Familiar y Escolar". Por tanto, este informe es parte del proyecto PID2019-105463RA-I00, financiado por MCIN/ AEI/10.13039/501100011033/ y realizado en la Universidad de Sevilla. El informe aporta resultados en tres grandes áreas: I. Estrés escolar II. Clima escolar y familiar III. Regulación emocional y bienestar

Purpose: Previous research has shown inconsistent time trends in adolescent mental well-being, but potential underlying mechanisms for such trends are yet to be examined. This study investigates cross-national time trends in adolescent mental well-being (psychosomatic health complaints and life satisfaction) in mainly European countries and the extent to which time trends in schoolwork pressure explain these trends. Methods: Data from 915,054 adolescents from 36 countries (50.8% girls; mean(age) = 13.54; standard deviation(age) = 1.63) across five Health Behaviour in School-aged Children surveys (2002, 2006, 2010, 2014, and 2018) were included in the analyses. Hierarchical multilevel models estimated cross-national trends in adolescent mental well-being and schoolwork pressure. We also tested whether schoolwork pressure could explain these trends in mental well-being. Results: A small linear increase over time in psychosomatic complaints and schoolwork pressure was found. No change in life satisfaction emerged. Furthermore, there was large cross-country variation in the prevalence of, and trends over time in, adolescent mental well-being and schoolwork pressure. Overall, declines in well-being and increases in schoolwork pressure were apparent in the higher income countries. Across countries, the small increase in schoolwork pressure over time partly explained the decline in psychosomatic health complaints. Conclusions: Our findings do not provide evidence for substantial declines in mental well-being among adolescents. Yet, the small declines in mental well-being and increases in schoolwork pressure appear to be quite consistent across high-income countries. This calls for the attention of public health professionals and policy-makers. Country differences in trends in both adolescent mental well-being outcomes and schoolwork pressure were considerable, which requires caution regarding the cross-national generalization of national trends. (C) 2020 Published by Elsevier Inc. on behalf of Society for Adolescent Health and Medicine. Web of Science 66 6 S58 S50

Background: Adolescent girls’ family context and psychological characteristics play important roles in their sexual behavior, including the use of the emergency contraceptive pill (ECP). This study aims to (1) determine the prevalence of ECP use among girls who have had sexual intercourse and (2) comparatively analyze their family and psychological profiles according to whether they have used ECPs. Methods: The sample of 1735 Spanish girls aged 15 to 18 came from a representative sample of the 2014 edition of the Health Behaviour in School-aged Children (HBSC) study. Of this sample, 398 girls had sexual intercourse and reported their ECP use. Data collection for the HBSC study was performed through an online questionnaire to which adolescents responded anonymously in school. Data analyses were descriptive and bivariate and were performed with the statistical program IBM SPSS Statistics 23. Results: The results demonstrated that 30.65% of girls who had sexual intercourse used ECPs. Noticeable differences in paternal knowledge and communication with the father were observed between girls who used the ECP at least once and those who did not use it. In contrast, differences between girls who used the ECP once and those who used it twice or more were pronounced with regard to parental knowledge, communication with parents, maternal affection, life satisfaction, sense of coherence and depression. Conclusions: This work demonstrates a high prevalence of ECP use and a more positive family and psychological profile for girls who used ECP once compared with those who used it twice or more.

The aim of this qualitative study was to identify central attributes of positive relationships with teachers from the adolescent students’ perspectives that could help delineate the meaning of student–teacher connectedness while exploring to what extent its main attributes were similar or different in England and Spain. As part of the EU-funded project “Well-being among European youth: The contribution of student-teacher relationships in the secondary-school population”, we conducted focus groups in England and Spain with 42 students aged 11 to 18 years. Using a bottom-up approach for thematic analysis, we identified two main attributes that were linked to positive relationships with teachers as seen by our participating students from England and Spain:humanizing relationships, in which the students are acknowledged and respected as individuals and feel understood and supported by their teachers; andrelationships conducive to learning, encompassing aspects such as a perception of a genuine commitment with their learning on the part of the teachers, a positive classroom management, and teachers motivating students. This study contributes to the conceptualization of student–teacher connectedness and provides useful insights for teachers and educational professionals. In addition, the study findings pointed to the importance of power and authority dynamics in student–teacher relationships that foster or undermine connectedness, and they revealed some cross-cultural differences in the role of emotions in the class, two important aspects which deserve further attention in future research.

The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms connectedness, teacher and school as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the definition used and the operationalisation of the connectedness construct in the selected measure. Unpacking the global concept of school connectedness and examining the role of its different components (global feelings towards school, teacher connectedness, relationships with classmates, etc.) separately may also contribute to building a more coherent body of evidence in this area. Reflecting on the place of school and teacher connectedness in the broader context of the literature on school climate and bridging distances between the research on school connectedness and that on related constructs is another necessary step to move this field forward.

Sense of coherence (SOC) is receiving increasing attention from a number of disciplines interested in the study of adolescent positive development. Given the significant links between SOC and well-being, attention is now moving to the precursors of SOC. The aim of this study was to analyze the contribution of relationships with parents and teachers (contextual factors) to young people’s SOC while taking into account the potential role of individual differences in prosociality and hyperactivity-inattention (individual factors). The sample consisted of 2,979 adolescents aged 15–18 who had participated in the 2010 edition of the World Health Organization (WHO) survey ‘Health Behaviour in School-aged Children’ (HBSC) in Spain. Data were collected by means of anonymous online questionnaires, and statistical analyses included factorial analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Both contextual and individual factors made significant contributions to the adolescents’ SOC. Importantly, the significance of relationships with parents and teachers remained once prosociality and hyperactivity-inattention were taken into account.

© The Author 2017. Published by Oxford University Press on behalf of Faculty of Public Health. Background Conducting research on the antecedents of teacher connectedness (TC) is key to inform intervention and policy that can leverage the public health potential of teachers for young people's well-being. As part of the EU-funded Teacher Connectedness Project, this study aims to examine the contribution of a variety of school-level factors (including type of school, school size, student-teacher ratio, students per class and teacher gender). Methods Sample consisted of 5335 adolescents aged 11, 13 and 15 years that had participated in the HBSC study in England. Multilevel multinomial regression was used to examine the contributions of sociodemographic and school-level factors to TC. Results TC was lower in older adolescents and those from less affluent families, but similar in boys and girls. Regarding school-level factors, it was not the size of the school but the ratio of students per teacher which was significantly associated to TC, with higher student-teacher ratio being significantly associated with lower odds of medium-to-high TC. Some differences between mixed and all-girls schools were also found. Conclusions Health promotion strategies targeting student-teacher relationships need to consider how TC changes by age and SES and give attention to school-level factors, in particular the student-teacher ratio.

Objectives: Teacher connectedness is an important factor for young people’s well-being. The aim of this paper was to examine teacher connectedness in detail and its potential association with emotional well-being. More specifically, we set out to analyse whether teacher connectedness acted as a universal asset for boys and girls of different ages and countries as well as across adolescents with differing perceptions of their performance at school. Methods: The study sample consisted of 9,444 young people aged 11, 13 and 15 years who had taken part in the World Health Organization (WHO) collaborative survey Health Behaviour in School-aged Children in Spain and England. After examining differences in teacher connectedness associated with demographic factors, we used general linear models to analyse the relationship between teacher connectedness and emotional well-being (including interaction teacher connectedness by country) across different age and performance-derived groups. Results: Results indicated some significant differences in teacher connectedness associated with age, country and perceived performance, but a consistent positive association between teacher connectedness and emotional well-being regardless of demographic factors, country and perceptions of school performance. Older adolescents and low achievers reported lower level of connectedness to their teachers, but the association between teacher connectedness and emotional well-being operated irrespective of adolescents’ age and perceived performance at school. Conclusion: Results support the perspective that teacher connectedness can act as a significant health asset that operates irrespective of key demographic factors, while they point to some inequalities in teacher connectedness associated with age and performance at school. These findings have significant implications for health promotion interventions.

This qualitative study explores teachers' views on the salience of relationships with students in their professional roles, and the benefits and potential tensions associated with relationship building. Thematic analyses of semi-structured interviews conducted in England and Spain with 20 secondary school teachers show an ambiguous status of relationship building, with diverse views on its centrality in teachers' professional roles. Teachers also describe the complex balancing acts they perform in relationships with students and express difficulties and uncertainties around well-being, authority, and student behaviour.

El sentido de coherencia (sense of coherence, SOC) es un constructo novedoso en Psicología, pero emparentado con otros que nos son más cercanos (como el de resiliencia); la adolescencia parece ser un momento evolutivo especialmente indicado para explorarlo. Este trabajo, además de realizar un análisis descriptivo del SOC en adolescentes españoles y de su relación con indicadores de salud positiva, se interesó de manera específica en estudiar el papel de las relaciones entre los progenitores como elemento influyente en el desarrollo del SOC en la adolescencia. La muestra estuvo formada por 7580 adolescentes escolarizados de entre 13 y 18 años, que participaron en la edición 2010 del estudio Health Behaviour in School-aged Children (HBSC) en España. Los resultados muestran que la calidad de las relaciones entre los progenitores tiene una influencia significativa en el desarrollo del SOC de sus hijos y que dicha influencia se debe en cierta medida a su importancia en la creación de un clima familiar satisfactorio para los adolescentes. En concreto, se encontró un efecto de mediación parcial de la variable satisfacción con las relaciones familiares en la relación entre la percepción de la calidad de la relación entre los padres y el SOC de los adolescentes The sense of coherence (SOC) is a new construct in Psychology, but related to others that we are more familiar with (as resilience). Adolescence seems to be a particularly suitable developmental stage to explore it. This work, apart from conducting descriptive analysis of SOC and studying its relationship with positive health indicators in Spanish adolescents, was specifically interested in examining the role of marital relationships as influent elements in SOC’s development during adolescence. Sample consisted of 7,580 adolescents between the ages of 13 and 18, who had taken part in the 2010 edition of the Health Behaviour in School-aged Children study in Spain. Results showed that the quality of marital relationships had a significant influence on the adolescent children’s SOC and that this influence could partially be attributed to their importance in the development of a positive family climate for adolescents. Specifically, satisfaction with family relationships acted as a partial mediator in the relationship between the perception of the quality of marital relationships and adolescents’ SOC.

BACKGROUND: We analyze trends in bullying victimization prevalence in a representative sample of Spanish adolescent schoolchildren in 2006, 2010, and 2014. METHODS: We distinguish between reported bullying, which is assessed via the global question in the Revised Bully/Victim Questionnaire by Olweus, and observed bullying, which is a measure developed from the answers that the adolescents gave to specific items that refer to different types of bullying that have been codified as physical, verbal, and relational bullying. RESULTS: For 2006 and 2010/2014, the results show stability in the assessment of reported bullying and an increase in observed bullying, analyzed both globally and within the 3 categories: physical, verbal, and relational. CONCLUSIONS: A valid, reliable, and accurate measure to detect cases of bullying is necessary, as is the importance of continuing efforts devoted to raising awareness and the prevention of this phenomenon. El presente trabajo analiza las tendencias en la prevalencia de ser víctima de bullying en una muestra representativa de adolescentes escolarizados españoles entre 2006, 2010 y 2014. Para ello se diferenció entre bullying informado, evaluado mediante el indicador global del Revised Bully/Victim Questionnaire de Olweus (1996), y el bullying observado, construido a través de las respuestas de los adolescentes a ítems específicos referidos a distintos tipos de bullying del mismo instrumento, y que, además, se codificaron como maltrato físico, verbal y relacional. Los resultados muestran estabilidad entre 2006 y 2010/2014 si se evalúa el bullying informado y un aumento del bullying observado, tanto analizado globalmente como en las tres categorías: físico, verbal y relacional. Se discute la necesidad de contar con una medida válida, fiable y precisa para detectar los casos de bullying, así como la importancia de continuar dedicando esfuerzos a la concienciación y prevención de este fenómeno. Ministerio de Sanidad, Servicios Sociales e Igualdad 2315/0294 Ministerio de Sanidad, Política Social e Igualdad 1298/0294 Ministerio de Sanidad y Política Social 0551/0294/2010 Ministerio de Sanidad y Consumo SI-039/08 Ministerio de Sanidad y Consumo SI-084/07 Ministerio de Sanidad y Consumo SI-080/06 Ministerio de Sanidad y Consumo SI-150/05 Ministerio de Sanidad, Servicios Sociales e Igualdad 2053/0294 Ministerio de Sanidad y Política Social 0551/0294/2009

The Excellence in Pediatrics Conference is EIP’s annual flagship event providing best practice updates and a truly global outreach. Continuous professional development is a top priority for the Excellence in Pediatrics Institute and is placed at the heart of our annual conference’s ethos. Now in its 8th year, the Excellence in Pediatrics Conference is a dynamic, innovative, and highly engaging conference that informs its delegates of the latest scientific developments and most importantly helps them to improve the standard of care they deliver on the Monday morning after the conference.

Research on resilience and vulnerability can offer very valuable information for optimizing design and assessment of interventions and policies aimed at fostering adolescent health. This paper used the adversity level associated with family functioning and the positive adaptation level, as measured by means of a global health score, to distinguish four groups within a representative sample of Spanish adolescents aged 13–16 years: maladaptive, resilient, competent and vulnerable. The aforementioned groups were compared in a number of demographic, school context, peer context, lifestyles, psychological and socioeconomic variables, which can facilitate or inhibit positive adaptation in each context. In addition, the degree to which each factor tended to associate with resilience and vulnerability was examined. The majority of the factors operated by increasing the likelihood of good adaptation in resilient adolescents and diminishing it in vulnerable ones. Overall, more similarities than differences were found in the factors contributing to explaining resilience or vulnerability. However, results also revealed some differential aspects: psychological variables showed a larger explicative capacity in vulnerable adolescents, whereas factors related to school and peer contexts, especially the second, showed a stronger association with resilience. In addition, perceived family wealth, satisfaction with friendships and breakfast frequency only made a significant contribution to the explanation of resilience. The current study provides a highly useful characterization of resilience and vulnerability phenomena in adolescence. [This Document is Protected by copyright and was first published by Frontiers. All rights reserved. it is reproduced with permission.]

A high prevalence of youth is overweight or obese, and a frequent lack of monitoring of their weight control strategies is observed. Consequently, this paper compares the eating habits and physical activities of male and female dieters and non-dieters. Data are obtained from the large cross-national WHO collaborative study "Health Behavior in School-aged Children 2010". The current sample consists of 9,444 students aged 11, 13 and 15 years from England and Spain. Participants are asked about dieting, vigorous and moderate-to-vigorous physical activity, breakfast frequency and fruit, vegetable, sweet and soft drink consumption. A logistic regression is used to examine the differences between dieters and non-dieters with regard to the aforementioned eating and physical activity habits. Differences between genders, countries, and those associated with BMI (body mass index) are also considered. The results suggest that the reality of weight control differs from the major health promotion recommendations during adolescence. © 2013 Western Social Science Association.

Twenty years have passed since the publication of the seminal paper 'The salutogenic model as a theory to guide health promotion' (Health Promot Int 1996;11:11-18.), in which Antonovsky proposed salutogenesis and its central construct sense of coherence as a way of boosting the theoretical basis for health promotion activities. Since then there has been a notable amount of conceptual and empirical work carried out to further explore its significance. The aim of this paper is to critically assess the current theoretical status of salutogenesis and its utility to advance effective health promotion practice for young people. The assessment was carried out in the context of contemporary international policy agendas on well-being. An analytic framework was developed using the previous literature on the definition and function of theory. This organizing framework comprised four criteria: description, explanation, prediction and measurability. The paper concludes with a perspective on the status of salutogenesis as a theory and how it can be further developed. Specifically, the critical assessment highlighted that salutogenesis has been subjected to considerable empirical testing over the last few decades resulting in convincing evidence of the relevance and subsequent advancement of the idea. However, less emphasis seems to have been placed on a systematic process of testing and iteration to develop its theoretical basis. The paper identifies a number of aspects that should be developed to support the progression of salutogenesis to the next level. A research-practice cycle approach is proposed that can facilitate that important next step.

El objetivo de este trabajo es examinar la influencia de la presencia de la actividad deportiva en el grupo de iguales y la familia en la frecuencia con que los adolescentes realizan actividades deportivas organizadas. Se empleó una muestra de 9821 adolescentes escolarizados españoles de entre 11 y 18 años procedentes de la edición 2010 del Estudio internacional Health Behaviour in School-aged Children (HBSC). Los resultados obtenidos mediante análisis multivariante de Answer Tree, indican que el género fue el mejor predictor de la actividad deportiva organizada, siendo la participación notablemente mayor en los chicos. En cuanto al papel del resto de variables, la presencia de la actividad deportiva en el grupo de iguales y las actividades familiares fueron las variables más influyentes en los chicos. En las chicas, en cambio, la edad surgió como primer factor y la influencia de familia y grupo de iguales fue distinta dependiendo de la edad. En conclusión, familia e iguales parecen ser influencias significativas en la implicación en actividades deportivas, aunque su papel es distinto dependiendo del género y la edad del adolescente.

Los objetivos de este trabajo fueron analizar las relaciones entre el sentido de coherencia (SOC) y el consumo de sustancias en los adolescentes espanoles y el potencial efecto moderador de los patrones de consumo de sustancias en el grupo de iguales en dicha relacion. La muestra constaba de 5475 adolescentes espanoles de 15 a 18 anos, participantes en la edicion 2010 del estudio Health Behaviour in School-aged Children (HBSC). Los analisis estadisticos consistieron en analisis de cluster, para identificar grupos de adolescentes segun los patrones de consumo de sustancias en su grupo de iguales, y regresion logistica, con el SOC y los patrones de consumo en el grupo de iguales como predictores del consumo actual de tabaco y alcohol, episodios de embriaguez alguna vez en la vida y en la actualidad. Los resultados mostraron que un fuerte SOC parecia reducir la probabilidad de consumo de tabaco y episodios de embriaguez, pero no se asocio con el consumo actual de alcohol. Ademas, el efecto protector del SOC estaba moderado por los patrones de consumo del grupo de iguales. En concreto, el SOC tuvo un efecto protector significativo en los adolescentes cuyo grupo de iguales mostraba un patron de no consumo o de frecuente consumo de alcohol y episodios de embriaguez ocasionales, pero el efecto del SOC desaparecio si el patron de consumo de los iguales incluia drogas ilegales. En conclusion, el SOC tiende a actuar como un factor protector individual respecto al consumo de sustancias durante la adolescencia, pero la influencia del grupo de iguales parece moderar dicho efecto protector del SOC.

Título, resumen y palabras clave también en español Resumen basado en el de la publicación Se analiza la influencia de diferentes dimensiones familiares sobre el conocimiento que padres y madres tienen acerca de sus hijos e hijas adolescentes, teniendo en cuenta el país, el sexo y la edad de los adolescentes. Esta investigación se realiza desde dos perspectivas, nacional e internacional, con datos tomados de la edición 2006 del estudio Health Behaviour in School-aged Children (HBSC) en España y otros países de la red internacional, concretamente, Alemania, Austria, Bélgica, Bulgaria, Canadá, Croacia, Dinamarca, Estonia, Finlandia, Francia, Reino Unido y República Checa. Los resultados indican que tanto los padres como las madres consiguen información sobre sus hijos e hijas a través de la revelación adolescente, el afecto parental, el interés parental y las actividades familiares. En la discusión se aborda cómo estas dimensiones familiares favorecen la consecución del conocimiento parental. Biblioteca del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; biblioteca@educacion.gob.es ESP