Search

Your search keyword '"Guhn M"' showing total 3 results
Start Over Author "Guhn M" Topic optimism
3 results on '"Guhn M"'

1. Positive mental health and supportive school environments: A population-level longitudinal study of dispositional optimism and school relationships in early adolescence.

Author

Oberle E, Guhn M, Gadermann AM, Thomson K, and Schonert-Reichl KA

Subjects
Adolescent, Female, Humans, Longitudinal Studies, Male, Students statistics & numerical data, Interpersonal Relations, Mental Health statistics & numerical data, Optimism psychology, Peer Group, Schools, Social Environment, Students psychology
Abstract

Objectives: The present study examined the degree to which early adolescents' relationship experiences in school (i.e., peer group belonging, peer victimization, and supportive relationships with adults)-at the individual level and at the school-level-were associated with their dispositional optimism, concurrently and over time., Method: Self-report data from over 4000 4th and 7th graders were obtained via a population-level measure designed to assess students' supportive relationships, well-being, and resilience (i.e., the Middle Years Development Instrument). An indicator for family income (SES) was obtained through tax filer information., Results: Multilevel modeling revealed that in Grade 4, greater peer belonging, fewer experiences of peer victimization, and higher levels of adult support in school were linked to higher optimism, above and beyond the effects of sex, age, English as a Second Language (ESL), and SES. Additionally, school-wide levels of peer belonging and adult support (i.e., indicators of a supportive social school climate) were significant positive school-level predictors of optimism. Longitudinally, school-wide peer belonging in Grade 4 was associated to increases in students' optimism from 4th to 7th grade., Conclusions: The findings suggest that positive relationship experiences in school are key contributors to positive mental health, over and above the absence of negative relationship experiences (i.e., victimization). These findings also suggest that being embedded in a school with a positive social relational climate contributes to students' current and future positive mental health, over and above individual relationships with peers and adults. The present research extends previous research by identifying contextual assets that are linked to dispositional optimism and can be applied in the context of school-based intervention programs to promote positive mental health in schools., (Copyright © 2018. Published by Elsevier Ltd.)

Published
2018
Full Text
View/download PDF

3. Associations between School Readiness and Student Wellbeing: A Six-Year Follow Up Study

Author

Kimberly A. Schonert-Reichl, E. Dal Grande, David Engelhardt, Tess Gregory, Martin Guhn, Mary Brushe, Samuel Luddy, Anne M. Gadermann, Sally Brinkman, Gregory, T, Dal Grande, E, Brushe, M, Engelhardt, D, Luddy, S, Guhn, M, Gadermann, A, Schonert-Reichl, KA, and Brinkman, S

Subjects
child development, Early childhood education, Health (social science), Sociology and Political Science, Social Psychology, Social work, social and emotional wellbeing, 4. Education, media_common.quotation_subject, life satisfaction .optimism, 05 social sciences, Life satisfaction, 050109 social psychology, Academic achievement, Child development, Developmental psychology, Sadness, internalising behaviour, Optimism, subjective wellbeing, 0501 psychology and cognitive sciences, Cognitive skill, Psychology, 050104 developmental & child psychology, media_common
Abstract

It is well established that children’s school readiness is associated with their later academic achievement, but less is known about whether school readiness is also associated with other measures of school success, such as students’ social and emotional wellbeing. While some previous research has shown a link between early social and emotional development and student wellbeing, results are mixed and the strength of these relationships vary depending on whether data is based on child, teachers or parents ratings and which specific student wellbeing outcomes are measured. The present study explored the association between teacher-rated school readiness (Mage = 5.6 years) across five developmental domains (physical, social, emotional, language and cognitive, and communication and general knowledge) and four aspects of student wellbeing (life satisfaction, optimism, sadness and worries) in Grade 6 (Mage = 11.9 years) in a sample of 3906 Australian children. After adjustment for background child and family-level factors, children’s early physical, social and emotional development were associated with all four wellbeing outcomes in Grade 6, but early language and cognitive skills and communication and general knowledge skills were only associated with internalising behaviours (sadness and worries). Mechanisms through which these different aspects of development might influence later wellbeing are discussed, as well as ways that schools and governments can support students’ social and emotional wellbeing.

Published
2020

Catalog

Books, media, physical & digital resources
See catalog results