Search

Your search keyword '"van Dijk, Jitse P."' showing total 876 results
Start Over Author "van Dijk, Jitse P."
876 results on '"van Dijk, Jitse P."'

15. Adolescents with emotional and behavioural problems are at higher risk to become excessive or addicted Internet users: is this association moderated by gender?

Author

Urbanova, Laura Bitto, Holubcikova, Jana, Geckova, Andrea Madarasova, van Dijk, Jitse P., and Reijneveld, Sijmen A.

Subjects
ADDICTIONS -- Risk factors, INTERNET addiction, RISK assessment, SELF-evaluation, RESEARCH funding, SEX distribution, QUESTIONNAIRES, MULTIPLE regression analysis, DESCRIPTIVE statistics, TEENAGERS' conduct of life, BEHAVIOR disorders in children, ODDS ratio, EMOTIONS in adolescence, CONFIDENCE intervals
Abstract

Background: The Internet offers many opportunities for adolescents to facilitate their lives. However, its everyday use may lead to excessive behaviour, including addiction. Our aim was to assess the association between emotional and behavioural problems (EBP) and level of internet use, and whether gender moderates this association. Methods: We used data from a representative sample of 5,433 Slovak adolescents (mean age: 13.51, 48.8% boys) from the Health Behaviour in School-aged Children-study conducted in 2018, collected through online self-report questionnaires. EBP was measured by the Strengths and Difficulties Questionnaire and excessive internet use (EIU) and internet addiction (IA) by the Excessive internet use scale. We analysed using multinomial logistic regression. Results: More than 25% of the adolescents reported EIU; almost 4% reported being addicted to Internet. EIU was more prevalent in girls, but IA was more prevalent in boys. Adolescents with borderline or increased levels of EBP were more likely to report EIU (odds ratio, OR/95% confidence interval, CI: 1.85/1.60-2.14; 3.16/2.67-3.75, respectively) and IA (OR/95% CI: 2.23/1.57-3.18; 4.89/3.41-7.03, respectively). Adjustment for gender, age or perceived family wealth hardly changed the findings. Moreover, gender did not modify the associations between EBP with EIU. Conclusion: Adolescents with higher levels of EBP are more likely to become excessive Internet users or Internet addicts. This shows a need of early identification of adolescents with EBP as they seem to be relatively vulnerable to develop EIU or IA. [ABSTRACT FROM AUTHOR]

Published
2024
Full Text
View/download PDF

35. Socioeconomic indicators and ethnicity as determinants of regional mortality rates in Slovakia

Author

Rosicova, Katarina, Geckova, Andrea, van Dijk, Jitse, Rosic, Martin, Zezula, Ivan, and Groothoff, Johan

Abstract

Abstract: Objectives:: Regional differences in mortality might reflect socioeconomic and ethnic differences between regions. The present study examines the relationship between education, unemployment, income, Roma population and regional mortality in the Slovak Republic. Methods:: Separately for males and females, data on standardised mortality in the Slovak population aged 20–64 years in the year 2002 were calculated for each of the 79 districts. Similarly the proportions of respondents with tertiary education, unemployed status, Roma ethnicity and income data were calculated per district. A linear regression model was used to analyse the data. Results:: Socioeconomic differences in regional mortality were found among males, but not among females. While education and unemployment rate significantly contributed to mortality differences between regions, income and the proportion of Roma population did not. The model explained 32.9% of the variance in standardised mortality rate among districts for males and 7.6% for females. Conclusion:: Low education and high unemployment rate seems to be an indicator of regions with high mortality of male and therefore should be targeted by policy measures aimed at decreasing mortality in productive age.

Published
2024
Full Text
View/download PDF

43. Adolescents' Psychological Well-Being and Self-Esteem in the Context of Relationships at School

Author

Sarkova, Maria, Bacikova-Sleskova, Maria, Madarasova Geckova, Andrea, Katreniakova, Zuzana, van den Heuvel, Wim, and van Dijk, Jitse P.

Abstract

Background: The school environment has shown itself to be an important factor in explaining adolescent behaviour. The relationships and experiences that pupils have at school have been found to influence their development, psychological well-being, self-esteem and social adjustment. Purpose: The aim of the study is to explore whether there is a relationship between pupil-peer and pupil-teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils' experience of bullying or being bullied. Sample: Data consisted of a sample of 3694 students (mean age?±?SD 14.3?±?0.62 years; 51% girls) from elementary schools in Slovakia. Design and method: Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil-peer and pupil-teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). Next, the whole sample was divided into four groups in terms of involvement in bullying (normative contrasts, passive victims, aggressive non-victims and aggressive victims). Linear regression was used to explore the associations between pupil-peer and pupil-teacher relationships with the two factors of psychological well-being and two factors of self-esteem in these four groups. Results: As findings showed, better pupil-peer relationships and also pupil-teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil-peer relationships and the four dependent variables. However, in the categories of aggressive victims and aggressive non-victims, the pupil-teacher relationship was not significantly related to their psychological well-being and self-esteem. Also, in all subgroups, better pupil-peer relationships were significantly related to less depression/anxiety and social dysfunction, as well as with more positive and less negative self-esteem. Conclusion: Given the differences found in the connections between pupil-teacher relationships and well-being and self-esteem, between those who bullied and those who were bullied, it would seem that the school environment can play an important role in implementing anti-bullying prevention strategies.

Published
2014
Full Text
View/download PDF

Catalog

Books, media, physical & digital resources
See catalog results