Considering limited research on high school students’ well-being within the Indonesian context, the present study aims to advance research in this educational context by investigating the roles of mindfulness and academic engagement as mediators in the relationship between academic resilience and student well-being. A cross-sectional survey was conducted with 235 high school students aged 14–18 years ( M age = 16.38, SD = 0.84; 57.87% male and 42.13% female; 25.10% 10 th grade, 38.30% 11 th grade, and 36.60% 12 th grade), recruited through convenience sampling. Participants completed four validated instruments: the Academic Risk and Resilience Scale (ARRS), the Student Subjective Well-being Questionnaire (SSWQ), the Five Facet Mindfulness Questionnaire Short Form (FFMQ-SF), and the Utrecht Work Engagement Scale for Students (UWES-9S). Findings revealed that academic resilience significantly predicted student well-being, with mindfulness and academic engagement serving as significant serial mediating variables. These findings highlight the importance of fostering resilience, mindfulness, and engagement to support well-being in educational settings.
This study examined the association between dual-factor mental health states and academic outcomes, including mathematics achievement, language achievement, and school attendance, in a large sample of students attending Chilean public schools. Using a quantitative, nonexperimental correlational-predictive design, mental health states were constructed based on the joint distribution of psychological symptoms and positive psychological functioning. Results from multilevel linear regression models revealed a clear gradient in academic achievement. Students with complete mental health demonstrated the highest performance, whereas those with possible mental health problems showed the lowest achievement. A key finding was that students classified as vulnerable (low positive psychological functioning without elevated symptomatology) exhibited significant academic impairment, highlighting functional risks that remain invisible under deficit-oriented screening. Additionally, symptomatic but content (elevated symptoms and elevated positive psychological functioning) students displayed intermediate outcomes, suggesting that positive psychological functioning may partially buffer the academic impact of psychological distress. No statistically significant associations were observed for school attendance. These findings underscore the educational relevance of the positive dimension of mental health. They support integrating dual-factor screening within Multi-Tiered Systems of Support to promote more precise, equitable, and coherent school-based mental health practices in public education systems.
This study aimed to investigate the longitudinal relationships between peer victimization and three types of school engagement among Chinese adolescents, with a focus on the potential indirect effects of two facets of grit, perseverance of effort and consistency of interest, and the moderating role of self-compassion. This study adopted a two-wave longitudinal design over one year, involving 810 Chinese adolescents (M age = 13.04, SD = 0.76). Participants completed the Chinese version of the School Engagement Scale and the Grit Scale at both time points. In addition, the Olweus Bully/Victim Questionnaire and the Self-Compassion Scale were administered at Time 1. Structural equation modeling was used to analyze all study variables. Results showed that the direct relationship between T1 peer victimization and T2 school engagement was significant only for behavioral engagement (beta = -.084, p = .011), not for emotional or cognitive engagement. However, peer victimization was linked to subsequent school engagement indirectly through grit's consistency of interest, but not through perseverance of effort (beta = -.013 to -.035, ps = .003-.024). Further analysis revealed that the indirect effect of consistency of interest was significant across levels of self-compassion and became stronger when T1 self-compassion was high. Moreover, higher self-compassion strengthened the negative association between peer victimization and consistency of interest. These results provide nuanced explanations of how and for whom peer victimization is associated with later school engagement as well as inform interventions to maintain school engagement among victimized Chinese adolescents.
The Coronavirus Disease 2019 (COVID-19) pandemic has led to anti-Asian attitudes worldwide. Documented discrimination has occurred online and in person. Surveys of Chinese Canadians show a lower reporting rate among youth under 18 than among those aged 18 or older. Chinese Canadian youths’ experiences during COVID-19 remain largely unexplored. This study creates space for their lived experiences and perceptions. Using Interpretive Phenomenological Analysis (IPA), it explores and seeks to understand their perceptions and experiences of anti-Asian attitudes. Six self-identified Chinese Canadian youth aged 16 to 17 from British Columbia's Lower Mainland completed semi-structured interviews on school responses and supports. Analysis followed IPA procedures, identifying three superordinate and eleven subordinate themes. Participants reported anti-Asian attitudes across multiple environments and feeling unsupported in their mental health at school and in the community. Despite limited support, they developed their own support systems. Findings are discussed in relation to existing literature, along with future research directions, school-based practices, and implications for practitioners as reported by participants. The study emphasizes the lived experiences of Chinese Canadians and underscores the importance of addressing anti-Asian attitudes within schools and communities. It also highlights the need to better support Chinese Canadian youth's mental health during the pandemic and beyond based on participant perspectives.
Bullying victimization significantly affects the physical and mental health of adolescents and has garnered increasing social attention. This study, grounded in the Developmental Assets Framework, employed variable- and individual-centered approaches to construct a structural equation model exploring the relations among parental involvement, social-emotional competence, and adolescent victimization, with consideration of gender differences. A sample of 1,613 adolescents in China was assessed using the Parental Involvement Scale for secondary school students, the Delaware Social-Emotional Competency Scale, and the Olweus Children's Bullying/Victim Questionnaire. Latent profile analysis categorized parental involvement into three levels: low, medium, and high. After controlling for family socioeconomic status, results indicated that parental involvement was weakly and negatively associated with victimization, whereas social-emotional competence showed a more consistent association with lower victimization. Structural equation modeling further suggested that the association between parental involvement and victimization was primarily indirect and related to social-emotional competence. Gender comparisons revealed only small differences in these associations, which should be interpreted with caution. This study suggested that family-related factors may be better understood as distal correlates of adolescent victimization, highlighting the importance of social-emotional competence and peer contexts in prevention efforts.
