The Role of Social and Emotional Competencies in Academic Efficacy Beliefs, Emotional Distress, and Academic Stress: A Study Among Lower Secondary School Students
Keywords:
social competencies, emotional competencies, academic stress, emotional distress, lower seconday school, academic efficacy beliefs, sosial kompetanse, emosjonell kompetanse, akademisk stressSynopsis
Background: Adolescence is a time of significant social and emotional changes, including changes in school and learning environment. Adolescents report high levels of academic stress, and mental health difficulties typically surface during this period of life. Furthermore, adolescents’ expectancies, beliefs, and persistence regarding their schoolwork tend to decrease in lower secondary school. The stimulation of students’ social and emotional competencies (SECs) has previously been shown to lower emotional distress, nurture academic performance, and build resilience in students. However, research on stimulating SEC has primarily been conducted among younger students. Moreover, relatively little is known about how specific SECs is related to academic efficacy beliefs (AEB), emotional distress, and academic stress during early adolescence.
Aims: The overall aims and main research question of this thesis was how students perceive their SECs, and how they are related to AEB and emotional distress, as well as how SECs are experienced and whether they help coping with academic stress during the first year of lower secondary school. Moreover, this thesis is article based and consists of three studies:
Study I had a cross sectional design and aimed to investigate the associations between relationship skills, emotional regulation, and structuring of school and homework with AEB and emotional distress. AEB had the role of an intermediate variable. Study II had a longitudinal design and investigated intraindividual changes in perceived relationship skills, emotional regulation, AEB, as well as perceived classroom relations i.e., emotional support from teachers, and collaborative peer relations changed during the first year of lower secondary school. This study also tested relationships between these changes by use of two structural models, where perceived relationship skills and emotional regulation through cognitive reappraisal were independent variables, perceived classroom relations intermediate variables and AEB dependent variable. Study III used focus group interviews to explore how an educational intervention addressing relationship skills, emotional regulation, mindfulness, growth mindset, and problem-solving was experienced by eighth grade students, and particularly to what degree the different components of the intervention helped students cope with academic stress.
Methods: Studies I and II were quantitative and used students’ responses to questionnaires as data sources. Survey data was collected at two time-points: T1 in September 2018 and T2 in March 2019 in grade eight. Study I used data from T1 and structural equation modeling (SEM) with latent variables implemented as the analytic tool. Multi-group analysis was used to inspect whether gender differences moderated the structural associations. Study II used data from the T1 and T2, and a latent change score (LCS) approach was implemented. Study III was a qualitative embedded single case study in which data were derived from three focus groups. The informants were adolescent students who had participated in ROBUST. A qualitative conventional content analysis was used to analyze the data.
Results: In study I, relationship skills, emotional regulation, planning schoolwork, and structuring homework were cross sectionally associated with AEB. Moreover, high perceived relationship skills, emotional regulation, and AEB were associated with low emotional distress. Indirect associations may reflect that these SECs could play a role in reducing emotional distress via improving AEB. Perceived good relationship skills, emotional regulation, and structuring of homework had a stronger association with less emotional distress among females than male student. Emotional regulation and structuring of homework were also more strongly related to AEB among adolescent females.
Study II’s results indicate that relationship skills, emotional regulation, AEB, and classroom relations on average decrease during the first year of lower secondary school. The strongest decline was observed for emotional support from teachers and collaborative peer relations, whereas the weakest decline occurred for perceived relationship skills and emotional regulation. However, significant individual variations in change were found for all variables. The LCS structural model showed a strong and direct association between intra individual changes in emotional regulation and AEB. Links also occurred for changes in relationship skills with collaborative peer relations and emotional support from teachers and via this with AEB. Indirect associations were found for the SECs via classroom relations with AEB.
Results from study III suggest that students perceived the SECs mindfulness, problem-solving, and growth mindset as helpful means of coping with academic stress. Emotional regulation and relationship skills were perceived as more challenging to utilize.
Conclusions: Findings of this thesis suggest that the SECs relationship skills, emotional regulation through cognitive reappraisal, AEB, and classroom relations all decrease on average during the first year of lower secondary school. This further indicate a need for nurturing students SECs to support a more positive development. In this regard, students perceived relationship skills, emotional regulation through cognitive reappraisal, and planning and structuring schoolwork are likely to have a role in students’ AEB in the beginning of lower secondary school. Moreover, positive AEB, perceived relationship skills, and emotional regulation may all serve to reduce emotional distress. Added to this, the findings also propose that during the first year of lower secondary school adequate emotional regulation through cognitive reappraisal may engender growth in AEB, and more positive development of relationship skills can enhance AEB via good collaborative peer relations and emotional support from teachers. Students’ relationship skills may support the establishment of quality relations in the classroom that promote AEB and protect against emotional distress. Emotional regulation through cognitive reappraisal may aid in students’ academic learning activities and facilitate more optimistic emotions that bolster their AEB. This further suggests that stimulating students’ emotional regulation and relationship skills is key for growth in adolescents’ AEB.
However, a part of this thesis involved the development, piloting and adjustment of an educational intervention that stimulated students SECs in lower secondary school. The students who participated perceived the SECs emotional regulation and relationship skills as more challenging to utilize. Emotional experiences may be stronger and more negative in adolescence. Social relations may also be perceived as more demanding, and together the findings may reflect a need for adolescent students to gain more practical experience of these SECs to be perceived as supportive. Nevertheless, the young perceived mindfulness as reducing negative thinking about academic work by promoting a more accepting attitude toward stressful experiences. Problem-solving was perceived as supporting active efforts to cope with academic stress, and a growth mindset may have the potential to enhance optimism that supports beliefs about coping with challenging academic work. Thus, the findings support the notion that nurturing SECs can build resilience in adolescent students.
References
Aditomo, A. (2015). Students' Response to Academic Setback:" Growth Mindset" as a Buffer against Demotivation. International Journal of Educational Psychology, 4(2), 198-222.
https://doi.org/10.17583/ijep.2015.1482
Ahmed, S. P., Bittencourt-Hewitt, A., & Sebastian, C. L. (2015). Neurocognitive bases of emotion regulation development in adolescence. Developmental Cognitive Neuroscience, 15, 11-25.
https://doi.org/10.1016/j.dcn.2015.07.006
Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217-237.
https://doi.org/10.1016/j.cpr.2009.11.004
Aldwin, C. M., Skinner, E. A., Zimmer-Gembeck, M. J., & Taylor, A. L. (2011). Coping and self-regulation across the life span. In K. L. Fingerman, C. A. Berg, J. Smith, & T. C. Antonucci (Eds.), Handbook of life-span development (pp. 561-587). Springer Publishing Company.
https://doi.org/10.1002/9780470880166.hlsd002009
Allen, K., Vella-Brodrick, D., & Waters, L. (2017). School belonging and the role of social and emotional competencies in fostering an adolescent's sense of connectedness to their school. In Social and emotional learning in Australia and the Asia-Pacific (pp. 83-99). Springer.
https://doi.org/10.1007/978-981-10-3394-0_5
Alvesson, M., & Skoldberg, K. (2009). Positivism, social constructionism, critical realism: Three reference points in the philosophy of science. Reflexive Methodology: New Vistas for Qualitative Research, 15-52.
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261.
https://doi.org/10.1037/0022-0663.84.3.261
Anderson, S. L., & Betz, N. E. (2001). Sources of social self-efficacy expectations: Their measurement and relation to career development. Journal of Vocational Behavior, 58(1), 98-117.
https://doi.org/10.1006/jvbe.2000.1753
Ansari, A., Hofkens, T. L., & Pianta, R. C. (2020). Teacher-student relationships across the first seven years of education and adolescent outcomes. Journal of Applied Developmental Psychology, 71, 101200.
https://doi.org/10.1016/j.appdev.2020.101200
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113-125.
https://doi.org/10.1006/jesp.2001.1491
Asparouhov, T. (2006). General multi-level modeling with sampling weights. Communications in Statistics-Theory and Methods, 35(3), 439-460.
https://doi.org/10.1080/03610920500476598
Baer, R., Crane, C., Miller, E., & Kuyken, W. (2019). Doing no harm in mindfulness-based programs: Conceptual issues and empirical findings. Clinical Psychology Review, 71, 101-114.
https://doi.org/10.1016/j.cpr.2019.01.001
Bakken, A. (2019). Ung Data 2019: Nasjonale resultater (NOVA rapport 9/19). https://fagarkivet. oslomet. no/en/item/asset/dspace, 15946.
Bakken, A. (2018). Ungdata 2018. Nasjonale resultater.
Bakken, A., Sletten, M. A., & Eriksen, I. M. (2018). Generasjon prestasjon? Ungdoms opplevelse av press og stress.
Bale, T. L., & Epperson, C. N. (2015). Sex differences and stress across the lifespan. Nature neuroscience, 18(10), 1413-1420.
https://doi.org/10.1038/nn.4112
Bandura, A. (1978). Reflections on self-efficacy. Advances in Behaviour Research and Therapy, 1(4), 237-269.
https://doi.org/10.1016/0146-6402(78)90012-7
Bandura, A. (1997). Self-self efficacy: The exercise of control. In: New York: Freeman.
Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy Beliefs of Adolescents, 5(1), 307-337.
Barnes, S. P., Abenavoli, R. M., & Jones, S. M. (2022). Capturing the social and emotional classroom. Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies, 202.
Baxter, J., & Eyles, J. (1997). Evaluating qualitative research in social geography: establishing 'rigour'in interview analysis. Transactions of the Institute of British Geographers, 22(4), 505-525.
https://doi.org/10.1111/j.0020-2754.1997.00505.x
Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186-3191.
https://doi.org/10.1097/00007632-200012150-00014
Beatson, N. J., Berg, D. A., & Smith, J. K. (2020). The influence of self‐ efficacy beliefs and prior learning on performance. Accounting & Finance, 60(2), 1271-1294.
https://doi.org/10.1111/acfi.12440
Berg, J., Osher, D., Same, M. R., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies. Washington, DC: American Institutes for Research.
Bergin, M., Wells, J. S., & Owen, S. (2008). Critical realism: a philosophical framework for the study of gender and mental health. Nursing Philosophy, 9(3), 169-179.
https://doi.org/10.1111/j.1466-769X.2008.00358.x
Berjot, S., & Gillet, N. (2011). Stress and coping with discrimination and stigmatization. Frontiers in Psychology, 2, 33.
https://doi.org/10.3389/fpsyg.2011.00033
Bhaskar, R., Collier, A., Lawson, T., & Norrie, A. (1998). Critical realism. Proceedings of the Standing Conference on Realism and Human Sciences, Bristol, UK,
Biegel, G. M., Brown, K. W., Shapiro, S. L., & Schubert, C. M. (2009). Mindfulness-based stress reduction for the treatment of adolescent psychiatric outpatients: A randomized clinical trial. Journal of Consulting and Clinical Psychology, 77(5), 855.
https://doi.org/10.1037/a0016241
Bierman, K. L., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., McMahon, R. J., & Pinderhughes, E. (2010). The effects of a multiyear universal social-emotional learning program: The role of student and school characteristics. Journal of Consulting andClinical Psychology, 78(2), 156.
https://doi.org/10.1037/a0018607
Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman's psychological stress and coping theory. The handbook of stress and health: A guide to research and practice, 351-364.
https://doi.org/10.1002/9781118993811.ch21
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., & Velting, D. (2004).
Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11(3), 230-241.
https://doi.org/10.1093/clipsy.bph077
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.
https://doi.org/10.1111/j.1467-8624.2007.00995.x
Blakemore, S. J. (2019). Adolescence and mental health. The Lancet, 393(10185), 2030-2031.
https://doi.org/10.1016/S0140-6736(19)31013-X
Blakemore, S. J., & Mills, K. L. (2014). Is adolescence a sensitive period for sociocultural processing? Annual review of psychology, 65, 187-207.
https://doi.org/10.1146/annurev-psych-010213-115202
Blalock, D. V., Kashdan, T. B., & Farmer, A. S. (2016). Trait and daily emotion regulation in social anxiety disorder. Cognitive Therapy and Research, 40(3), 416-425.
https://doi.org/10.1007/s10608-015-9739-8
Blom, B., & Morén, S. (2011). Analysis of generative mechanisms. Journal of Critical Realism, 10(1), 60-79.
https://doi.org/10.1558/jcr.v10i1.60
Bor, W., Dean, A. J., Najman, J., & Hayatbakhsh, R. (2014). Are child and adolescent mental health problems increasing in the 21st century? A systematic review. Australian & New Zealand Journal of Psychiatry, 48(7), 606-616.
https://doi.org/10.1177/0004867414533834
Borsboom, D., Mellenbergh, G. J., & Van Heerden, J. (2004). The concept of validity. Psychological review, 111(4), 1061.
https://doi.org/10.1037/0033-295X.111.4.1061
Brann, K. L., Daniels, B., Chafouleas, S. M., & DiOrio, C. A. (2020). Usability of social, emotional, and behavioral assessments in schools: A systematic review from 2009 to 2019. School Psychology Review, 1-19.
https://doi.org/10.1080/2372966X.2020.1836518
Brass, N., McKellar, S. E., North, E. A., & Ryan, A. M. (2019). Early adolescents' adjustment at school: A fresh look at grade and gender differences. The Journal of Early Adolescence, 39(5), 689-716.
https://doi.org/10.1177/0272431618791291
Breen, R. L. (2006). A practical guide to focus-group research. Journal of Geography in Higher Education, 30(3), 463-475.
https://doi.org/10.1080/03098260600927575
Britner, S. L., & Pajares, F. (2006). Sources of science self‐efficacy beliefs of middle school students. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 43(5), 485-499.
https://doi.org/10.1002/tea.20131
Broderick, P. C., & Frank, J. L. (2014). Learning to BREATHE: An intervention to foster mindfulness in adolescence. New Directions for Youth Development, 2014(142), 31-44.
https://doi.org/10.1002/yd.20095
Broderick, P. C., & Jennings, P. A. (2012). Mindfulness for adolescents: A promising approach to supporting emotion regulation and preventing risky behavior. New Directions for Youth Development, 2012(136), 111-126.
https://doi.org/10.1002/yd.20042
Brougham, L., & Kashubeck-West, S. (2017). Impact of a growth mindset intervention on academic performance of students at two urban high schools. Professional School Counseling, 21(1), 2156759X18764934.
https://doi.org/10.1177/2156759X18764934
Brown, B. B., & Larson, J. (2009). Peer relationships in adolescence. Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
https://doi.org/10.1002/9780470479193.adlpsy002004
Bru, E., Stephens, P., & Torsheim, T. (2002). Students' perceptions of class management and reports of their own misbehavior. Journal of school psychology, 40(4), 287-307.
https://doi.org/10.1016/S0022-4405(02)00104-8
Bru, E., Stornes, T., Munthe, E., & Thuen, E. (2010). Students' perceptions of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research, 54(6), 519- 533.
https://doi.org/10.1080/00313831.2010.522842
Byrne, D. G., Davenport, S., & Mazanov, J. (2007). Profiles of adolescent stress: The development of the adolescent stress questionnaire (ASQ). Journal of Adolescence, 30(3), 393-416.
https://doi.org/10.1016/j.adolescence.2006.04.004
Baars, M., Leopold, C., & Paas, F. (2018). Self-explaining steps in problem- solving tasks to improve self-regulation in secondary education. Journal of Educational psychology, 110(4), 578.
https://doi.org/10.1037/edu0000223
Camacho-Morles, J., Slemp, G. R., Oades, L. G., Morrish, L., & Scoular, C. (2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences, 70, 169-181.
https://doi.org/10.1016/j.lindif.2019.02.005
Camerer, C. F., Dreber, A., Holzmeister, F., Ho, T.-H., Huber, J., Johannesson, M., Kirchler, M., Nave, G., Nosek, B. A., & Pfeiffer, T. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9), 637-644.
https://doi.org/10.1038/s41562-018-0399-z
CASEL (n.d). https://casel.org/
Carver, C. S., & Scheier, M. F. (2017). Optimism, coping, and well-being. The handbook of stress and health: A guide to research and practice, 400-414.
https://doi.org/10.1002/9781118993811.ch24
Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56(2), 267.
https://doi.org/10.1037/0022-3514.56.2.267
Chambers, R., Gullone, E., & Allen, N. B. (2009). Mindful emotion regulation: An integrative review. Clinical Psychology Review, 29(6), 560-572.
https://doi.org/10.1016/j.cpr.2009.06.005
Chaplin, T. M., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139(4), 735.
https://doi.org/10.1037/a0030737
Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464-504.
https://doi.org/10.1080/10705510701301834
Ciarrochi, J., Heaven, P. C., & Supavadeeprasit, S. (2008). The link between emotion identification skills and socio-emotional functioning in early adolescence: A 1-year longitudinal study. Journal of Adolescence, 31(5), 565-582.
https://doi.org/10.1016/j.adolescence.2007.10.004
Cicognani, E. (2011). Coping strategies with minor stressors in adolescence: Relationships with social support, self‐efficacy, and psychological well‐being. Journal of Applied Social Psychology, 41(3), 559-578.
https://doi.org/10.1111/j.1559-1816.2011.00726.x
Clarke, A. M., Morreale, S., Field, C.-A., Hussein, Y., & Barry, M. M. (2015). What works in enhancing social and emotional skills development during childhood and adolescence. A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. A report produced by the World Health Organization Collaborating Centre for Health Promotion Research, National University of Ireland Galway.
Clarke, A. T. (2006). Coping with interpersonal stress and psychosocial health among children and adolescents: A meta-analysis. Journal of Youth and Adolescence, 35(1), 10-23.
https://doi.org/10.1007/s10964-005-9001-x
Claro, S., Paunesku, D., & Dweck, C. S. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668.
https://doi.org/10.1073/pnas.1608207113
Cleary, T. J. (2006). The development and validation of the self-regulation strategy inventory-self-report. Journal of School Psychology, 44(4), 307-322.
https://doi.org/10.1016/j.jsp.2006.05.002
Colarossi, L. G., & Eccles, J. S. (2003). Differential effects of support providers on adolescents' mental health. Social Work Research, 27(1), 19-30.
https://doi.org/10.1093/swr/27.1.19
Collie, R. J. (2020). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1), 76-87.
https://doi.org/10.1177/0165025419851864
Collishaw, S. (2015). Annual research review: Secular trends in child and adolescent mental health. Journal of Child Psychology and Psychiatry, 56(3), 370-393.
https://doi.org/10.1111/jcpp.12372
Colliver, J. A., Conlee, M. J., & Verhulst, S. J. (2012). From test validity to construct validity… and back? Medical education, 46(4), 366-371.
https://doi.org/10.1111/j.1365-2923.2011.04194.x
Compas, B. E. (1998). An agenda for coping research and theory: Basic and applied developmental issues. International Journal of Behavioral Development, 22(2), 231-237.
https://doi.org/10.1080/016502598384351
Compas, B. E., Connor-Smith, J. K., Saltzman, H., Thomsen, A. H., & Wadsworth, M. E. (2001). Coping with stress during childhood and adolescence: Problems, progress, and potential in theory and research. Psychological Bulletin, 127(1), 87.
https://doi.org/10.1037/0033-2909.127.1.87
Compas, B. E., Jaser, S. S., Bettis, A. H., Watson, K. H., Gruhn, M. A., Dunbar, J. P., Williams, E., & Thigpen, J. C. (2017). Coping, emotion regulation, and psychopathology in childhood and adolescence: A meta-analysis and narrative review. Psychological Bulletin, 143(9), 939.
https://doi.org/10.1037/bul0000110
Corcoran, R. P., Cheung, A. C., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta- analysis of 50 years of research. Educational Research Review, 25, 56-72.
https://doi.org/10.1016/j.edurev.2017.12.001
Crane, R., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological Medicine, 47(6), 990-999.
https://doi.org/10.1017/S0033291716003317
Crane, R. S., & Kuyken, W. (2013). The implementation of mindfulness-based cognitive therapy: Learning from the UK health service experience. Mindfulness, 4(3), 246-254.
https://doi.org/10.1007/s12671-012-0121-6
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 1-9.
https://doi.org/10.1186/1471-2288-11-100
Curran, T., & Hill, A. P. (2019). Perfectionism is increasing over time: A meta-analysis of birth cohort differences from 1989 to 2016. Psychological Bulletin, 145(4), 410.
https://doi.org/10.1037/bul0000138
Curtin, M., & Fossey, E. (2007). Appraising the trustworthiness of qualitative studies: Guidelines for occupational therapists. Australian Occupational Therapy Journal, 54(2), 88-94.
https://doi.org/10.1111/j.1440-1630.2007.00661.x
Dalen, J. D. (2014). Gender differences in the relationship between school problems, school class context and psychological distress: Results from the Young-HUNT 3 study. Social Psychiatry and Psychiatric Epidemiology, 49(2), 183-191.
https://doi.org/10.1007/s00127-013-0744-5
Danemark, B., Ekstrom, M., Jakobsen, L., & Karlsson, J. (2002). Theory in the methodology of social science. Explaining society: critical realism in the social sciences. New York: Routledge, 115-149.
Davidson, L. A., Crowder, M. K., Gordon, R. A., Domitrovich, C. E., Brown,
R. D., & Hayes, B. I. (2018). A continuous improvement approach to social and emotional competency measurement. Journal of Applied Developmental Psychology, 55, 93-106.
https://doi.org/10.1016/j.appdev.2017.03.002
Davis, C. S., & Lachlan, K. A. (2017). Straight talk about communication research methods. Kendall Hunt Publishing Company.
Davis, E. L., & Levine, L. J. (2013). Emotion regulation strategies that promote learning: Reappraisal enhances children's memory for educational information. Child Development, 84(1), 361-374.
https://doi.org/10.1111/j.1467-8624.2012.01836.x
de Minzi, M. C. R. (2006). Stress and coping in adolescence. In AM Columbus (Ed.), Advances in Psychology Research, Volume 45, Chapter 3, pp. 67-84. Hauppauge, NY: Nova Editorial Publishers, Inc. ISBN: 1-60021-152-6. Capítulo por invitación. Stress and coping in adolescence.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182.
https://doi.org/10.1037/a0012801
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425-474.
https://doi.org/10.1007/s10648-015-9320-8
Derogatis, L. R., Lipman, R. S., Rickels, K., Uhlenhuth, E. H., & Covi, L. (1974). The Hopkins Symptom Checklist (HSCL): A self‐report symptom inventory. Behavioral Science, 19(1), 1-15.
https://doi.org/10.1002/bs.3830190102
Dias, R., Robbins, T. W., & Roberts, A. C. (1996). Dissociation in prefrontal cortex of affective and attentional shifts. Nature, 380(6569), 69-72.
https://doi.org/10.1038/380069a0
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409.
https://doi.org/10.1007/s10648-008-9083-6
Diseth, Å., Meland, E., & Breidablik, H. J. (2014). Self-beliefs among students: Grade level and gender differences in self-esteem, self- efficacy and implicit theories of intelligence. Learning and Individual Differences, 35, 1-8.
https://doi.org/10.1016/j.lindif.2014.06.003
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017).
Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.
https://doi.org/10.1111/cdev.12739
Donald, J. N., & Atkins, P. W. (2016). Mindfulness and coping with stress: Do levels of perceived stress matter? Mindfulness, 7(6), 1423-1436.
https://doi.org/10.1007/s12671-016-0584-y
Doron, J., Stephan, Y., Boiché, J., & Scanff, C. L. (2009). Coping with examinations: Exploring relationships between students' coping strategies, implicit theories of ability, and perceived control. British Journal of Educational Psychology, 79(3), 515-528.
https://doi.org/10.1348/978185409X402580
Dunning, D. L., Griffiths, K., Kuyken, W., Crane, C., Foulkes, L., Parker, J., & Dalgleish, T. (2019). Research Review: The effects of mindfulness‐ based interventions on cognition and mental health in children and adolescents-a meta‐analysis of randomized controlled trials. Journal of Child Psychology and Psychiatry, 60(3), 244-258.
https://doi.org/10.1111/jcpp.12980
Durlak, J. A. (2016). Programme implementation in social and emotional learning: Basic issues and research findings. Cambridge Journal of Education, 46(3), 333-345.
https://doi.org/10.1080/0305764X.2016.1142504
Durlak, J. A., & Weissberg, R. P. (2011). Promoting social and emotional development is an essential part of students' education. Human Development, 54(1), 1-3.
https://doi.org/10.1159/000324337
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405-432.
https://doi.org/10.1111/j.1467-8624.2010.01564.x
Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education Week, 35(5), 20-24.
Dweck, C. S. (2007). Boosting achievement with messages that motivate. Education Canada, 47(2), 6-10.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256.
https://doi.org/10.1037/0033-295X.95.2.256
Dweck, C. S., & Sorich, L. (1999). Mastery-oriented thinking. Coping, 11, 232-251.
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481-496.
https://doi.org/10.1177/1745691618804166
Dyson, B., Howley, D., & Shen, Y. (2019). Teachers' perspectives of social and emotional learning in Aotearoa New Zealand primary schools. Journal of Research in Innovative Teaching & Learning.
https://doi.org/10.1108/JRIT-02-2019-0024
Eccles, J. S. (2004). Schools, academic motivation and stage-environment fit. Teoksessa Lerner, R. M & L. Steinberg (Toim.) Handbook of adolescent psychology. 2p. 125-153.
https://doi.org/10.1002/9780471726746.ch5
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1997). Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families (1993).
https://doi.org/10.1037/0003-066X.48.2.90
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology: Individual bases of adolescent development (pp. 404-434). John Wiley & Sons Inc.
https://doi.org/10.1002/9780470479193.adlpsy001013
Eccles, J. S., & Roeser, R. W. (2011). School and community influences on human development. In M. H. Bornstein & M. E. Lamb (Eds.), Developmental science: An advanced textbook (pp. 571-643). Psychology Press.
Eckenrode, J. (2013). The social context of coping. Springer Science & Business Media.
Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self- regulation and its relation to children's maladjustment. Annual Review of Clinical Psychology, 6, 495-525.
https://doi.org/10.1146/annurev.clinpsy.121208.131208
Eisenberg, N., & Sulik, M. J. (2012). Emotion-related self-regulation in children. Teaching of Psychology, 39(1), 77-83.
https://doi.org/10.1177/0098628311430172
Eisenberg, N., Valiente, C., & Sulik, M. J. (2009). How the study of regulation can inform the study of coping. New Directions for Child and Adolescent Development, 2009(124), 75-86.
https://doi.org/10.1002/cd.244
Elias, M. J., & Moceri, D. C. (2012). Developing social and emotional aspects of learning: The American experience. Research Papers in Education, 27(4), 423-434.
https://doi.org/10.1080/02671522.2012.690243
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Ascd.
Enders, C. K. (2008). A note on the use of missing auxiliary variables in full information maximum likelihood-based structural equation models. Structural Equation Modeling: A Multidisciplinary Journal, 15(3), 434-448.
https://doi.org/10.1080/10705510802154307
Enders, C. K. (2010). Applied missing data analysis. Guilford press.
Enders, C. K., & Bandalos, D. L. (2001). The relative performance of full information maximum likelihood estimation for missing data in structural equation models. Structural Equation Modeling, 8(3), 430- 457.
https://doi.org/10.1207/S15328007SEM0803_5
Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van Den Noortgate, W., Claes, S., Goossens, L., & Verschueren, K. (2017). School engagement trajectories in adolescence: The role of peer likeability and popularity. Journal of School Psychology, 64, 61-75.
https://doi.org/10.1016/j.jsp.2017.04.006
Eriksen, I. M., Sletten, M. A., Bakken, A., & Soest, T. v. (2017). Stress og press blant ungdom. Erfaringer, årsaker og utbredelse av psykiske helseplager. Oslo Metropolitan University-OsloMet: NOVA.
Eriksson, C., Arnarsson, Á. M., Damsgaard, M. T., Potrebny, T., Suominen, S., Torsheim, T., & Due, P. (2019). Building knowledge of adolescent mental health in the Nordic countries. Nordisk välfärdsforskning| Nordic Welfare Research, 4(02), 43-53.
https://doi.org/10.18261/issn.2464-4161-2019-02-02
Erlingsson, C., & Brysiewicz, P. (2017). A hands-on guide to doing content analysis. African Journal of Emergency Medicine, 7(3), 93-99.
https://doi.org/10.1016/j.afjem.2017.08.001
Eschenbeck, H., Schmid, S., Schröder, I., Wasserfall, N., & Kohlmann, C.-W. (2018). Development of coping strategies from childhood to adolescence. European Journal of Health Psychology. Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017). Impact of a sustained cooperative learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89-105.
https://doi.org/10.1027/2512-8442/a000005
Fink, E., Patalay, P., Sharpe, H., Holley, S., Deighton, J., & Wolpert, M. (2015). Mental health difficulties in early adolescence: A comparison of two cross-sectional studies in England from 2009 to 2014. Journal of Adolescent Health, 56(5), 502-507.
https://doi.org/10.1016/j.jadohealth.2015.01.023
Fletcher, A. J. (2017). Applying critical realism in qualitative research: Methodology meets method. International Journal of Social Research Methodology, 20(2), 181-194.
https://doi.org/10.1080/13645579.2016.1144401
Flouri, E., & Mavroveli, S. (2013). Adverse life events and emotional and behavioural problems in adolescence: The role of coping and emotion regulation. Stress and Health, 29(5), 360-368.
https://doi.org/10.1002/smi.2478
Folkman, S. (2008). The case for positive emotions in the stress process. Anxiety, Stress, and Coping, 21(1), 3-14.
https://doi.org/10.1080/10615800701740457
Frostad, P., & Pijl, S. J. (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22(1), 15-30.
https://doi.org/10.1080/08856250601082224
Frydenberg, E. (1997). Adolescent coping: Theoretical and research perspectives. Psychology Press.
Frydenberg, E., & Lewis, R. (2000). Teaching Coping to adolescents: when and to whom? American Educational Research Journal, 37(3), 727- 745.
https://doi.org/10.3102/00028312037003727
Fuertes, A. M. d. C., Blanco Fernández, J., García Mata, M., Rebaque Gómez, A., & Pascual, R. G. (2020). Relationship between Personality and Academic Motivation in Education Degrees Students. Education Sciences, 10(11), 327.
https://doi.org/10.3390/educsci10110327
Furr, R., & Bacharach, V. (2014). Test dimensionality and factor analysis. Psychometrics: An Introduction, 71-98.
Fusch, P. I., & Ness, L. R. (2015). Are we there yet? Data saturation in qualitative research. The qualitative report, 20(9), 1408.
https://doi.org/10.46743/2160-3715/2015.2281
Gallardo, L. O., Barrasa, A., & Guevara-Viejo, F. (2016). Positive peer relationships and academic achievement across early and midadolescence. Social Behavior and Personality: an international journal, 44(10), 1637-1648.
https://doi.org/10.2224/sbp.2016.44.10.1637
García-Pérez, M. A. (2012). Statistical conclusion validity: Some common threats and simple remedies. Frontiers in Psychology, 3, 325.
https://doi.org/10.3389/fpsyg.2012.00325
Garland, E., Gaylord, S., & Park, J. (2009). The role of mindfulness in positive reappraisal. Explore, 5(1), 37-44.
https://doi.org/10.1016/j.explore.2008.10.001
Garnefski, N., & Kraaij, V. (2006). Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual Differences, 40(8), 1659-1669.
https://doi.org/10.1016/j.paid.2005.12.009
Gaumer Erickson, A., Soukup, J., Noonan, P., & McGurn, L. (2016). Self- efficacy questionnaire. Research Collaboration.
Gebauer, M. M., McElvany, N., Bos, W., Köller, O., & Schöber, C. (2020). Determinants of academic self-efficacy in different socialization contexts: Investigating the relationship between students' academic self-efficacy and its sources in different contexts. Social Psychology of Education, 23(2), 339-358.
https://doi.org/10.1007/s11218-019-09535-0
Geiser, C. (2012). Data analysis with Mplus. Guilford press.
https://doi.org/10.1007/978-3-531-93192-0
Geiser, C., Hintz, F. A., Burns, G. L., & Servera, M. (2019). Structural equation modeling of multiple-indicator multimethod-multioccasion data: A primer. Personality and Individual Differences, 136, 79-89.
https://doi.org/10.1016/j.paid.2017.04.032
Geiser, C., & Lockhart, G. (2012). A comparison of four approaches to account for method effects in latent state-trait analyses. Psychological Methods, 17(2), 255.
https://doi.org/10.1037/a0026977
Gelhaar, T., Seiffge-Krenke, I., Borge, A., Cicognani, E., Cunha, M., Loncaric, D., Macek, P., Steinhausen, H.-C., & Metzke, C. W. (2007). Adolescent coping with everyday stressors: A seven-nation study of youth from central, eastern, southern, and northern Europe. European Journal of Developmental Psychology, 4(2), 129-156.
https://doi.org/10.1080/17405620600831564
Gibson, S., & Ninness, B. (2005). Robust maximum-likelihood estimation of multivariable dynamic systems. Automatica, 41(10), 1667-1682.
https://doi.org/10.1016/j.automatica.2005.05.008
Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691-1705.
https://doi.org/10.1080/01443410.2015.1113236
Goldin, P. R., & Gross, J. J. (2010). Effects of mindfulness-based stress reduction (MBSR) on emotion regulation in social anxiety disorder. Emotion, 10(1), 83.
https://doi.org/10.1037/a0018441
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3.
https://doi.org/10.1037/0022-0663.93.1.3
Gottlieb, B. H., & Bergen, A. E. (2010). Social support concepts and measures. Journal of psychosomatic research, 69(5), 511-520.
https://doi.org/10.1016/j.jpsychores.2009.10.001
Graham, J. W. (2009). Missing data analysis: Making it work in the real world. Annual Review of Psychology, 60, 549-576.
https://doi.org/10.1146/annurev.psych.58.110405.085530
Green, S. B., & Yang, Y. (2009). Reliability of summed item scores using structural equation modeling: An alternative to coefficient alpha. Psychometrika, 74(1), 155-167.
https://doi.org/10.1007/s11336-008-9099-3
Greenberg, M. T., & Abenavoli, R. (2017). Universal interventions: Fully exploring their impacts and potential to produce population-level impacts. Journal of Research on Educational Effectiveness, 10(1), 40- 67.
https://doi.org/10.1080/19345747.2016.1246632
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The Future of Children, 13-32.
https://doi.org/10.1353/foc.2017.0001
Gresham, D., & Gullone, E. (2012). Emotion regulation strategy use in children and adolescents: The explanatory roles of personality and attachment. Personality and Individual Differences, 52(5), 616-621.
https://doi.org/10.1016/j.paid.2011.12.016
Gross, J., & Thompson, R. (2007). Emotion Regulation: Conceptual Foundations. In J. J. Gross (Ed.), Handbook of Emotion Regulation. In: New York: The Guilford Press.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299.
https://doi.org/10.1037/1089-2680.2.3.271
Gross, J. J. (2014). Emotion regulation: Conceptual and empirical foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3-20). The Guilford Press
Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well- being. Journal of Personality and Social Psychology, 85(2), 348.
https://doi.org/10.1037/0022-3514.85.2.348
Gullone, E., & Taffe, J. (2012). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA): A psychometric evaluation. Psychological Assessment, 24(2), 409.
https://doi.org/10.1037/a0025777
Gustafsson, J. (2017). Single case studies vs. multiple case studies: A comparative study.
Helskog, G. H. (2019). Philosophising the dialogos way towards wisdom in education: between critical thinking and spiritual contemplation. Routledge.
https://doi.org/10.4324/9781351033985
Herd, T., King-Casas, B., & Kim-Spoon, J. (2020). Developmental changes in emotion regulation during adolescence: associations with socioeconomic risk and family emotional context. Journal of Youth and Adolescence, 1-13.
https://doi.org/10.1007/s10964-020-01193-2
Hesse-Biber, S. N., & Johnson, R. B. (2015). The Oxford handbook of multimethod and mixed methods research inquiry. Oxford University Press.
https://doi.org/10.1093/oxfordhb/9780199933624.001.0001
Hill, C. L., & Updegraff, J. A. (2012). Mindfulness and its relationship to emotional regulation. Emotion, 12(1), 81.
https://doi.org/10.1037/a0026355
Hong, E., Peng, Y., & Rowell, L. L. (2009). Homework self-regulation: Grade, gender, and achievement-level differences. Learning and Individual Differences, 19(2), 269-276.
https://doi.org/10.1016/j.lindif.2008.11.009
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
https://doi.org/10.1016/j.edurev.2015.11.002
Hox, J. (2002). Multi-level Analysis: Environment Techniques and Applications. In: Lawrence Erlbaum Associates, London Page.
https://doi.org/10.4324/9781410604118
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288.
https://doi.org/10.1177/1049732305276687
Hu, L.-t., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424.
https://doi.org/10.1037/1082-989X.3.4.424
Hughes, J. N., & Cao, Q. (2018). Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement. Journal of School Psychology, 67, 148- 162.
https://doi.org/10.1016/j.jsp.2017.10.003
Ifenthaler, D. (2012). Determining the effectiveness of prompts for self- regulated learning in problem-solving scenarios. Journal of Educational Technology & Society, 15(1), 38-52.
Jaffe, M., Gullone, E., & Hughes, E. K. (2010). The roles of temperamental dispositions and perceived parenting behaviours in the use of two emotion regulation strategies in late childhood. Journal of Applied Developmental Psychology, 31(1), 47-59.
https://doi.org/10.1016/j.appdev.2009.07.008
Jagers, R. J., Harris, A., & Skoog, A. (2015). A review of classroom-based SEL programs at the middle school level. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 167-180). The Guilford Press
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588.
https://doi.org/10.1037/a0019682
Jones, S. M., & Kahn, J. (2017). The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development. Consensus Statements of Evidence from the Council of Distinguished Scientists. Aspen Institute.
Jordan, P. J., & Troth, A. C. (2020). Common method bias in applied settings: The dilemma of researching in organizations. Australian Journal of Management, 45(1), 3-14.
https://doi.org/10.1177/0312896219871976
Järvelä, S., Volet, S., & Järvenoja, H. (2010). Research on motivation in collaborative learning: Moving beyond the cognitive-situative divide and combining individual and social processes. Educational Psychologist, 45(1), 15-27.
https://doi.org/10.1080/00461520903433539
Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: past, present, and future.
https://doi.org/10.1093/clipsy.bpg016
Kaplan, D. S., Liu, R. X., & Kaplan, H. B. (2005). School related stress in early adolescence and academic performance three years later: The conditional influence of self expectations. Social Psychology of Education, 8(1), 3-17.
https://doi.org/10.1007/s11218-004-3129-5
Karabenick, S. A., Woolley, M. E., Friedel, J. M., Ammon, B. V., Blazevski, J., Bonney, C. R., Groot, E. D., Gilbert, M. C., Musu, L., & Kempler, T. M. (2007). Cognitive processing of self-report items in educational research: Do they think what we mean? Educational Psychologist, 42(3), 139-151.
https://doi.org/10.1080/00461520701416231
Kaunhoven, R. J., & Dorjee, D. (2021). Mindfulness Versus Cognitive Reappraisal: The Impact of Mindfulness-Based Stress Reduction (MBSR) on the Early and Late Brain Potential Markers of Emotion Regulation. Mindfulness, 1-15.
https://doi.org/10.1007/s12671-021-01692-8
Kieling, C., Baker-Henningham, H., Belfer, M., Conti, G., Ertem, I., Omigbodun, O., Rohde, L. A., Srinath, S., Ulkuer, N., & Rahman, A. (2011). Child and adolescent mental health worldwide: Evidence for action. The Lancet, 378(9801), 1515-1525.
https://doi.org/10.1016/S0140-6736(11)60827-1
Kievit, R. A., Brandmaier, A. M., Ziegler, G., van Harmelen, A.-L., de Mooij, S. M., Moutoussis, M., Goodyer, I. M., Bullmore, E., Jones, P. B., & Fonagy, P. (2018). Developmental cognitive neuroscience using latent change score models: A tutorial and applications. Developmental Cognitive Neuroscience, 33, 99-117.
https://doi.org/10.1016/j.dcn.2017.11.007
Kim, K. M. (2021). What makes adolescents psychologically distressed? Life events as risk factors for depression and suicide. European Child & Adolescent Psychiatry, 30(3), 359-367.
https://doi.org/10.1007/s00787-020-01520-9
Kiuru, N., Wang, M.-T., Salmela-Aro, K., Kannas, L., Ahonen, T., & Hirvonen, R. (2020). Associations between adolescents' interpersonal relationships, school well-being, and academic achievement during educational transitions. Journal of Youth and Adolescence, 49(5), 1057-1072.
https://doi.org/10.1007/s10964-019-01184-y
Kleppang, A. L., & Hagquist, C. (2016). The psychometric properties of the Hopkins Symptom Checklist-10: A Rasch analysis based on adolescent data from Norway. Family practice, 33(6), 740-745.
https://doi.org/10.1093/fampra/cmw091
Klimstra, T. A., Hale III, W. W., Raaijmakers, Q. A., Branje, S. J., & Meeus, W. H. (2009). Maturation of personality in adolescence. Journal of Personality andSsocial Psychology, 96(4), 898.
https://doi.org/10.1037/a0014746
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Klingbeil, D. A., Renshaw, T. L., Willenbrink, J. B., Copek, R. A., Chan, K. T., Haddock, A., Yassine, J., & Clifton, J. (2017). Mindfulness-based interventions with youth: A comprehensive meta-analysis of group- design studies. Journal of School Psychology, 63, 77-103.
https://doi.org/10.1016/j.jsp.2017.03.006
Kobayashi, R., Shigematsu, J., Miyatani, M., & Nakao, T. (2020). Cognitive reappraisal facilitates decentering: A longitudinal cross-lagged analysis study. Frontiers in Psychology, 11, 103.
https://doi.org/10.3389/fpsyg.2020.00103
Koole, S. L. (2009). The psychology of emotion regulation: An integrative review. Cognition and Emotion, 23(1), 4-41.
https://doi.org/10.1080/02699930802619031
Krueger, R. A. (2014). Focus groups: A practical guide for applied research. Sage publications.
Krueger, R. A., & Casey, M. A. (2002). Designing and conducting focus group interviews. In: St Paul, Minnesota, USA.
Kwon, K., Liu, Y.-H., & Johnson, L. P. (2014). Group regulation and social- emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185-200.
https://doi.org/10.1016/j.compedu.2014.06.004
Lakey, B., & Cohen, S. (2000). Social support theory and measurement. In S. Cohen, L. G. Underwood, & B. H. Gottlieb (Eds.), Social support measurement and intervention: A guide for health and social scientists (pp. 29-52). Oxford University Press.
https://doi.org/10.1093/med:psych/9780195126709.003.0002
Lazarus, R. S. (1993). From psychological stress to the emotions: A history of changing outlooks. Annual Review of Psychology, 44(1), 1-22.
https://doi.org/10.1146/annurev.ps.44.020193.000245
Lazarus, R. S. (1999). The cognition-emotion debate: A bit of history.
Handbook of cognition and emotion, 5(6), 3-19.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer publishing company.
Lee, H. Y., Jamieson, J. P., Miu, A. S., Josephs, R. A., & Yeager, D. S. (2019). An entity theory of intelligence predicts higher cortisol levels when high school grades are declining. Child Development, 90(6), e849-e867.
https://doi.org/10.1111/cdev.13116
Lennarz, H. K., Hollenstein, T., Lichtwarck-Aschoff, A., Kuntsche, E., & Granic, I. (2019). Emotion regulation in action: Use, selection, and success of emotion regulation in adolescents' daily lives. International Journal of Behavioral Development, 43(1), 1-11.
https://doi.org/10.1177/0165025418755540
Lerner, R. M., & Steinberg, L. (2009). Handbook of adolescent psychology, volume 1: Individual bases of adolescent development (Vol. 1). John Wiley & Sons.
https://doi.org/10.1002/9780470479193.adlpsy001002
Lien, L., Haavet, O. R., & Dalgard, F. (2010). Do mental health and behavioural problems of early menarche persist into late adolescence? A three year follow-up study among adolescent girls in Oslo, Norway. Social Science & Medicine, 71(3), 529-533.
https://doi.org/10.1016/j.socscimed.2010.05.003
Lim, A., & Cheung, M. (2021). Evaluating FIML And Multiple Imputation In Joint Ordinal-Continuous Measurements Models With Missing Data.
https://doi.org/10.31234/osf.io/j3b2t
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. sage.
https://doi.org/10.1016/0147-1767(85)90062-8
Little, R. J. (1988). A test of missing completely at random for multivariate data with missing values. Journal of the American statistical Association, 83(404), 1198-1202.
https://doi.org/10.1080/01621459.1988.10478722
Lund, T. (2005). The qualitative-quantitative distinction: Some comments. Scandinavian Journal of Educational Research, 49(2), 115-132.
https://doi.org/10.1080/00313830500048790
Lune, H., & Berg, B. L. (2016). Qualitative Research Methods for the Social Sciences, Books a la Carte. In: Boston: Allyn and Bacon Press.
Maddux, J. E., & Kleiman, E. M. (2016). Self‐efficacy: A foundational concept for positive clinical psychology. The Wiley Handbook of Positive Clinical Psychology, 89-101.
https://doi.org/10.1002/9781118468197.ch7
Madjar, N., Cohen, V., & Shoval, G. (2018). Longitudinal analysis of the trajectories of academic and social motivation across the transition from elementary to middle school. Educational Psychology, 38(2), 221-247.
https://doi.org/10.1080/01443410.2017.1341623
Mahmud, A. (2020). A context-specific social and emotional learning programme to support adolescents following the transition to secondary school. Pastoral Care in Education, 1-19.
https://doi.org/10.1080/02643944.2020.1827285
Malmqvist, J., Hellberg, K., Möllås, G., Rose, R., & Shevlin, M. (2019). Conducting the pilot study: A neglected part of the research process? Methodological findings supporting the importance of piloting in qualitative research studies. International Journal of Qualitative Methods, 18, 1609406919878341.
https://doi.org/10.1177/1609406919878341
Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: guided by information power. Qualitative health research, 26(13), 1753-1760.
https://doi.org/10.1177/1049732315617444
Mantz, L. S. (2017). School-based social-emotional development: The role of relationships and teaching. University of Delaware.
Marks, G. N. (2006). Are between-and within-school differences in student performance largely due to socio-economic background? Evidence from 30 countries. Educational Research, 48(1), 21-40.
https://doi.org/10.1080/00131880500498396
Martin, A. J., & Steinbeck, K. (2017). The role of puberty in students' academic motivation and achievement. Learning and Individual Differences, 53, 37-46.
https://doi.org/10.1016/j.lindif.2016.11.003
Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-301.
https://doi.org/10.17763/haer.62.3.8323320856251826
Maxwell, J. A. (2021). Why qualitative methods are necessary for generalization. Qualitative Psychology, 8(1), 111.
https://doi.org/10.1037/qup0000173
Mayring, P. (2004). Qualitative content analysis. A companion to qualitative research, 1(2004), 159-176.
McClelland, M. M., John Geldhof, G., Cameron, C. E., & Wanless, S. B. (2015). Development and self‐regulation. Handbook of child psychology and developmental science, 1-43.
https://doi.org/10.1002/9781118963418.childpsy114
McDermott, R. (2011). Internal and external validity. Cambridge handbook of experimental political science, 27-40.
https://doi.org/10.1017/CBO9780511921452.003
McDonald, R. P. (1999). Test theory: A unified approach.
McKeering, P., & Hwang, Y.-S. (2019). A systematic review of mindfulness- based school interventions with early adolescents. Mindfulness, 10(4), 593-610.
https://doi.org/10.1007/s12671-018-0998-9
McKown, C. (2017). Social-emotional assessment, performance, and standards. The Future of Children, 157-178.
https://doi.org/10.1353/foc.2017.0008
McKown, C. (2019). Challenges and opportunities in the applied assessment of student social and emotional learning. Educational Psychologist, 54(3), 205-221.
https://doi.org/10.1080/00461520.2019.1614446
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student motivation, and academic achievement. Annu. Rev. Psychol., 57, 487-503.
https://doi.org/10.1146/annurev.psych.56.091103.070258
Mikami, A. Y., Ruzek, E. A., Hafen, C. A., Gregory, A., & Allen, J. P. (2017). Perceptions of relatedness with classroom peers promote adolescents' behavioral engagement and achievement in secondary school. Journal of Youth and Adolescence, 46(11), 2341-2354.
https://doi.org/10.1007/s10964-017-0724-2
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook.
Moksnes, U. K., Espnes, G. A., & Haugan, G. (2014). Stress, sense of coherence and emotional symptoms in adolescents. Psychology & Health, 29(1), 32-49.
https://doi.org/10.1080/08870446.2013.822868
Moksnes, U. K., & Lazarewicz, M. (2019). The association between stress, resilience, and emotional symptoms in Norwegian adolescents from 13 to 18 years old. Journal of Health Psychology, 24(8), 1093-1102.
https://doi.org/10.1177/1359105316687630
Moksnes, U. K., Løhre, A., Lillefjell, M., Byrne, D. G., & Haugan, G. (2016). The association between school stress, life satisfaction and depressive symptoms in adolescents: Life satisfaction as a potential mediator. Social Indicators Research, 125(1), 339-357.
https://doi.org/10.1007/s11205-014-0842-0
Moksnes, U. K., & Reidunsdatter, R. J. (2019). Self-esteem and mental health in adolescents-level and stability during a school year. Norsk Epidemiologi, 28(1-2).
https://doi.org/10.5324/nje.v28i1-2.3052
Molden, D. C., & Dweck, C. S. (2006). Finding" meaning" in psychology: A lay theories approach to self-regulation, social perception, and social development. American Psychologist, 61(3), 192.
https://doi.org/10.1037/0003-066X.61.3.192
Montagna, M. J., Marksteiner, T., & Dickhäuser, O. (2021). The effect of a computerized growth-mindset intervention on teaching students' mindset and cognitive stress appraisal. Frontiers in Education: FEDUC, 6(Article 634684), 1-13.
https://doi.org/10.3389/feduc.2021.634684
Morgan, D. L., & Spanish, M. T. (1984). Focus groups: A new tool for qualitative research. Qualitative Sociology, 7(3), 253-270.
https://doi.org/10.1007/BF00987314
Morin, A. H. (2021). The VIP Partnership programme in Norwegian schools: An assessment of intervention effects. Scandinavian Journal of Educational Research, 65(7), 1238-1251.
https://doi.org/10.1080/00313831.2020.1791247
Murberg, T. A., & Bru, E. (2004). School-related stress and psychosomatic symptoms among Norwegian adolescents. School Psychology International, 25(3), 317-332.
https://doi.org/10.1177/0143034304046904
Murberg, T. A., & Bru, E. (2009). The relationships between negative life events, perceived support in the school environment and depressive symptoms among Norwegian senior high school students: a prospective study. Social Psychology of Education, 12(3), 361-370.
https://doi.org/10.1007/s11218-008-9083-x
Muthén, B., & Muthén, L. (2017). Mplus. Chapman and Hall/CRC.
Muthén, B., & Satorra, A. (1989). Multilevel aspects of varying parameters in structural models. In Multilevel analysis of educational data (pp. 87- 99). Elsevier.
https://doi.org/10.1016/B978-0-12-108840-8.50009-3
NESH, Guidelines for Research Ethics in the Social Sciences, Humanities, Law and Theology. (2021). https://www.forskningsetikk.no/en/guidelines/social-sciences- humanities-law-and-theology/guidelines-for-research-ethics-in-the- social-sciences-humanities-law-and-theology/
Neumann, K., Fischer, H. E., & Kauertz, A. (2010). From PISA to educational standards: The impact of large-scale assessments on science education in Germany. International Journal of Science and Mathematics Education, 8(3), 545-563.
https://doi.org/10.1007/s10763-010-9206-7
Nilsen, W., Karevold, E., Røysamb, E., Gustavson, K., & Mathiesen, K. S. (2013). Social skills and depressive symptoms across adolescence: Social support as a mediator in girls versus boys. Journal of Adolescence, 36(1), 11-20.
https://doi.org/10.1016/j.adolescence.2012.08.005
Nolen-Hoeksema, S., & Aldao, A. (2011). Gender and age differences in emotion regulation strategies and their relationship to depressive symptoms. Personality and Individual Differences, 51(6), 704-708.
https://doi.org/10.1016/j.paid.2011.06.012
NOU 2015:8 (2015). Fremtidens skole. Derived from: https://www.regjeringen.no/contentassets/da148fec8c4a4ab88daa8b6 77a700292/no/pdfs/nou201520150008000dddpdfs.pdf
Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students. Metacognition and Learning, 10(3), 375-406.
https://doi.org/10.1007/s11409-015-9135-5
Oberle, E., & Schonert-Reichl, K. A. (2017). Social and emotional learning: Recent research and practical strategies for promoting children's social and emotional competence in schools. In Handbook of social behavior and skills in children (pp. 175-197). Springer.
https://doi.org/10.1007/978-3-319-64592-6_11
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education, 40(1), 644-681.
https://doi.org/10.3102/0091732X16673595
Ostroff, C., Kinicki, A. J., & Clark, M. A. (2002). Substantive and operational issues of response bias across levels of analysis: an example of climate-satisfaction relationships. Journal of Applied Psychology, 87(2), 355.
https://doi.org/10.1037/0021-9010.87.2.355
Pajares, F. (2009). Toward a positive psychology of academic motivation: The role of self-efficacy beliefs.
Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self- efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 104-120.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98.
https://doi.org/10.1016/j.edurev.2017.08.004
Panayiotou, M., Humphrey, N., & Wigelsworth, M. (2019). An empirical basis for linking social and emotional learning to academic performance. Contemporary Educational Psychology, 56, 193-204.
https://doi.org/10.1016/j.cedpsych.2019.01.009
Pang, D., Frydenberg, E., Liang, R., Deans, J., & Liying, S. (2018). Improving coping skills and promoting social emotional competence in pre-schoolers: A pilot study of the COPE-R program. Journal of Early Childhood Education, 7(2), 362-391.
Pascoe, M. C., Hetrick, S. E., & Parker, A. G. (2020). The impact of stress on students in secondary school and higher education. International Journal of Adolescence and Youth, 25(1), 104-112.
https://doi.org/10.1080/02673843.2019.1596823
Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational environments: Convergence between mastery goal structure and classroom social climate. Journal of Educational Psychology, 103(2), 367.
https://doi.org/10.1037/a0023311
Pekrun, R. (2016). Academic emotions. Handbook of motivation at school, 2, 120-144.
Pekrun, R. (2017). Emotion and achievement during adolescence. Child Development Perspectives, 11(3), 215-221.
https://doi.org/10.1111/cdep.12237
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In Emotion in education (pp. 13-36). Elsevier.
https://doi.org/10.1016/B978-012372545-5/50003-4
Pekrun, R., Goetz, T., Daniels, L. M., Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(3), 531.
https://doi.org/10.1037/a0019243
Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In Handbook of research on student engagement (pp. 259-282). Springer.
https://doi.org/10.1007/978-1-4614-2018-7_12
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In International handbook of emotions in education (pp. 130-151). Routledge.
https://doi.org/10.4324/9780203148211
Pekrun, R., & Stephens, E. J. (2012). Academic emotions. In APA educational psychology handbook, Vol 2: Individual differences and cultural and contextual factors. (pp. 3-31). American Psychological Association.
https://doi.org/10.1037/13274-001
Phillips, K., & Power, M. (2007). A new self‐report measure of emotion regulation in adolescents: The Regulation of Emotions Questionnaire. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 14(2), 145-156.
https://doi.org/10.1002/cpp.523
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365-386). Springer.
https://doi.org/10.1007/978-1-4614-2018-7_17
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation (pp. 451-502). Elsevier.
https://doi.org/10.1016/B978-012109890-2/50043-3
PISA. (2017). Results (Volume III): Students' Well-Being. PISA: OECD Publishing, Paris.
Pitzer, J., & Skinner, E. (2017). Predictors of changes in students' motivational resilience over the school year: The roles of teacher support, self-appraisals, and emotional reactivity. International Journal of Behavioral Development, 41(1), 15-29.
https://doi.org/10.1177/0165025416642051
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879.
https://doi.org/10.1037/0021-9010.88.5.879
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63, 539-569.
https://doi.org/10.1146/annurev-psych-120710-100452
Potrebny, T., Wiium, N., Haugstvedt, A., Sollesnes, R., Torsheim, T., Wold, B., & Thuen, F. (2019). Health complaints among adolescents in Norway: A twenty-year perspective on trends. PloS One, 14(1), e0210509.
https://doi.org/10.1371/journal.pone.0210509
Pratschke, J. (2003). Realistic models? Critical realism and statistical models in the social sciences. Philosophica, 71.
https://doi.org/10.21825/philosophica.82236
Putwain, D., Sander, P., & Larkin, D. (2013). Academic self‐efficacy in study‐related skills and behaviours: Relations with learning‐related emotions and academic success. British Journal of Educational Psychology, 83(4), 633-650.
https://doi.org/10.1111/j.2044-8279.2012.02084.x
Putwain, D. W., Becker, S., Symes, W., & Pekrun, R. (2018). Reciprocal relations between students' academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73-81.
https://doi.org/10.1016/j.learninstruc.2017.08.004
Putwain, D. W., Wood, P., & Pekrun, R. (2020). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of educational psychology.
Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269- 286.
https://doi.org/10.1080/00313830120074206
Reicher, H., & Matischek-Jauk, M. (2017). Preventing depression in adolescence through social and emotional learning. International Journal of Emotional Education, 9(2), 110-115.
Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and adolescents: A systematic review. Social Science & Medicine, 90, 24-31.
https://doi.org/10.1016/j.socscimed.2013.04.026
Reneflot, A., Aarø, L., Aase, H., Reichborn-Kjennerud, T., Tambs, K., & Øverland, S. (2018). Psykisk helse i Norge (Folkehelseinstituttet rapport 2018). Hentet fra https://www. fhi. no/publ/2018/psykisk- helse-i-norge.
Reuter, T., Ziegelmann, J. P., Wiedemann, A. U., Geiser, C., Lippke, S., Schüz, B., & Schwarzer, R. (2010). Changes in intentions, planning, and self-efficacy predict changes in behaviors: An application of latent true change modeling. Journal of Health Psychology, 15(6), 935-947.
https://doi.org/10.1177/1359105309360071
Revelle, W., & Condon, D. M. (2019). Reliability from α to ω: A tutorial. Psychological Assessment, 31(12), 1395.
https://doi.org/10.1037/pas0000754
Ringdal, R., Espnes, G. A., Eilertsen, M.-E. B., BjØrnsen, H. N., & Moksnes, U. K. (2020). Social support, bullying, school-related stress and mental health in adolescence. Nordic Psychology, 72(4), 313-330.
https://doi.org/10.1080/19012276.2019.1710240
Rodríguez-Naranjo, C., & Caño, A. (2016). Daily stress and coping styles in adolescent hopelessness depression: Moderating effects of gender. Personality and Individual Differences, 97, 109-114.
https://doi.org/10.1016/j.paid.2016.03.027
Roemer, L., Williston, S. K., & Rollins, L. G. (2015). Mindfulness and emotion regulation. Current Opinion in Psychology, 3, 52-57.
https://doi.org/10.1016/j.copsyc.2015.02.006
Ronen, T., Hamama, L., Rosenbaum, M., & Mishely-Yarlap, A. (2016). Subjective well-being in adolescence: The role of self-control, social support, age, gender, and familial crisis. Journal of Happiness Studies, 17(1), 81-104.
https://doi.org/10.1007/s10902-014-9585-5
Rose-Krasnor, L., & Denham, S. (2009). Social-emotional competence in early childhood. Handbook of peer interactions, relationships, and groups, 162-179.
Rose, A., Click, G., Smith, R., Cillessen, A., Schwartz, D., & Mayeux, L. (2011). Popularity and gender. Popularity in the Peer System, 103- 122.
Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132(1), 98.
https://doi.org/10.1037/0033-2909.132.1.98
Ross, K. M., Kim, H., Tolan, P. H., & Jennings, P. A. (2019). An exploration of normative social and emotional skill growth trajectories during adolescence. Journal of Applied Developmental Psychology, 62, 102- 115.
https://doi.org/10.1016/j.appdev.2019.02.006
Ross, K. M., & Tolan, P. (2018). Social and emotional learning in adolescence: Testing the CASEL model in a normative sample. The Journal of Early Adolescence, 38(8), 1170-1199.
https://doi.org/10.1177/0272431617725198
Rowsell, H. C., Ciarrochi, J., Deane, F. P., & Heaven, P. C. (2016). Emotion identification skill and social support during adolescence: A three‐ year longitudinal study. Journal of Research on Adolescence, 26(1), 115-125.
https://doi.org/10.1111/jora.12175
Rubin, K. H., Bukowski, W. M., & Laursen, B. (2011). Handbook of peer interactions, relationships, and groups. Guilford Press.
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups.
https://doi.org/10.1002/9780470147658.chpsy0310
Rudolph, K. D., Flynn, M., & Abaied, J. L. (2008). A developmental perspective on interpersonal theories of youth depression. Handbook of Depression in Children and Adolescents, 79.
Rueger, S. Y., Malecki, C. K., Pyun, Y., Aycock, C., & Coyle, S. (2016). A meta-analytic review of the association between perceived social support and depression in childhood and adolescence. Psychological Bulletin, 142(10), 1017.
https://doi.org/10.1037/bul0000058
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95- 103.
https://doi.org/10.1016/j.learninstruc.2016.01.004
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well- being. American Psychologist, 55(1), 68.
https://doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 101860.
https://doi.org/10.1016/j.cedpsych.2020.101860
Salavera, C., Usan, P., & Jarie, L. (2017). Emotional intelligence and social skills on self-efficacy in secondary education students. Are there gender differences? Journal of Adolescence, 60, 39-46.
https://doi.org/10.1016/j.adolescence.2017.07.009
Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507- 514.
https://doi.org/10.1007/BF02296192
Schiller, C. J. (2016). Critical realism in nursing: An emerging approach. Nursing Philosophy, 17(2), 88-102.
https://doi.org/10.1111/nup.12107
Schmidt, J. A., Shumow, L., & Kackar-Cam, H. (2015). Exploring teacher effects for mindset intervention outcomes in seventh-grade science classes. Middle Grades Research Journal, 10(2), 17-32.
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental psychology, 51(1), 52.
https://doi.org/10.1037/a0038454
Schroder, H. S., Yalch, M. M., Dawood, S., Callahan, C. P., Donnellan, M. B., & Moser, J. S. (2017). Growth mindset of anxiety buffers the link between stressful life events and psychological distress and coping strategies. Personality and Individual Differences, 110, 23-26.
https://doi.org/10.1016/j.paid.2017.01.016
Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. Self-efficacy beliefs of adolescents, 5, 71-96.
Schunk, D. H., & Pajares, F. (2002). The development of academic self- efficacy. In Development of achievement motivation (pp. 15-31). Elsevier.
https://doi.org/10.1016/B978-012750053-9/50003-6
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self- efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25.
https://doi.org/10.1080/10573560600837578
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
https://doi.org/10.4324/9780203831076
Schweizer, S., Gotlib, I. H., & Blakemore, S.-J. (2020). The role of affective control in emotion regulation during adolescence. Emotion, 20(1), 80.
https://doi.org/10.1037/emo0000695
Seiffge-Krenke, I. (2012). Competent Youth in a. New directions for youth development.
https://doi.org/10.1002/yd.20033
Seiffge-Krenke, I. (2013). Stress, coping, and relationships in adolescence. Psychology Press.
https://doi.org/10.4324/9780203773123
Seiffge-Krenke, I., & Klessinger, N. (2000). Long-term effects of avoidant coping on adolescents' depressive symptoms. Journal of Youth and Adolescence, 29(6), 617-630.
https://doi.org/10.1023/A:1026440304695
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference/William R. Shedish, Thomas D. Cook, Donald T. Campbell. Boston: Houghton Mifflin.
Shankland, R., França, L. R., Genolini, C. M., Guelfi, J.-D., & Ionescu, S. (2009). Preliminary study on the role of alternative educational pathways in promoting the use of problem-focused coping strategies. European Journal of Psychology of Education, 24(4), 499-512.
https://doi.org/10.1007/BF03178764
Shapero, B. G., Stange, J. P., McArthur, B. A., Abramson, L. Y., & Alloy, L. B. (2019). Cognitive reappraisal attenuates the association between depressive symptoms and emotional response to stress during adolescence. Cognition and Emotion, 33(3), 524-535.
https://doi.org/10.1080/02699931.2018.1462148
Shapiro, S. L., & Carlson, L. E. (2009). The art and science of mindfulness: Integrating mindfulness into psychology and the helping professions. American Psychological Association.
https://doi.org/10.1037/11885-000
Shi, D., Lee, T., & Maydeu-Olivares, A. (2019). Understanding the model size effect on SEM fit indices. Educational and Psychological Measurement, 79(2), 310-334.
https://doi.org/10.1177/0013164418783530
Shriver, T. P., & Weissberg, R. P. (2020). A response to constructive criticism of Social and Emotional Learning. Phi Delta Kappan, 101(7), 52-57.
https://doi.org/10.1177/0031721720917543
Silk, J. S., Steinberg, L., & Morris, A. S. (2003). Adolescents' emotion regulation in daily life: Links to depressive symptoms and problem behavior. Child Development, 74(6), 1869-1880.
https://doi.org/10.1046/j.1467-8624.2003.00643.x
Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science, 29(4), 549-571.
https://doi.org/10.1177/0956797617739704
Skinner, E., Pitzer, J., & Steele, J. (2013). Coping as part of motivational resilience in school: A multidimensional measure of families, allocations, and profiles of academic coping. Educational and Psychological Measurement, 73(5), 803-835.
https://doi.org/10.1177/0013164413485241
Skinner, E. A. (2016). Engagement and disaffection as central to processes of motivational resilience and development. Handbook of motivation at school, 145-168.
Skinner, E. A., & Wellborn, J. G. (1997). Children's coping in the academic domain. In Handbook of children's coping (pp. 387-422). Springer.
https://doi.org/10.1007/978-1-4757-2677-0_14
Skinner, E. A., & Zimmer-Gembeck, M. J. (2007). The development of coping. Annu. Rev. Psychol., 58, 119-144.
https://doi.org/10.1146/annurev.psych.58.110405.085705
Sklad, M., Diekstra, R., Ritter, M. d., Ben, J., & Gravesteijn, C. (2012). Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students' development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892-909.
https://doi.org/10.1002/pits.21641
Skaalvik, E., & Federici, R. (2015). Prestasjonspresset i skolen. Bedre skole, 3, 11-15.
Smith, C., & Elger, T. (2014). Critical realism and interviewing subjects. Studying Organizations using Critical Realism: A Practical Guide, 109-131.
https://doi.org/10.1093/acprof:oso/9780199665525.003.0006
Smith, C. A., & Kirby, L. D. (2009). Putting appraisal in context: Toward a relational model of appraisal and emotion. Cognition and Emotion, 23(7), 1352-1372.
https://doi.org/10.1080/02699930902860386
Smithson, J. (2000). Using and analysing focus groups: Limitations and possibilities. International Journal of Social Research Methodology, 3(2), 103-119.
https://doi.org/10.1080/136455700405172
Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2017). Longitudinal associations of student-teacher relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 37(4), 457-467.
https://doi.org/10.1080/01443410.2016.1165796
Spear, L. P. (2011). Rewards, aversions and affect in adolescence: Emerging convergences across laboratory animal and human data. Developmental Cognitive Neuroscience, 1(4), 390-403.
https://doi.org/10.1016/j.dcn.2011.08.001
Spector, P. E. (2006). Method variance in organizational research: Truth or urban legend? Organizational Research Methods, 9(2), 221-232.
https://doi.org/10.1177/1094428105284955
Spence, S. H., Sheffield, J. K., & Donovan, C. L. (2003). Preventing adolescent depression: an evaluation of the problem solving for life program. Journal of Consulting and Clinical Psychology, 71(1), 3.
https://doi.org/10.1037/0022-006X.71.1.3
Spinath, B., Eckert, C., & Steinmayr, R. (2014). Gender differences in school success: what are the roles of students' intelligence, personality and motivation? Educational Research, 56(2), 230-243.
https://doi.org/10.1080/00131881.2014.898917
Stake, R. E. (1995). The art of case study research. Sage.
Steinberg, L. (2005). Cognitive and affective development in adolescence. Trends in Cognitive Sciences, 9(2), 69-74.
https://doi.org/10.1016/j.tics.2004.12.005
Steinberg, L. (2014). Age of opportunity: Lessons from the new science of adolescence. Houghton Mifflin Harcourt.
Strain, A. C., & D'Mello, S. K. (2015). Affect regulation during learning: The enhancing effect of cognitive reappraisal. Applied Cognitive Psychology, 29(1), 1-19.
https://doi.org/10.1002/acp.3049
Strand, B. H., Dalgard, O. S., Tambs, K., & Rognerud, M. (2003). Measuring the mental health status of the Norwegian population: a comparison of the instruments SCL-25, SCL-10, SCL-5 and MHI-5 (SF-36). Nordic Journal of Psychiatry, 57(2), 113-118.
https://doi.org/10.1080/08039480310000932
Stroebe, W., Zech, E., Stroebe, M. S., & Abakoumkin, G. (2005). Does social support help in bereavement? Journal of Social and Clinical Psychology, 24(7), 1030-1050.
https://doi.org/10.1521/jscp.2005.24.7.1030
Struthers, C. W., Perry, R. P., & Menec, V. H. (2000). An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in Higher Education, 41(5), 581- 592.
https://doi.org/10.1023/A:1007094931292
Suldo, S. M., Shaunessy, E., Thalji, A., Michalowski, J., & Shaffer, E. (2009). Sources of stress for students in high school college preparatory and general education programs: Group differences and associations with adjustment. Adolescence, 44(176).
Symonds, J., & Hargreaves, L. (2016). Emotional and motivational engagement at school transition: A qualitative stage-environment fit study. The Journal of Early Adolescence, 36(1), 54-85.
https://doi.org/10.1177/0272431614556348
Szkody, E., & McKinney, C. (2019). Indirect effects of social support on psychological health through self-esteem in emerging adulthood. Journal of Family Issues, 40(17), 2439-2455.
https://doi.org/10.1177/0192513X19859612
Tamres, L. K., Janicki, D., & Helgeson, V. S. (2002). Sex differences in coping behavior: A meta-analytic review and an examination of relative coping. Personality and Social Psychology Review, 6(1), 2- 30.
https://doi.org/10.1207/S15327957PSPR0601_1
Tang, Y.-Y., & Tang, R. (2015). Rethinking future directions of the mindfulness field. Psychological Inquiry, 26(4), 368-372.
https://doi.org/10.1080/1047840X.2015.1075850
Tarbetsky, A. L., Martin, A. J., & Collie, R. J. (2017). Social and emotional learning, social and emotional competence, and students' academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy. In Social and emotional learning in Australia and the Asia-Pacific (pp. 17-37). Springer.
https://doi.org/10.1007/978-981-10-3394-0_2
Tavory, I., & Timmermans, S. (2014). Abductive analysis: Theorizing qualitative research. University of Chicago Press.
https://doi.org/10.7208/chicago/9780226180458.001.0001
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171.
https://doi.org/10.1111/cdev.12864
Taylor, S. P. (2018). Critical realism vs social constructionism & social constructivism: application to a social housing research study. International Journal of Sciences: Basic and Applied Research, 37(2), 216-222.
Tharaldsen, K. B. (2019). Winding down the stressed out: Social and emotional learning as a stress coping strategy with Norwegian upper secondary students. International Journal of Emotional Education, 11(2), 91-105.
Tharaldsen, K. B., & Bru, E. (2011). Validation of the mindful coping scale. Emotional and Behavioural Difficulties, 16(1), 87-103.
https://doi.org/10.1080/13632752.2011.545647
Thayer, J. F., Rossy, L. A., Ruiz-Padial, E., & Johnsen, B. H. (2003). Gender differences in the relationship between emotional regulation and depressive symptoms. Cognitive Therapy and Research, 27(3), 349- 364.
https://doi.org/10.1023/A:1023922618287
Thoits, P. A. (2011). Mechanisms linking social ties and support to physical and mental health. Journal of Health and Social Behavior, 52(2), 145- 161.
https://doi.org/10.1177/0022146510395592
https://doi.org/10.2307/2136511
Thompson, R. A., Lewis, M. D., & Calkins, S. D. (2008). Reassessing emotion regulation. Child Development Perspectives, 2(3), 124-131.
https://doi.org/10.1111/j.1750-8606.2008.00054.x
Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349-357.
https://doi.org/10.1093/intqhc/mzm042
Trizano-Hermosilla, I., & Alvarado, J. M. (2016). Best alternatives to Cronbach's alpha reliability in realistic conditions: Congeneric and asymmetrical measurements. Frontiers in Psychology, 7, 769.
https://doi.org/10.3389/fpsyg.2016.00769
Tucker, L. R., & Lewis, C. (1973). A reliability coefficient for maximum likelihood factor analysis. Psychometrika, 38(1), 1-10.
https://doi.org/10.1007/BF02288894
https://doi.org/10.1007/BF02291170
Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 101862.
https://doi.org/10.1016/j.cedpsych.2020.101862
Urdan, T., & Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28(4), 524-551.
https://doi.org/10.1016/S0361-476X(02)00060-7
Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology, 44(5), 331-349.
https://doi.org/10.1016/j.jsp.2006.04.003
Ursin, P., Järvinen, T., & Pihlaja, P. (2020). The role of academic buoyancy and social support in mediating associations between academic stress and school engagement in Finnish primary school children. Scandinavian Journal of Educational Research, 1-15.
Valle, A., Regueiro, B., Núñez, J. C., Rodríguez, S., Piñeiro, I., & Rosário, P. (2016). Academic goals, student homework engagement, and academic achievement in elementary school. Frontiers in Psychology, 7, 463.
https://doi.org/10.3389/fpsyg.2016.00463
van de Sande, M. C., Fekkes, M., Kocken, P. L., Diekstra, R. F., Reis, R., & Gravesteijn, C. (2019). Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review. Psychology in the Schools, 56(10), 1545-1567.
https://doi.org/10.1002/pits.22307
Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative learning in middle school: A means to improve peer relations and reduce victimization, bullying, and related outcomes. Journal of Educational Psychology, 110(8), 1192.
https://doi.org/10.1037/edu0000265
Vogel, S. (2009). Focus groups with Children‖ In Fielder, J. & Posch, C.(eds.), Yes they can. Children Researching their Lives.
von Soest, T. (2012). Tidstrender for depressive symptomer blant norske ungdommer fra 1992 til 2010. Tidsskrift for Ungdomsforskning, 12(2).
Von Soest, T., Luhmann, M., & Gerstorf, D. (2020). The development of loneliness through adolescence and young adulthood: Its nature, correlates, and midlife outcomes. Developmental Psychology.
https://doi.org/10.1037/dev0001102
Wadsworth, M. E., Evans, G. W., Grant, K., Carter, J. S., & Duffy, S. (2016). Poverty and the development of psychopathology.
https://doi.org/10.1002/9781119125556.devpsy404
Wang, C. J., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: Understanding students' motivational processes using the self-determination theory. Heliyon, 5(7), e01983.
https://doi.org/10.1016/j.heliyon.2019.e01983
Wang, M.-T., Chow, A., Degol, J. L., & Eccles, J. S. (2017). Does everyone's motivational beliefs about physical science decline in secondary school?: Heterogeneity of adolescents' achievement motivation trajectories in physics and chemistry. Journal of Youth and Adolescence, 46(8), 1821-1838.
https://doi.org/10.1007/s10964-016-0620-1
Wang, Y., & Chiew, V. (2010). On the cognitive process of human problem solving. Cognitive Systems Research, 11(1), 81-92.
https://doi.org/10.1016/j.cogsys.2008.08.003
Weare, K. (2012). Evidence for the impact of mindfulness on children and young people. The Mindfulness in Schools Project in association with Mood Disorders Centre.
Weare, K. (2019). Mindfulness and contemplative approaches in education. Current Opinion in Psychology, 28, 321-326.
https://doi.org/10.1016/j.copsyc.2019.06.001
Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health promotion International, 26(suppl_1), i29-i69.
https://doi.org/10.1093/heapro/dar075
Weber, R. P. (1990). Basic content analysis. Sage.
https://doi.org/10.4135/9781412983488
Weinstein, N., Brown, K. W., & Ryan, R. M. (2009). A multi-method examination of the effects of mindfulness on stress attribution, coping, and emotional well-being. Journal of Research in Personality, 43(3), 374-385.
https://doi.org/10.1016/j.jrp.2008.12.008
Weiss, M. N., & Helskog, G. H. (2020). 'They often have AHA-moments': how training teachers to philosophize the Dialogos way with their students can promote life skills and democratic citizenship in education. Educational Action Research, 1-16.
https://doi.org/10.1080/09650792.2020.1811744
Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (2015). Social and emotional learning: Past, present, and future.
Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 586-603). The Guilford Press.
Wentzel, K. R., & Miele, D. B. (2016). Engagement and disaffection as central to processes of motivational resilience and development. Ellen A. Skinner. In Handbook of motivation at school (pp. 157-180). Routledge.
https://doi.org/10.4324/9781315773384-14
Wentzel, K. R., Russell, S., & Baker, S. (2016). Emotional support and expectations from parents, teachers, and peers predict adolescent competence at school. Journal of Educational Psychology, 108(2), 242.
https://doi.org/10.1037/edu0000049
West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H., & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2), 279-303.
https://doi.org/10.3102/0162373720912236
Widaman, K. F. (2006). Best practices in quantitative methods for developmentalists: III. Missing data: What to do with or without them. Monographs of the Society for Research in Child Development, 71(3), 42-64.
Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., Ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347-376.
https://doi.org/10.1080/0305764X.2016.1195791
Wilkinson, S. (1998). Focus group methodology: A review. International Journal of Social Research Methodology, 1(3), 181-203.
https://doi.org/10.1080/13645579.1998.10846874
Wong, M., & Power, T. G. (2019). Links between coping strategies and depressive symptoms among girls and boys during the transition to primary school. Early Education and Development, 30(2), 178-195.
https://doi.org/10.1080/10409289.2018.1544811
Wu, Z., Hu, B. Y., Fan, X., Zhang, X., & Zhang, J. (2018). The associations between social skills and teacher-child relationships: A longitudinal study among Chinese preschool children. Children and Youth Services Review, 88, 582-590.
https://doi.org/10.1016/j.childyouth.2018.03.052
Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher- student relationships in class. International Journal of Educational Research, 43(1-2), 6-24.
https://doi.org/10.1016/j.ijer.2006.03.003
Yeager, D. S. (2017). Social and emotional learning programs for adolescents. The Future of Children, 73-94.
https://doi.org/10.1353/foc.2017.0004
Yeager, D. S., Dahl, R. E., & Dweck, C. S. (2018). Why interventions to influence adolescent behavior often fail but could succeed. Perspectives on Psychological Science, 13(1), 101-122.
https://doi.org/10.1177/1745691617722620
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.
https://doi.org/10.1080/00461520.2012.722805
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., & Hinojosa, C. P. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-369.
https://doi.org/10.1038/s41586-019-1466-y
Yeager, D. S., Lee, H. Y., & Dahl, R. E. (2017). Competence and motivation during adolescence. Handbook of Competence and Motivation: Theory and Application, 100, 431.
Yin, R. K. (2009). How to do better case studies. The SAGE handbook of applied social research methods, 2, 254-282.
https://doi.org/10.4135/9781483348858.n8
Young, K. S., Sandman, C. F., & Craske, M. G. (2019). Positive and negative emotion regulation in adolescence: Links to anxiety and depression. Brain Sciences, 9(4), 76.
https://doi.org/10.3390/brainsci9040076
Zajacova, A., Lynch, S. M., & Espenshade, T. J. (2005). Self-efficacy, stress, and academic success in college. Research in Higher Education, 46(6), 677-706.
https://doi.org/10.1007/s11162-004-4139-z
Zander, L., Brouwer, J., Jansen, E., Crayen, C., & Hannover, B. (2018). Academic self-efficacy, growth mindsets, and university students' integration in academic and social support networks. Learning and Individual Differences, 62, 98-107.
https://doi.org/10.1016/j.lindif.2018.01.012
Zeidner, M., & Matthews, G. (2016). Ability emotional intelligence and mental health: Social support as a mediator. Personality and Individual Differences, 99, 196-199.
https://doi.org/10.1016/j.paid.2016.05.008
Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer feedback reflects the mindset and academic motivation of learners. Frontiers in Psychology, 11, 1701.
https://doi.org/10.3389/fpsyg.2020.01701
Zhang, X. (2013). Stress, coping, and depression in adolescents: A longitudinal analysis of data from national longitudinal study of adolescent health.
