Adolescents' psychological well-being and self-esteem in the context of relationships at school

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15510%2F14%3A33150328" target="_blank" >RIV/61989592:15510/14:33150328 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/00131881.2014.965556" target="_blank" >http://dx.doi.org/10.1080/00131881.2014.965556</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/00131881.2014.965556" target="_blank" >10.1080/00131881.2014.965556</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Adolescents' psychological well-being and self-esteem in the context of relationships at school

Popis výsledku v původním jazyce

The aim of the study is to explore whether there is a relationship between pupil-peer and pupil-teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils' experience of bullying or beingbullied. Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil-peer and pupil-teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). As findings showed, better pupil-peer relationships and also pupil-teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil-peer relationships and the four dependent variables. However, in the categories of a

Název v anglickém jazyce

Adolescents' psychological well-being and self-esteem in the context of relationships at school

Popis výsledku anglicky

The aim of the study is to explore whether there is a relationship between pupil-peer and pupil-teacher relationships and psychological well-being and self-esteem, and whether this relationship varies according to pupils' experience of bullying or beingbullied. Questionnaires were administered to the students. In terms of data analysis, linear regression was firstly used in the whole sample to explore pupil-peer and pupil-teacher relationships and psychological well-being (the depression/anxiety and social dysfunction subscales of GHQ-12) and self-esteem (positive and negative self-esteem subscales of RSE). As findings showed, better pupil-peer relationships and also pupil-teacher relationships were significantly related statistically to less depression/anxiety and social dysfunction, as well as to more positive and less negative self-esteem. All bullying categories were significantly related to pupil-peer relationships and the four dependent variables. However, in the categories of a

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/EE2.3.20.0171" target="_blank" >EE2.3.20.0171: Posílení odborného potenciálu výzkumných týmů v oblasti podpory pohybové aktivity na Univerzitě Palackého</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2014

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Educational Research

ISSN

0013-1881

e-ISSN

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Svazek periodika

56

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

11

Strana od-do

367-378

Kód UT WoS článku

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EID výsledku v databázi Scopus

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