Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-28T13:33:34.509Z Has data issue: false hasContentIssue false
  • English
  • Français

Social exclusion and adolescent wellbeing: Stress, school satisfaction, and academic self-efficacy as multiple mediators

Published online by Cambridge University Press:  04 May 2020

Begum Satici Open the ORCID record for Begum Satici [Opens in a new window]
Begum Satici*
Affiliation:
Department of Educational Sciences, Artvin Coruh University, Artvin, Turkey
*
Author for correspondence: Begum Satici, Email: begum@artvin.edu.tr
Get access

Abstract

This study explored how social exclusion predicted adolescent wellbeing via stress, academic self-efficacy, and school satisfaction. Data were collected from 328 adolescents in Turkey. Mediation analyses revealed that the negative effects of social exclusion on wellbeing were partially mediated by stress, academic self-efficacy, and school satisfaction. Given its important role in students’ social, academic, and psychological development, researchers and practitioners may need to give more attention to social exclusion as a key risk factor for decreased wellbeing.

Keywords

social exclusionstressacademic self-efficacyschool satisfactionwellbeing
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 37 , Issue 1 , July 2020 , pp. 67 - 74
Copyright
© Australian Psychological Society Ltd 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abubakar, A., & Dimitrova, R. (2016). Social connectedness, life satisfaction and school engagement: Moderating role of ethnic minority status on resilience processes of Roma youth. European Journal of Developmental Psychology, 13, 361–376.CrossRefGoogle Scholar
Adler, A. (1927). Understanding human nature. New York: Garden City Publishing Company.Google Scholar
Akın, A., Uysal, R., & Akın, U. (2016). The validity and reliability of Turkish version of the Ostracism Experience Scale for Adolescents. Kastamonu Education Journal, 24, 895–904.Google Scholar
Arnett, J.J. (2011). Human development: A cultural approach. Pearson Education.Google Scholar
Arslan, G. (2016). Relationship between sense of rejection, academic achievement, academic efficacy, and educational purpose in high school students. Education and Science, 41, 293–304.Google Scholar
Arslan, G. (2018). Social exclusion, social support and psychological wellbeing at school: A study of mediation and moderation effect. Child Indicators Research, 11, 897–918.CrossRefGoogle Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.Google Scholar
Bateman, L., & McMahan, M. (2014). School satisfaction. In Michalos, A.C. (Ed.). Encyclopedia of quality of life and well-being research (pp. 5707–5712). Dordrecht: Springer.Google Scholar
Baumeister, R.F., DeWall, C.N., Ciarocco, N.J., & Twenge, J.M. (2005). Social exclusion impairs self-regulation. Journal of Personality and Social Psychology, 88, 589–604.CrossRefGoogle ScholarPubMed
Baumeister, R.F., & Leary, M.R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529.CrossRefGoogle ScholarPubMed
Baumeister, R.F., & Vohs, K. (2007). Encyclopedia of social psychology (vol. 2). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Brown, K.M., Hoye, R., & Nicholson, M. (2012). Self-esteem, self-efficacy, and social connectedness as mediators of the relationship between volunteering and well-being. Journal of Social Service Research, 38, 468–483.CrossRefGoogle Scholar
Byrne, D.G., Davenport, S.C., & Mazanov, J. (2007). Profiles of adolescent stress: The development of the adolescent stress questionnaire (ASQ). Journal of Adolescence, 30, 393–416.CrossRefGoogle Scholar
Cacioppo, J.T., & Hawkley, L.C. (2003). Social isolation and health, with an emphasis on underlying mechanisms. Perspectives in Biology and Medicine, 46, 39–52.CrossRefGoogle ScholarPubMed
Caprara, G.V., Steca, P., Gerbino, M., Paciello, M., & Vecchio, G.M. (2006). Looking for adolescents’ well-being: Self-efficacy beliefs as determinants of positive thinking and happiness. Epidemiology and Psychiatric Sciences, 15, 30–43.CrossRefGoogle ScholarPubMed
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, 559–578.CrossRefGoogle Scholar
Clark, S.L. (2008). The role of school, family, and peer support in moderating the relationship between stress and subjective well-being: An examination of gender differences among early adolescents living in an urban area [Unpublished doctoral dissertation]. Loyola University Chicago, IL.Google Scholar
Crosnoe, R. (2011). Fitting in, standing out: Navigating the social challenges of high school to get an education. Cambridge University Press.CrossRefGoogle Scholar
Demirtaş, A.S. (2020). Cognitive flexibility and mental well-being in Turkish adolescents: The mediating role of academic, social and emotional self-efficacy. Anales De Psicología, 36, 111–121.CrossRefGoogle Scholar
Dennis, C., Alamanos, E., Papagiannidis, S., & Bourlakis, M. (2016). Does social exclusion influence multiple channel use? The interconnections with community, happiness, and well-being. Journal of Business Research, 69, 1061–1070.CrossRefGoogle Scholar
Diener, E. (2009). Assessing well-being: The collected works of Ed Diener (vol. 331). New York, NY: Springer.CrossRefGoogle Scholar
Edmonds, H.K. (2002). Grade retention and children’s academic self-efficacy and use of self-protective strategies [Unpublished doctoral dissertation]. Wayne State University, Detroit, MI.Google Scholar
Erikson, E.H. (1977). Childhood and society. London: Paladin Grafton Books.Google Scholar
Eryilmaz, A. (2009). Ergen Öznel Iyi Oluş Ölçeğinin geliştirilmesi [Developing of Adolescent Subjective Well Being Scale]. Türk Eğitim Bilimleri Dergisi, 7, 975–989.Google Scholar
Feldman, R.S. (2018). Development across the life span (8th ed.). Pearson.Google Scholar
Fernandes, H.M., Vasconcelos-Raposo, J., Bertelli, R., & Almeida, L. (2011). Satisfação escolar e bem-estar psicológico em adolescentes portugueses. Revista Lusófona de Educação, (18), 155–172.Google Scholar
Field, A. (2016). Discovering statistics using IBM SPSS Statistics. Sage.Google Scholar
Folkman, S., & Lazarus, R.S. (1986). Stress processes and depressive symptomatology. Journal of Abnormal Psychology, 95, 107–113.CrossRefGoogle ScholarPubMed
Fredricks, J.A., Blumenfeld, P.C., & Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.CrossRefGoogle Scholar
Gilman, R., Carter-Sowell, A., DeWall, C.N., Adams, R.E., & Carboni, I. (2013). Validation of the ostracism experience scale for adolescents. Psychological Assessment, 25, 319–330.CrossRefGoogle ScholarPubMed
Goodenow, C., & Grady, K.E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62, 60–71.CrossRefGoogle Scholar
Gross-Manos, D. (2017). Material well-being and social exclusion association with children’s subjective well-being: Cross-national analysis of 14 countries. Children and Youth Services Review, 80, 116–128.CrossRefGoogle Scholar
Gross-Manos, D., & Ben-Arieh, A. (2017). How subjective well-being is associated with material deprivation and social exclusion in Israeli 12-year-olds. American Journal of Orthopsychiatry, 87, 274–290.CrossRefGoogle ScholarPubMed
Hayes, A.F. (2018). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Publications.Google Scholar
Hezomi, H., & Nadrian, H. (2018). What determines psychological well-being among Iranian female adolescents? Perceived stress may overshadow all determinants. Health Promotion Perspectives, 8, 79–87.CrossRefGoogle ScholarPubMed
Hudson, W. (1996). Multidimensional Adolescent Assessment Scale (MAAS). Tempe, AZ: WALMYR.Google Scholar
Huebner, E.S., Suldo, S., Valois, R.F., Drane, J.W., & Zullig, K. (2004). Brief multidimensional students’ life satisfaction scale: Sex, race, and grade effects for a high school sample. Psychological Reports, 94, 351–356.CrossRefGoogle ScholarPubMed
Jerusalem, M., & Schwarzer, R. (1981). Fragebogen zur Erfassung von Selbstwirksamkeit. Skalen zur Befindlichkeit und Personenlichkeit In R. Schxarzer (Hrsg.). (Forschungsbericht No. 5). Berlin: Freie Universitaet, Institut fer Psychologie.Google Scholar
Jiang, X., Huebner, E.S., & Siddall, J. (2013). A short-term longitudinal study of differential sources of school-related social support and adolescents’ school satisfaction. Social Indicators Research, 114, 1073–1086.CrossRefGoogle Scholar
Joronen, K., & Astedt-Kurki, P. (2005). Familial contribution to adolescent subjective well-being. International Journal of Nursing Practice, 11, 125–133.CrossRefGoogle ScholarPubMed
Jose, P.E., Ryan, N., & Pryor, J. (2012). Does social connectedness promote a greater sense of well-being in adolescence over time?. Journal of Research on Adolescence, 22, 235–251.CrossRefGoogle Scholar
Katja, R., Päivi, Å.K., Marja-Terttu, T., & Pekka, L. (2002). Relationships among adolescent subjective well-being, health behavior, and school satisfaction. Journal of School Health, 72, 243–249.CrossRefGoogle ScholarPubMed
Lardier, D.T. Jr, Lee, C.Y.S., Rodas, J.M., Garcia-Reid, P., & Reid, R.J. (2020). The effect of perceived college-related stress on depression, life satisfaction, and school satisfaction: The coping strategies of Hispanic college students from a Hispanic serving institution. Education and Urban Society. doi. 10.1177/0013124519896845.CrossRefGoogle Scholar
Lee, R.M., Keough, K.A., & Sexton, J.D. (2002). Social connectedness, social appraisal, and perceived stress in college women and men. Journal of Counseling & Development, 80, 355–361.CrossRefGoogle Scholar
Ma, Z.W., Zeng, W.N., & Ye, K.Y. (2015). Gender differences in Chinese adolescents’ subjective well-being: The mediating role of self-efficacy. Psychological Reports, 116, 311–321.CrossRefGoogle ScholarPubMed
Maslow, A.H. (1954). Motıvation and personality. New York, NY: Harper & Row.Google Scholar
Mat Roni, S. (2014). Introduction to SPSS. Perthy, Australia: Edith Cowan University, SOAR Centre, Australia.Google Scholar
Millburg, S.N. (2009). The effects of environmental risk factors on at-risk urban high school students’ academic self-efficacy [Unpublished doctoral dissertation]. University of Cincinnati, OH.Google Scholar
Myers, D. & Deiner, E. (1995). Who is happy. American Psychological Society, 6, 1–19.Google Scholar
Nabi, R.L., Prestin, A., & So, J. (2013). Facebook friends with (health) benefits? Exploring social network site use and perceptions of social support, stress, and well-being. Cyberpsychology, Behavior, and Social Networking, 16, 721–727.CrossRefGoogle Scholar
Nezlek, J.B., Wesselmann, E.D., Wheeler, L., & Williams, K.D. (2012). Ostracism in everyday life. Group Dynamics: Theory, Research, and Practice, 16, 91–104.CrossRefGoogle Scholar
Ojeda, L., Castillo, L.G., Rosales Meza, R., & Piña-Watson, B. (2014). Mexican Americans in higher education: Cultural adaptation and marginalization as predictors of college persistence intentions and life satisfaction. Journal of Hispanic Higher Education, 13, 3–14.CrossRefGoogle Scholar
Ozmete, E., & Koğar, H. (2015). Çok Boyutlu Ergen Değerlendirme Ölçeği (ÇBEDÖ): Türkçe’ye uyarlama çalışması [Multidimensional Adolescent Assessment Scale (MAAS): A study on adaptation to Turkish]. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 4, 39–58.Google Scholar
Phillips, D.A., & Zimmerman, M. (1990). The developmental course of perceived competence and incompetence among competent children. In Sternberg, R.J. & Kolligian, J. Jr. (Eds.), Competence considered (pp. 41–66). Yale University Press.Google Scholar
Preacher, K.J., & Hayes, A.F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879–891.CrossRefGoogle ScholarPubMed
Randolph, J.J., Kangas, M., & Ruokamo, H. (2009). The preliminary development of the Children’s Overall Satisfaction with Schooling Scale (COSSS). Child Indicators Research, 2, 79–93.CrossRefGoogle Scholar
Randolph, J.J., Kangas, M., & Ruokamo, H. (2010). Predictors of Dutch and Finnish children’s satisfaction with schooling. Journal of Happiness Studies, 11, 193–204.CrossRefGoogle Scholar
Rask, K., Astedt-Kurki, P., Paavilainen, E., & Laippala, P. (2003). Adolescent subjective well-being and family dynamics. Scandinavian Journal of Caring Sciences, 17, 129–138.Google ScholarPubMed
Ryff, C.D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069–1081.CrossRefGoogle Scholar
Sahaghi, H., Birgani, S.A., Mohammadi, A., & Jelodari, A. (2015). The relationshıp between sense of belonging to school and educational joy with academic self-efficacy in male high school students of Ahvaz. International Journal of Language Learning and Applied Linguistics World, 8, 64–72.Google Scholar
Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu [Sense of school belonging among high school students]. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13, 147–160.Google Scholar
Sharf, R.S. (2016). Theories of psychotherapy & counseling: Concepts and cases (6th ed.). Cengage Learning.Google Scholar
Shoshani, A., Steinmetz, S., & Kanat-Maymon, Y. (2016). Effects of the Maytiv positive psychology school program on early adolescents’ well-being, engagement, and achievement. Journal of School Psychology, 57, 73–92.CrossRefGoogle ScholarPubMed
Sigfusdottir, I.D., Kristjansson, A.L., Thorlindsson, T., & Allegrante, J.P. (2017). Stress and adolescent well-being: The need for an interdisciplinary framework. Health Promotion International, 32, 1081–1090.Google ScholarPubMed
Stroud, L.R., Tanofsky-Kraff, M., Wilfley, D.E., & Salovey, P. (2000). The Yale Interpersonal Stressor (YIPS): Affective, physiological, and behavioral responses to a novel interpersonal rejection paradigm. Annals of Behavioral Medicine, 22, 204–213.CrossRefGoogle ScholarPubMed
Telef, B.B. (2014). Turkish adaptation study of Overall School Satisfaction Scale for Children. Journal of Theory and Practice in Education, 10, 1–13.Google Scholar
Tian, L., Chu, S., & Huebner, E.S. (2016). The chain of relationships among gratitude, prosocial behavior and elementary school students’ school satisfaction: The role of school affect. Child Indicators Research, 9, 515–532.CrossRefGoogle Scholar
Tian, L., Yu, T., & Huebner, E.S. (2017). Achievement goal orientations and adolescents’ subjective well-being in school: The mediating roles of academic social comparison directions. Frontiers in Psychology, 8, 37.CrossRefGoogle ScholarPubMed
Tian, L., Zhang, X., & Huebner, E.S. (2018). The effects of satisfaction of basic psychological needs at school on children’s prosocial behavior and antisocial behavior: The mediating role of school satisfaction. Frontiers in Psychology, 9, 548.CrossRefGoogle ScholarPubMed
Tommasi, M., Grassi, P., Balsamo, M., Picconi, L., Furnham, A., & Saggino, A. (2018). Correlations between personality, affective and filial self-efficacy beliefs, and psychological well-being in a sample of Italian adolescents. Psychological Reports, 121, 59–78.CrossRefGoogle Scholar
Troy, A.S., & Mauss, I.B. (2011). Resilience in the face of stress: Emotion regulation as a protective factor. Resilience and Mental Health: Challenges Across the Lifespan, 1, 30–44.CrossRefGoogle Scholar
UNICEF. (2020). Adolescent health and well-being. https://www.unicef.org/health/adolescent-health-and-well-beingGoogle Scholar
World Health Organization (WHO). (2018). Adolescents: Health risks and solutions. https://www.who.int/news-room/fact-sheets/detail/adolescents-health-risks-and-solutionsGoogle Scholar
Williams, K.D. (2007). Ostracism. Annual Review of Psychology, 58, 425–452.CrossRefGoogle ScholarPubMed
Yap, S.T., & Baharudin, R. (2016). The relationship between adolescents’ perceived parental involvement, self-efficacy beliefs, and subjective well-being: A multiple mediator model. Social Indicators Research, 126, 257–278.CrossRefGoogle Scholar
Yılmaz, M., Gürçay, D., & Ekici, G. (2007). Akademik özyeterlik ölçeğinin Türkçe’ye uyarlanması [Adaptation of the Academic Self-Efficacy Scale to Turkish]. Hacettepe University Journal of Education, 33, 253–259.Google Scholar