Do perceived helpfulness and competition in classroom contexts moderate or mediate the association between perceived stress and socio-emotional strengths and difficulties from early to middle adolescence?

Autor/in	Lätsch, Alexander
Titel	Do perceived helpfulness and competition in classroom contexts moderate or mediate the association between perceived stress and socio-emotional strengths and difficulties from early to middle adolescence? Gefälligkeitsübersetzung: Moderieren oder vermitteln wahrgenommene Hilfsbereitschaft und Konkurrenz im Klassenzimmer den Zusammenhang zwischen wahrgenommenem Stress und sozio-emotionalen Stärken und Schwierigkeiten im frühen bis mittleren Jugendalter?
Quelle	In: Learning and individual differences, (2017) 58, S. 31-40Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2017.07.006
Schlagwörter	Emotionale Stabilität; Prosoziales Verhalten; Subjektivität; Geschlechtsspezifischer Unterschied; Schulklasse; Schulumwelt; Verhaltensstörung; Stress; Wettbewerb
Abstract	Investigated the roles of helpfulness and competition in classroom contexts in the relationship between perceived stress and socio-emotional and behavioral strengths and difficulties from early to middle adolescence. 1088 participants (aged 12 years) participated in the first wave of a longitudinal study. The second wave of data was conducted 1.5 years later. Participants completed the German versions of the Perceived Stress Scale, Students' Social Class Climate Scale, and the Strength and Difficulties Questionnaire (SDQ). Results showed that neither perceived helpfulness nor competition moderated the relationship between perceived stress and socio-emotional and behavioral strengths and difficulties. Helpfulness was, however, observed to fully mediate the relationship between perceived stress and prosocial behavior and partially mediate the relationship between perceives stress and problems with peers. Competition partially mediated the relationship between perceived stress and problem with peers. Moreover, girls displayed more emotional problems, whereas boys reported more problems with peers and conduct problems. Older students also reported more conduct problems. The results are concluded to provide insight into the roles of helpfulness and competition in classroom contexts in the relationship between stress and emotional and social strengths and problems. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/2