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Parmaksiz, Izzet; Kiliçarslan, Suat – Pegem Journal of Education and Instruction, 2020
This study aims to determine whether assertiveness predicts restriction anxiety, separation anxiety and expectation of rejection, which are the sub-dimensions of Separation-Individuation Test of Adolescence. The study was conducted with high school students in a Central Anatolian city during the second semester of the 2018-2019 academic year. A…
Descriptors: Personality Traits, Separation Anxiety, Anxiety, Predictor Variables
Darjan, Ioana; Negru, Mihaela; Ilie, Dan – Journal of Educational Sciences, 2020
The extensive literature and research on bullying illustrates the connections between self-esteem and the bullying phenomenon, asserting that both faces, bullying, and being bullied are related to some degrees with low self-esteem. Considering the bullying behavior as a form of aggressivity and being bullied as an expression of passive behavior,…
Descriptors: Self Esteem, Bullying, Assertiveness, High School Students
LeCroy, Craig Winston; Milligan-LeCroy, Skyler; Lopez, Darlene – Health Education & Behavior, 2022
Purpose: The purpose of this study was to investigate the feasibility and effectiveness of a gender-specific intervention targeted to adolescent males to reduce sexual risks. Method: This study used a randomized clinical trial comparing a broad-based male empowerment curriculum with a no-treatment control group. The sample (N = 580) was recruited…
Descriptors: Males, Single Sex Classes, Sex Education, Risk
Msutwana, Nomawonga Veronica – South African Journal of Education, 2021
Research demonstrates that teachers' cultural perspectives influence how they teach sexuality education; however, it is not clear how this occurs. Therefore, in my study, I explored how Xhosa teachers' cultural perspectives influenced their practice of teaching sexuality education to adolescent Xhosa learners. I purposively selected 9 female Xhosa…
Descriptors: Sex Education, Females, Women Faculty, Cultural Influences
Kopelman-Rubin, Daphne; Mufson, Laura; Siegel, Alana; Kats-Gold, Inna; Weiss, Noa; Brunstein-Klomek, Anat – European Journal of Developmental Psychology, 2021
I Can Succeed-Elementary School (ICS-ES) is the first social-emotional learning (SEL) program based on interpersonal psychotherapy for adolescents (IPT-A). We hypothesized that fourth graders participating in ICS-ES over two school years would show improvements in interpersonal/social, emotional, and academic functioning. 419 fourth-grade students…
Descriptors: Grade 4, Elementary School Students, Social Emotional Learning, Interpersonal Communication
Yin, Ming; Szabo, Julia; Baumgartner, Erin – Houston Education Research Consortium, 2023
The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD). The Houston Independent School District (HISD) served as the only U.S. site for this study. Over 3,000 15-year-old students from 45 HISD campuses participated in the SSES in the fall of 2019. This…
Descriptors: Social Emotional Learning, Social Development, Emotional Development, Altruism
Caron, Valérie; Barras, Alessio; van Nispen, Ruth M. A.; Ruffieux, Nicolas – Journal of Visual Impairment & Blindness, 2023
Introduction: Social skills are acquired primarily through imitation using the visual system. As a result, people with visual impairments may experience difficulties in this area at any age, which can have a major effect on their social participation and on their quality of life. The objective of this study was to systematically review the effects…
Descriptors: Children, Adolescents, Visual Impairments, Blindness
Yin, Ming; Szabo, Julia; Baumgartner, Erin – Houston Education Research Consortium, 2023
The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD) with Houston Independent School District (HISD) serving as the only U.S. site. Over 3,000 15-year-old students from 45 HISD campuses participated in SSES in the fall of 2019. Social and emotional (SE)…
Descriptors: Social Emotional Learning, Social Development, Emotional Development, Altruism
Casados, Theresa Marie – ProQuest LLC, 2019
There is ample evidence that youth who have supportive relationships with others experience more positive outcomes (Kesselring et al., 2016 ). Positive Youth Development (PYD) emphasizes the promotion of better outcomes for youth by building on their strengths and providing supports and opportunities to foster the achievement of goals and…
Descriptors: Early Adolescents, Middle School Students, Urban Schools, Charter Schools
Jenkins, Lyndsay N.; Nickerson, Amanda B. – Journal of Early Adolescence, 2019
The Bystander Intervention Model proposed by social psychologists Latané and Darley has been used to examine the actions of peer bystanders in bullying. The five-stage model consists of notice the event, interpret event as an emergency, accept responsibility for intervening, know how to intervene, and implement intervention decisions. The current…
Descriptors: Audiences, Intervention, Bullying, Role
Sweetman, Norah – Education Sciences, 2021
Research has established the life-altering effects of living with domestic violence on young people. Traumatic experiences negatively impact their education, leisure activities, and social-emotional learning (SEL). The secrecy concerning domestic violence means young people suffer self-blame, shame, fear of disclosure and family separation. The…
Descriptors: Social Emotional Learning, Program Effectiveness, Early Adolescents, Victims
Vathi, Zana – Global Studies of Childhood, 2019
The literature on 'second-generation migrants' has widely viewed ethnicity as the key marker of identity formation. This article explores the identification processes of Albanian-origin teenagers in Thessaloniki, investigating whether, when and why ethnicity plays a role in these processes. The paper draws upon data from 28 in-depth interviews and…
Descriptors: Foreign Countries, Adolescents, Ethnicity, Immigrants