Is the association between sociodemographic variables and physical activity levels in adolescents mediated by social support and self-efficacy? / A associação entre variáveis sociodemográficas e níveis de atividade física emadolescentes é mediada por apoio social e autoeficácia?

Abstract Objective Analyze whether the association between sociodemographic variables and physical activity levels is mediated by psychosocial factors. Methods This is a cross-sectional epidemiological study of public and private high school students in João Pessoa, Paraíba state, Brazil. A total of 2540 adolescents (57.0% female) were analyzed (16.4 ± 1.2 years). Physical activity was estimated using a questionnaire, self-efficacy, and parents' and friends' social support by scales, all previously validated. Results The association between sex and the physical activity level of adolescents was partially mediated by the social support of parents (β = 0.79; p < 0.001) and friends (β = 2.96; p < 0.001), and the association between age and physical activity level was partially mediated by parents' social support (β = 0.78; p < 0.001). The associations between sex and age and physical activity levels of adolescents were mediated by the social support of parents and friends. Conclusions Differences in physical activity levels between adolescent females and males and between younger and older adolescents may be partially explained by differences in social support provided by parents and friends. Implementation strategies to increase the social support of parents and friends may help reduce the differences in physical activity levels between these subgroups of adolescents.

Resumo Objetivo Analisar se a associação entre variáveis sociodemográficas e níveis de atividade física é mediada por fatores psicossociais. Métodos Este é um estudo epidemiológico transversal com estudantes do ensino médio de escolas públicas e privadas de João Pessoa, Paraíba, Brasil. Foram analisados 2.540 adolescentes (57,0% do sexo feminino) (16,4 ± 1,2 anos). A atividade física foi estimada por meio de questionário, autoeficácia e apoio social dos pais e amigos através de escalas, todas previamente validadas. Resultados A associação entre sexo e o nível de atividade física dos adolescentes foi parcialmente mediada pelo apoio social dos pais (β = 0,79; p < 0,001) e dos amigos (β = 2,96; p < 0,001) e a associação entre idade e nível de atividade física foi parcialmente mediada pelo apoio social dos pais (β = 0,78; p < 0,001). A associação entre sexo e idade e níveis de atividade física dos adolescentes foi mediada pelo apoio social de pais e amigos. Conclusões As diferenças nos níveis de atividade física entre adolescentes do sexo feminino e masculino e entre adolescentes mais jovens e mais velhos podem ser parcialmente explicadas pelas diferenças no apoio social fornecido pelos pais e amigos. A implantação de estratégias para aumentar o apoio social de pais e amigos pode ajudar a reduzir as diferenças nos níveis de atividade física entre esses subgrupos de adolescentes.

A Structural Equation Modeling of Perceived Academic Self-efficacy, Learning Stress, and Learning Burnout of High School Students / 中国临床心理学杂志

Objective: To build a relationship model of perceived academic self-efficacy, learning stress, and learning burnout of high school students. Methods: 674 high school students were surveyed with Learning Stress Scale of High School Students, The Perceived Academic Self -efficacy Scale, Scale of Learning Burnout of High School Students. Results: Learning stress had a direct effect on a low level of learning efficacy, perceived alienation to teacher and physical exhaustion (The direct effect value were -0.22,0.12,0.27). At the same time, perceived basic ability and perceived control partially mediated the impact of learning stress on the low level of learning efficacy, perceived alienation to teacher and physical exhaustion (the mediated effect value were -0.155 and-0.264, 0.066 and 0.299, 0.089 and 0.233). Perceived basic ability and perceived control fully mediated the relationship between learning stress and emotional exhaustion (the mediated effect value were 0.033 and 0.387). Conclusion: The students with a higher level of stress reported suffering more learning burnout than those with a lower level of stress, and vice versa.

Characteristics of Perceived School Climate and Its Relationship with School Adjustment of Middle School Students:School Attitude as a Mediator / 中国临床心理学杂志

Objective:To explore the relationship between perceived school climate and school adjustment of middle school students.Methods:The data were collected by self -report and teacher -report methods.Results:There were significant differences among grades and gender in school climate perceptions;and school climate perceptions could be classified into three types:intimate,average and stress,and school adjustment was the best in the intimate type.The perceived school climate had significant predictive effect on all the indicators of school adjustment,of which school attitude and social loneliness were the largest,the problematic behavior was the second and the academic performance was the least.School attitude played a part of mediated role between the school climate perception,social loneliness and problematic behaviors.Conclusion:The perceived school climate has significant predictive effect on school adjustment.