The negative association of perceived stress with adolescents' life satisfaction during the pandemic period: The moderating role of school community support.

Purpose: To analyze the association of perceived stress on the life satisfaction of Chilean adolescents during the recent pandemic, and to evaluate the moderating role that school community support provides. Methods: A total of 1337 adolescents in Chile (56.6% females), aged 14 through 19 (M = 15.99; SD = 1.3) participated. Descriptive statistics, a multiple linear regression model, and moderation analysis were all employed. Results: Females were associated with lower levels of Life Satisfaction (B = -0.19, p = .042), which was not the case for the Age variable (p = .160). The level of Perceived Stress was shown to have a negative association on Life Satisfaction (B = -1.93, p < .001). The moderation analysis revealed an interaction factor between Perceived Stress and School Community Support as predictors of Life Satisfaction (B = 0.37, t = 4.91, p < .001), showing that higher levels of School Community Support moderated the negative effect of Perceived Stress on Life Satisfaction. Conclusions: Perceived stress during the pandemic had a negative association on life satisfaction. School community support was a protective factor for this negative effect, even in the case of online classes due to school closures. Strengthening the connection between adolescents and their school communities along with providing additional tools and resources in support of such a connection are both essential.

Teachers’ wellbeing, affects, and burnout during the pandemic in Chile Bienestar, Afectos y Desgaste Laboral de los Profesores Durante la Pandemia en Chile

The COVID-19 pandemic has had a dramatic impact upon teachers across the world. In Chile, the confinement also had a negative effect on teachers’ wellbeing. However, there are no studies assessing teachers' mental health, affect, burnout, or social support during this period. Consequently, our study tested a mediation moderation model with Macro from SPSS in a sample of 635 teachers examining subjective wellbeing with the Pemberton Happiness Index, their emotions using the Positive and Negative Affect Schedule, their burnout with the Questionnaire for the Evaluation of Burnout Syndrome and their social support with the Social Support Questionnaire-Short Form. The study results suggest that the impact of burnout on teachers' wellbeing is mediated by negative and positive emotions. Additionally, this mediation was moderated by social support levels perceived by teachers. These results confirm the importance of providing additional support to teachers during the Pandemic.

Teachers’ wellbeing, affects, and burnout during the pandemic in Chile

The COVID-19 pandemic has had a dramatic impact upon teachers across the world. In Chile, the confinement also had a negative effect on teachers’ wellbeing. However, there are no studies assessing teachers' mental health, affect, burnout, or social support during this period. Consequently, our study tested a mediation moderation model with Macro from SPSS in a sample of 635 teachers examining subjective wellbeing with the Pemberton Happiness Index, their emotions using the Positive and Negative Affect Schedule, their burnout with the Questionnaire for the Evaluation of Burnout Syndrome and their social support with the Social Support Questionnaire-Short Form. The study results suggest that the impact of burnout on teachers' wellbeing is mediated by negative and positive emotions. Additionally, this mediation was moderated by social support levels perceived by teachers. These results confirm the importance of providing additional support to teachers during the Pandemic. Resumen La pandemia de COVID-19 ha tenido un impacto negativo en el profesorado de todo el mundo. En Chile, el confinamiento también ha causado un efecto negativo en el bienestar de los profesores. Sin embargo, no hay estudios que evalúen la salud mental, los afectos, el agotamiento o el apoyo social de los profesores durante este período. De esta forma, este estudio ha probado un modelo de mediación moderada con Marco de SPSS en una muestra de 635 profesores a lo largo del país, examinando el bienestar subjetivo con el Índice de Felicidad de Pemberton, sus emociones mediante el Cuestionario de Afectos Positivos y Negativos, su estrés con el Cuestionario para la Evaluación del Síndrome de Burnout y su apoyo social con el Cuestionario de Apoyo Social-Forma Corta. Los resultados muestran que el impacto del desgaste laboral en el bienestar de los profesores está mediado por los afectos negativos y positivos. Además, esta mediación está moderada por los niveles de apoyo social percibidos por los profesores. Estos resultados confirman la importancia de proporcionar apoyo adicional a los profesores durante la pandemia.

Victims of Cyberbullying: Feeling Loneliness and Depression among Youth and Adult Chileans during the Pandemic.

In Chile, during the COVID-19 pandemic, reports of cyberbullying victimization increased for adolescents and younger adults. Research has shown that cyber-victims-adolescents and young adults alike-are at greater risk for mental health problems such as depression as a result of this negative type of aggression. Yet, a paucity of research has examined the individual mechanisms germane to cyber-victim depression. We focused on loneliness for the current study. We hypothesized that cyber-victimization would be positively related to depressive symptoms through increased fears of loneliness and that this effect would differ between adolescents and younger adults. Thus, we examined a sample of 2370 participants from all main regions of Chile aged from 15 to 29 years. Moderated mediation results showed a negative effect of cyberbullying on depression, which was mediated by increased fears of being alone. The effect of frequency of cyberbullying on fear of loneliness was stronger for younger adults compared to adolescents. Our results suggest different mechanisms for both age groups, which can inform prevention programs and their specific activities.

The role of family support and conflict in cyberbullying and subjective well-being among Chilean adolescents during the Covid-19 period.

Introduction: Life satisfaction plays a crucial role in integral development and mental health during childhood and adolescence. Recently, it has been shown that cyberbullying has severe consequences for the mental health and wellbeing of victims such as increased anxiety, depressive symptoms and even suicide risk. Although the role of the family in life satisfaction and cyberbullying behaviors has been studied, there is limited information on its impacts during the current pandemic period. Objective: The aim of this study is to determine the role of family variables regarding students' levels of life satisfaction and cyberbullying victimization during the pandemic period. Method: Structural equation modeling was done using data from a cross-sectional study (n = 287; age ranged 14-18) conducted in six schools in Santiago, Chile during 2020. Results: The tested model has a good fit and parsimonious adjustment. It explained 25.9% of the life satisfaction and 9% of the variance of cyberbullying victimization. Family support was positively associated with life satisfaction (p < 0.001) and negatively associated with cyberbullying victimization (p < 0.05). Likewise, family conflict was positively associated with levels of cyberbullying victimization (p < 0.05) and negatively associated with life satisfaction levels (p < 0.001). Finally, family visits were only positively associated with life satisfaction (p < 0.01). Conclusions: Generating interventions on several levels focused on positive family bonds has become essential and urgent. This is especially important considering their protective impacts on cyberbullying victimization in promotion of adolescent well-being and quality of life.

To ignore or not to ignore: The differential effect of coping mechanisms on depressive symptoms when facing adolescent cyberbullying

Cyberbullying among adolescents has negative consequences for their mental health, especially when it comes to depressive symptoms. Previous studies highlight individual protective factors such as coping strategies;however, there are no studies that examine the harmful effects of cyberbullying and the implications of different coping strategies on depressive symptoms in the context of a pandemic in diverse regional and national samples. We used two independent samples (the first consisted of 463 adolescents, 73.4% females, and the second had 694 adolescents, 85.45% females, all 15–19 years old). We ran moderation models through ordinary least squares regressions on depressive symptoms. Our results found that victims have higher levels of depression. Disconnecting from social media is associated with depressive symptoms when the frequency of cyberbullying is low. Ignoring the situation is associated with lower depressive symptoms when the cyberbullying frequency is low. Our study adds evidence of the importance and specificity of coping strategies while facing cyberbullying in a context of an adolescent's increased virtual interactions. • Disconnecting from social media is associated with more depressive symptoms when the frequency of cyberbullying is low. • Disconnecting from social media in a high frequency of cyberbullying predicted decreases in depressive symptoms. • Ignoring the situation was associated with less depressive symptoms when the frequency of cyberbullying was low. • Ignoring the situation was associated with higher depressive symptoms when the frequency of cyberbullying was high.