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School-Based Social Exclusion, Affective Wellbeing, and Mental Health Problems in Adolescents: A Study of Mediator and Moderator Role of Academic Self-Regulation

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  • Gökmen Arslan

    (Hope Psychology: Counseling & Development Center)

Abstract

The desire to build and maintain positive relations is a fundamental and universal need of humans. Therefore, individuals’ perception of social exclusion has been investigated as a potentially important factor for mental health and wellbeing. In order to enhance adolescents’ wellbeing and promote mental health at school, the purpose of the present study was to investigate whether academic self-regulation mediated and moderated the effect of social exclusion on youths’ mental health (internalizing and externalizing problems) and affective wellbeing at school. Participants comprised 313 adolescents (55.3% girls), ranging in age between 11 and 19 years (M = 15.678, SD = 1.739). Findings from structural equation analyses indicated a partial mediating effect of academic self-regulation on adolescents’ mental health problems and affective wellbeing, and that it promoted their mental health and wellbeing in the face of social exclusion. In addition, moderation analyses supported these results, demonstrating a significant moderating role of academic self-regulation on youths’ wellbeing and mental health. Taken together, these results support the importance of academic self-regulation on youths’ mental health and wellbeing in the face of social exclusion, and contribute to the design of school-based services in order to protect their mental health and wellbeing. Implications for future research and practice are discussed.

Suggested Citation

  • Gökmen Arslan, 2018. "School-Based Social Exclusion, Affective Wellbeing, and Mental Health Problems in Adolescents: A Study of Mediator and Moderator Role of Academic Self-Regulation," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(3), pages 963-980, June.
    • Handle: RePEc:spr:chinre:v:11:y:2018:i:3:d:10.1007_s12187-017-9486-3
    DOI: 10.1007/s12187-017-9486-3
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    References listed on IDEAS

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    1. Ed Diener & Derrick Wirtz & William Tov & Chu Kim-Prieto & Dong-won Choi & Shigehiro Oishi & Robert Biswas-Diener, 2010. "New Well-being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 97(2), pages 143-156, June.
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    Cited by:

    1. Camilo Herrera & Javier Torres-Vallejos & Jonathan Martínez-Líbano & Andrés Rubio & Cristian Céspedes & Juan Carlos Oyanedel & Eduardo Acuña & Danae Pedraza, 2022. "Perceived Collective School Efficacy Mediates the Organizational Justice Effect in Teachers’ Subjective Well-Being," IJERPH, MDPI, vol. 19(17), pages 1-10, September.
    2. Gökmen Arslan & Murat Yıldırım, 2021. "Perceived risk, Positive Youth–Parent Relationships, and Internalizing Problems in Adolescents: Initial Development of the Meaningful School Questionnaire," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 1911-1929, October.
    3. Jiang, Shan & Ngai, Steven Sek-yum, 2020. "Social exclusion and multi-domain well-being in Chinese migrant children: Exploring the psychosocial mechanisms of need satisfaction and need frustration," Children and Youth Services Review, Elsevier, vol. 116(C).

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