@article{ref1,
title="Early adolescents' emotional well-being in the classroom: the role of personal and contextual assets",
journal="Journal of school health",
year="2018",
author="Oberle, Eva",
volume="88",
number="2",
pages="101-111",
abstract="BACKGROUND: The objective was to predict early adolescents' emotional well-being from personal and contextual assets in the classroom. Emotional well-being is a key indicator of health. Aligned with the positive youth development (PYD) framework, a supportive classroom environment and positive relationships with teachers and peers were contextual assets in the present study; positive self-concept was a personal asset. <br><br>METHODS: The sample was 406 grade 4 to 7 public elementary school students from diverse backgrounds (mean = 11.27 years; SD = 0.89; 50% female). Data were self-, teacher-, and peer-reported. Structural equation modeling (SEM) analyses were used to evaluate model fit and identify significant pathways. <br><br>RESULTS: SEM indicated a good model fit. Overall, 68% of variability in early adolescents' emotional well-being was explained. Positive self-concept directly predicted emotional well-being. Supportive classroom environment predicted emotional well-being directly and indirectly through increases in positive social relationships and self-concept. Positive social relationships predicted well-being only indirectly through positive self-concept. <br><br>CONCLUSIONS: Contextual and personal assets are central for early adolescents' emotional well-being. The interrelation among assets needs to be considered when understanding, and ultimately promoting students' emotional well-being. The present findings extend previous research and inform school-based intervention and prevention programming and teacher professional development.<br><br>© 2018, American School Health Association.<p /> <p>Language: en</p>",
language="en",
issn="0022-4391",
doi="10.1111/josh.12585",
url="http://dx.doi.org/10.1111/josh.12585"
}