Environment and Social Psychology

Submit Papers
Apply for special issue

Adolescent Psychology Research Based on Society, Family and School

Print Special Issue Flyer
Submission deadline: 2023-09-30
Special Issue Editors

Special Issue Information

Dear Colleagues,


Adolescence is a psycho-evolutionary stage in which a series of changes occur in the individual. During this period of the life cycle, people need to develop a series of competencies and skills that will later be useful to be able to function in society. On the other hand, there are a series of variables that can directly or indirectly affect the correct psychological development of the individual such as bullying and cyberbullying, various sources of stress, etc.

These are elements that can affect school coexistence. To achieve a good psychological and emotional adjustment, it is necessary to develop appropriate coping strategies, emotional intelligence, and resilience. For this, family and school, as well as the subject her/himself, have a fundamental role. It is through the family that the primary socialization processes are developed early on, learning the first values and strategies for acting in the environment. The second agent involved in the secondary socialization process is the peer group, which plays a special role during adolescence. Adolescents spend a significant amount of time each day with their friends in the educational environment, so this factor must also be taken into account. Finally, it is worth highlighting the role of socialization when it comes to assessing adolescents, guiding them, advising them, providing them with functional tools and underlining their potential, where appropriate. Adolescence has gained greater prominence after COVID-19, with an increase in cases of suicide attempts, malaise, symptoms associated with depressive states, anxiety, eating problems... These data make this stage an even more complex period and justify the need to analyze their situation in order to propose measures, policies, tools, plans, programs, and projects based on updated information and on the reality experienced by adolescents.


Dr. Juan Pedro Martínez-Ramón, Dr. Inmaculada Méndez Mateo, Dr. Cecilia Ruiz Esteban and Dr. Francisco Manuel Morales Rodríguez

Guest Editors


Keywords

Adolescence; Bullying; Coexistence; Coping strategies; Family; Health-Promoting; Resilience; School; Stress; Wellbeing

Published Paper

Factors associated with playing video games to forget or alleviate real life problems in adolescence

Luiza C. Brandão;Zila M. Sanchez;Márcia H. S. Melo;

Parents, children, and electronic games: Analyzing the formation path and countermeasures of contradictions

Biao Gao;Feiyu Liao;Huiqin Xie;
This study aims to explore the relationship between electronic games, children, and parents, as well as the issue of parental prejudice towards games. While society’s attitude towards electronic games has become more rational and inclusive, many parents still hold a negative attitude toward their children’s exposure to games. Existing literature focuses more on studying games addiction behavior or its characteristics, neglecting society’s deep-seated contradictions. Therefore, this study starts with the characteristics and needs of electronic games, children, and parents and first applies the concept of expectation bias to analyze and explain the contradictions between parents, children, and games. The needs of parents and children have given rise to their respective expectations for electronic games. Still, due to their misunderstandings about games, there has been a deviation in expectations, leading to conflicts between parents and children. Based on the conclusion, this study aims to help parents view their children’s exposure to electronic games more rationally and provide corresponding solutions and strategies.

Amidst the home-based instruction: The perceived social support and the learning anxiety of secondary school students

Saniya G. Abirin;
The primary purpose of this study was to examine the relationship between the extent of the social support provided by parents and teachers among secondary school students during their home-based instruction and the learning anxiety they experience amidst the COVID-19 pandemic. Social support was measured based on two constructs: parents and teachers. A descriptive-survey approach utilizing a proportional stratified random sampling was utilized to obtain the samples from a 75,542 total population of secondary students enrolled in school year 2020–2021. Data gathering was carried out during lockdown thus, printed and online surveys were administered. Three problems were investigated in the study: (1) the extent of the social support received by secondary school students from their parents and teachers; (2) the level of learning anxiety they experienced during home-based instruction; (3) whether there is a significant relationship between social support and the learning anxiety of secondary school students. Based on the findings obtained, teachers provided higher support to secondary school students as compared with parents; the learning anxiety experienced by the secondary school students during home-based instruction was moderate; and this study concluded that there is a strong positive relationship between social support and learning anxiety, however, this relationship is not significant.