Daniela Husarova

Background: Internet Gaming Disorder (IGD) is recognized as a significant health issue in adolescents. However, the cross-national comparison and validation remain underrepresented in the literature. Thus, this study aimed to evaluate the symptom prevalence, dimensionality, and measurement invariance of the nine-item Internet Gaming Disorder Scale (IGDS) with data from the 2021–22 Health Behaviour in School-aged Children survey. Methods: Representative samples of adolescents aged 11–15 from 12 European regions ( N = 44,126) were used. The IGDS was examined using network analyses and factor models with dynamic cut-offs. Results: Gaming intensity was more related to IGDS score than gaming frequency. Non-gaming boys at the time of measurement reported similar IGDS scores as daily gamers. All symptoms were more common in boys; Escapism and Preoccupation were the most common symptoms overall. A unidimensional structure for the IGDS across both genders and all regions was indicated. Only configural invariance was observed across genders, with notable higher roles for “Problems” and “Preoccupation” in boys, suggesting problematic direct gender comparisons. Measurement invariance suggested three relatively homogenous region groups, showing varying levels of invariance, and some groups achieving scalar invariance. Consequently, cross-regional comparisons should be approached with caution. Conclusions: The findings suggest large differences between boys and girls, moderate differences between age groups, and relatively high differences among regions.

Objectives: The aim of this qualitative study was to identify the main factors that help and hinder adolescents’ wellbeing at school using their perspectives and experiences.Methods: We used data from 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). We obtained the data using 11 semi-structured group interviews conducted in 2020/2021. Participants were selected from three types of high school with regard to graduation system. Data was analysed using consensual qualitative research and thematic analysis.Results: We identified three main themes of factors contributing to their wellbeing at school: 1. School (atmosphere and organisation of life at school, physical environment, threats and the ability of school to deal with issues); 2. Relationships (with peers and teachers, and teachers’ behaviour towards them); 3. Myself (own perceived obstacles and resilience resources).Conclusion: The organisation of life at school, surroundings, threats and dealing with issues importantly affect adolescents’ wellbeing. Therefore, adjustment of physical environment and interpersonal competences of teachers, supporting of resilience resources of adolescents should be targets for interventions and prevention programmes at schools.

Introduction: Research on adolescents’ academic performance has mostly focused on the contribution of objective factors, such as socioeconomic situation of the family or individual cognitive skills and school results. Evidence with a focus on adolescents’ subjective experiences is scarce. The aim of this qualitative study was to explore factors related to adolescents’ academic performance from their perspectives.Methods: We used data from 11 group semi-structured interviews conducted in 2020/2021 with 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). Participants were selected from three types of high school with regards to the graduation system. We analysed the data using consensual qualitative research and thematic analysis.Results: Based on the statements of the adolescents, we identified five main themes of factors that affect their academic performance. Adolescents reported that the following contribute to their academic performance: the contents and methods of teaching; how teachers behave and do their jobs; the way in which adolescents study and what motivates them; support within and outside the school, and the environment and appearance of the school. Adolescents reported that improving the curricula and using teaching methods that balance theoretical information with practical skills training would help their academic performance immensely.Conclusion: We identified several factors related to adolescents’ academic performance using their own perspectives and experiences. Strengthening the capacities of teachers may largely benefit adolescents’ educational process and further academic performance.

Štúdia nám už niekoľko rokov poskytuje kľúčové poznatky k lepšiemu pochopeniu správania našich mladých ľudí v súvislosti so zdravím. Skúma množstvo tém súvisiacich so zdravím, ako je spánok, duševná pohoda, nutričné správanie či fyzická aktivita. Dôležitou oblasťou skúmania je aj škola a sociálne vzťahy v nej, rodina a rodinné zázemie, či vzťahy s rovesníkmi. Zistenia prehlbujú porozumenie mechanizmom ovplyvňujúcim rozdiely a zmeny v zdraví a rizikovom správaní mladých ľudí a sú kľúčom k tvorbe efektívnych programov podpory zdravia a so zdravím súvisiaceho správania, vzdelávacích programov v tejto oblasti, k sledovaniu ich účinnosti, a to nielen na národnej, ale i na medzinárodnej úrovni. Zistené poznatky sú dôležité pre lepšie pochopenie potrieb školákov a prispôsobenie služieb a systémovej podpory tak, aby boli tieto potreby v čo najvyššej možnej miere zohľadňované v súčasnom rýchlo meniacom sa svete. Štúdia nám môže napomôcť porozumieť vplyvom pandémie COVID-19 na kvalitu duševného i fyzického zdravia. Pandémia a s ňou súvisiace epidemiologické a hygienické opatrenia za účelom obmedzenia šírenia vírusu znamenali významné obmedzenia v každodennom živote ľudí vo všetkých vekových kategóriách – vrátane detí a adolescentov. Štandardný výchovno-vzdelávací proces, sociálny kontakt s rovesníkmi, krúžková činnosť a ďalšie záujmové aktivity v škole i mimo nej boli výrazne narušené, čo výrazne ovplyvnilo prežívanie školákov. URL: https://unibook.upjs.sk/

Background: Health and behavioural outcomes of adolescents have been shown to be related to school pressure, demands or unfavourable relationships with classmates or teachers. These associations may relate to school satisfaction, but evidence on this is lacking. Therefore, our aim is to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy. Methods: Data come from the cross-sectional Health Behaviour in School-aged Children study collected in 2018 from Slovak 15-year-old adolescents (N = 816; 50.9% boys). School satisfaction was measured by school engagement and attitudes towards education, grouped as: satisfied (both positive), inconsistent (one positive, one negative) and indifferent (both negative). Hopelessness, health complaints, fighting and truancy were measured using self-report questionnaires. Logistic regression models were used to explore the associations of school satisfaction with hopelessness, health complaints, fighting and truancy separately. Results: Indifferent adolescents were more likely to feel hopeless, to frequently experience two or more health complaints, to be involved in a fight and to skip school (odds ratios/95%-confidence interval: 2.57/1.49–4.45; 2.51/1.48–4.25; 1.92/1.02–3.60; and 2.34/1.25–4.40, respectively) than satisfied adolescents. Inconsistent adolescents were more likely to frequently experience two or more health complaints than satisfied adolescents (1.72/1.05–5.79). Conclusions: School satisfaction affects adolescents’ health and social behaviour and may threaten their healthy development.

Background: The aim of this study is to explore the association of family socioeconomic status (SES) and internal and external schoolwork support with adolescents’ school satisfaction and whether schoolwork support modifies these associations.Methods: Data come from the cross-sectional Health Behavior in School-aged Children study collected in 2018 from Slovak 15-year-olds (N = 1127; 52.7% boys). SES was measured by Family Affluence Scale (low; middle; high). School satisfaction was measured via school engagement and attitudes toward education. Schoolwork support was measured regarding two groups of sources inside and outside the family, separately. Logistic regression models were used to explore the associations of SES and schoolwork support with school satisfaction as well as the moderating effect of schoolwork support.Results: Adolescents with low SES were more likely to feel indifferent toward school and education (odds ratios/95%-confidence interval: 1.77/1.26–2.49), and similarly, adolescents who did not have schoolwork support inside or outside the family (1.38/1.02–1.87, and 1.50/1.01–2.22, respectively). Schoolwork support moderated the associations of SES with school satisfaction. Adolescents with low and middle SES without support inside or outside the family were more likely to feel indifferent than satisfied (2.72/1.21–6.10; 3.00/1.27–7.06; and 2.86/1.05–7.80; 6.04/1.72–21.24, respectively).Conclusion: Adolescents from low and middle SES without schoolwork support inside or outside the family are more likely to feel indifferent toward school and education.

This study aims to explore the associations of schoolmate and teacher support with emotional and behavioural problems (EBP) and whether schoolmate and teacher support affects the associations of adverse childhood experiences (ACE) and of EBP in adolescence. We obtained data from 5220 students aged from 11 to 15 (48.7% boys), who participated in the Health Behaviour in a School-aged Children study (2018, Slovakia). Using logistic regression adjusted for gender, age and family affluence we assessed the modification of the relations of ACE and EBP by schoolmate and teacher support. Schoolmate and teacher support decreased the probability of EBP (Odds Ratios, 95% confidence intervals: 0.76, 0.74|0.79; and 0.86, 0.83|0.89, respectively). However, we found no statistically significant interactions of schoolmate and teacher support regarding the association of ACE with EBP. Schoolmate and teacher support decreased the likelihood of EBP among adolescents but do not buffer the relation of any previous ACE with EBP.

Family support has a beneficial impact on protecting health-risk behaviour in adolescents. This study aimed to explore whether family support is associated with risk of smoking during transition from early (11 years) to late (15 years) adolescence across 42 countries. The data from the cross-national Health Behaviour in School-aged Children (HBSC) study in 2017/2018 were employed (N = 195,966). Family support was measured using the four-item Family dimension of the Multidimensional Scale of Perceived Social Support (sum score 20 or more was categorised as high family support). Smoking was defined as a reported cigarette smoking at least 1–2 days in the last 30 days. The association between smoking and family support was assessed using a prevalence ratio (PR) obtained from the multivariate Poisson regression. Over two thirds of adolescents reported high levels of support from their family. Family support was found to significantly decrease with age in most of the countries, with the boys reported high level of family support more often than girls. The adolescents who reported having low family support also were more likely to smoke compared to their peers who reported having high family support (PR = 1.81; 95% CI: 1.71–1.91 in boys, and PR = 2.19; 95% CI: 2.08–2.31 in girls). The countries with a stronger effect of family support in reducing smoking risk indicated lower rates of adolescent smoking as well as lower increases in the cigarette smoking prevalence during the age period from 11 to 15 years. This study reinforces the need for family support, which is an important asset helping adolescents to overcome the risk of smoking during their transition from early to late adolescence.

Objectives: To explore the role of resilience as a mediator in the association between adverse childhood experiences (ACE) and emotional and behavioural problems (EBP) among adolescents.Methods: We used data from the Slovak 2018 Health Behaviour in School-aged Children study, comprising 2,839 adolescents aged 13–15 (mean age 13.93; 49.6% boys). We used multivariate linear regression performed on 5000 bootstrap samples adjusted for age, gender, family affluence to explore mediation of the associations between ACE (measured using the adapted Adverse Childhood Experience Questionnaire) and EBP (measured using the Strengths and Difficulties Questionnaire) by resilience (measured with the Child and Youth Resilience Measure).Results: We found ACE [B = 0.78; 95% confidence interval (CI): 0.67|0.90] and resilience (B = −0.73; 95% CI: −0.79|−0.67) to be significantly associated with EBP. The association of ACE and EBP was mediated by resilience. The mediated indirect effect of resilience was ab = 0.25; 95% CI: 0.18|0.32.Conclusion: Resilience seems to play a mediator role in the relationship between ACE and EBP. Helping adolescents with ACE to build and use internal and external sources of resilience can decrease the negative impact of ACE on EBP.