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.
Similar content being viewed by others
References
Alink, L. R., Cicchetti, D., Kim, J., & Rogosch, F. A. (2009). Mediating and moderating processes in the relation between maltreatment and psychopathology: mother-child relationship quality and emotion regulation. Journal of Abnormal Child Psychology, 37(6), 831–843.
Arslan, G. (2016). Relationship between sense of rejection, academic achievement, academic efficacy, and educational purpose in high school students. Education & Science, 41(183), 293–304.
Arslan, G., & Duru, E. (2016). Initial development and validation of the school belongingness scale. Child Indicators Research, Advance online publication. doi:10.1007/s12187-016-9414-y.
Aydın, O., Şahin, D., Güzel, H. Y., Abayhan, Y., Kaya, A. G., & Ceylan, S. (2013). Ait olma ihtiyacının ve haberdar olmanın psikolojik dışlanmaya gösterilen tepkiler üzerindeki etkileri. Turk Psikoloji Dergisi, 28(72), 21–31.
Balkis, M., & Arslan, G. (2016). Okul Tutum Değerlendirme Ölçeğinin psikometrik özellikleri: Güvenirlik ve geçerlik çalışması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2015(25), 1–16.
Balkis, M., & Duru, E. (2015). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education. Advance online publication. doi:10.1007/s10212-015-0266-5.
Balkıs, M., Arslan, G., & Duru, E. (2016). The school absenteeism among high school students: contributing factors. Educatıonal Scıences: Theory & Practıce, 16(6), 5–17.
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–5239.
Baumeister, R. F., & Tice, D. M. (1990). Point-counterpoints: anxiety and social exclusion. Journal of Social and Clinical Psychology, 9(2), 165–195.
Baumeister, R. F., & DeWall, C. N. (2005). The inner dimension of social exclusion: Intelligent thought and self-regulation among rejected person. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 53–73). New York: Psychology Press.
Baumeister, R. F., DeWall, C. N., Ciarocco, N. J., & Twenge, J. M. (2005). Social exclusion impairs self-regulation. Journal of Personality and Social Psychology, 88(4), 589–604.
Baumeister, R. F., Brewer, L. E., Tice, D. M., & Twenge, J. M. (2007). Thwarting the need to belong: understanding the interpersonal and inner effects of social exclusion. Social and Personality Psychology Compass, 1(1), 506–520.
Black, B. C. (2013). Intrinsic religiosity and adolescent depression and anxiety: The mediating role of components of self-regulation (unpublished master thesis). Provo: Brigham Young University.
Buckley, K. E., Winkel, R. E., & Leary, M. R. (2004). Emotional and behavioral responses to interpersonal rejection: anger, sadness, hurt, and aggression. Journal of Experimental Social Psychology, 40(1), 14–28.
Büyükcebeci, A., & Deniz, M. E. (2017). Adolescents' social exclusion, loneliness and subjective well-being ın school: Mediating role of emphatic tendency. International Online Journal of Educational Sciences. doi:10.15345/iojes.2017.03.011.
Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537–550.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Lawrence Earlbaum Associates.
Cole, J., Logan, T. K., & Walker, R. (2011). Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients. Drug and Alcohol Dependence, 113(1), 13–20.
Cunningham, J. N., Kliewer, W., & Garner, P. W. (2009). Emotion socialization, child emotion understanding and regulation, and adjustment in urban African American families: differential associations across child gender. Development and Psychopathology, 21(01), 261–283.
DeWall, C. N., Baumeister, R. F., & Vohs, K. D. (2008). Satiated with belongingness? Effects of acceptance, rejection, and task framing on self-regulatory performance. Journal of Personality and Social Psychology, 95(6), 1367–1382.
Diener, M. L., & Diener McGavran, M. B. (2008). What makes people happy? A developmental approach to the literature on family relationships and well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being. New York: Guilford Press.
Diener, E., & Seligman, M. E. (2002). Very happy people. Psychological Science, 13(1), 81–84.
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97(2), 143–156.
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). New York: Cambridge University Press.
Duru, E. (2015). Genel aidiyet ölçeğinin psikometrik özellikleri: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(44), 125–135.
Duru, E., & Arslan, G. (2014). Evlenmek amacıyla evden kaçan kız ergenler: Bir olgubilim çalışması. Türk Psikolojik Danışmanlık ve Rehberlik Dergisi, 41(5), 36–48.
Elliot, A. J., Thrash, T. M., & Murayama, K. (2011). A longitudinal analysis of self-regulation and well-being: avoidance personal goals, avoidance coping, stress generation, and subjective well-being. Journal of Personality, 79(3), 643–674.
Farley, J. P., & Kim-Spoon, J. (2014). The development of adolescent self-regulation: reviewing the role of parent, peer, friend, and romantic relationships. Journal of Adolescence, 37(4), 433–440.
Field, A. (2009). Discovering statistics using SPSS. London: Sage Pub.
Florez, I. R. (2011). Developing young children’s selfregulation through everyday experiences. Young Children, 66, 46–51.
Flouri, E., Midouhas, E., & Joshi, H. (2014). Family poverty and trajectories of children’s emotional and behavioural problems: the moderating roles of self-regulation and verbal cognitive ability. Journal of Abnormal Child Psychology, 42(6), 1043–1056.
Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator effects in counseling psychology research. Journal of Counseling Psychology, 51(1), 115–134.
Gardner, T. W., Dishion, T. J., & Connell, A. M. (2008). Adolescent self-regulation as resilience: resistance to antisocial behavior within the deviant peer context. Journal of Abnormal Child Psychology, 36(2), 273–284.
Gilman, R., Carter-Sowell, A., DeWall, C. N., Adams, R. E., & Carboni, I. (2013). Validation of the ostracism experience scale for adolescents. Psychological Assessment, 25(2), 319–330.
Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60–71.
Hofer, J., Busch, H., & Kärtner, J. (2011). Self-regulation and well-being: the influence of identity and motives. European Journal of Personality, 25(3), 211–224.
Johny, L., Lukose, L., & Magno, C. (2012). The assessment of academic self-regulation and learning strategies: can they predict school ability? Educational Measurement and Evaluation, 3, 77–89.
Kapıkıran, Ş., Yaşar, M., & Kapıkıran, N. A. (2016). Benlik Saygısı ve Okul Tükenmişliği Arasındaki İlişkide Öz Düzenlemenin Doğrudan ve Dolaylı Rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 6(45), 51–64.
Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford Press.
Ladd, G. W., & Kochenderfer-Ladd, B. (2016). Research in educational psychology: Social exclusion in school. In P. Riva & J. Eck (Eds.), Social exclusion: Psychological approaches to understanding and reducing its impact (pp. 109–132). New York: Springer.
Leary, M. R. (1990). Responses to social exclusion: Social anxiety, jealousy, loneliness, depression, and low self-esteem. Journal of Social and Clinical Psychology, 9(2), 221–229.
Leary, M. R., Kowalski, R. M., Smith, L., & Phillips, S. (2003). Teasing, rejection, and violence: case studies of the school shootings. Aggressive Behavior, 29(3), 202–214.
Leja, A., & Wesselmann, E. (2013). Research-based practice ınvisible youth: Understanding ostracism in our schools. Communiqué, 42(2) Retrieved from https://www.nasponline.org/publications.
Malone, G. P., Pillow, D. R., & Osman, A. (2012). The general belongingness scale (GBS): assessing achieved belongingness. Personality and Individual Differences, 52(3), 311–316.
Martinez-Pons, M. (1996). Test of a model of parental inducement of academic self-regulation. The Journal of Experimental Education, 64(3), 213–227.
Matthews, J. S., Marulis, L. M., & Williford, A. P. (2014). Gender processes in school functioning and the mediating role of cognitive self-regulation. Journal of Applied Developmental Psychology, 35(3), 128–137.
McCoach, D. B., & Siegle, D. (2003). The school attitude assessment survey-revised: a new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414–429.
Mellor, D., Stokes, M., Firth, L., Hayashi, Y., & Cummins, R. (2008). Need for belonging, relationship satisfaction, loneliness, and life satisfaction. Personality and Individual Differences, 45(3), 213–218.
Moriya, J., & Takahashi, Y. (2013). Depression and interpersonal stress: the mediating role of emotion regulation. Motivation and Emotion, 37(3), 600–608.
Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323–367.
Patrick, H. (1997). Social self-regulation: exploring the relations between children'social relationships, academic self-regulation, and school performance. Educational Psychologist, 32(4), 209–220.
Perkins, S. C., Cortina, K. S., Smith-Darden, J. P., & Graham-Bermann, S. A. (2011). The mediating role of self-regulation between intrafamilial violence and mental health adjustment in incarcerated male adolescents. Journal of Interpersonal Violence, 27(7), 1199–1224.
Quinn, P. D., & Fromme, K. (2010). Self-regulation as a protective factor against risky drinking and sexual behavior. Psychology of Addictive Behaviors, 24(3), 376.
Reis, D., & Hoppe, A. (2015). Change in affective well-being on change in perceived job characteristics: the mediating role of hope. Journal of Occupational and Organizational Psychology, 88(1), 19–40. doi:10.1111/joop.12076.
Renshaw, T. L., & Cook, C. R. (2016a). Initial development and validation of the youth internalizing problems screener. Journal of Psychoeducational Assessment. Advance online publication. doi:10.1177/0734282916679757.
Renshaw, T. L., & Cook, C. R. (2016b). Initial development and validation of the youth externalizing problems screener. Retrieved from http://tylerrenshaw.com/measures
Riva, P., & Eck, J. (Eds.). (2016). Social exclusion: Psychological approaches to understanding and reducing its impact. New York: Springer.
Rotgans, J. I., & Schmidt, H. G. (2012). The Intricate Relationship between Motivation and Achievement: Examining the Mediating Role of Self-Regulated Learning and Achievement-Related Classroom Behaviors. International Journal of Teaching and Learning in Higher Education, 24(2), 197–208.
Ryff, C. D. (1995). Psychological well-being in adult life. Current Directions in Psychological Science, 4(4), 99–104.
Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147–160.
Satici, S. A., & Tekin, E. G. (2015). Psychometric properties of the general belongingness scale in Turkish youth. Current Psychology, 35, 625–631.
Sher-Censor, E., Khafi, T. Y., & Yates, T. M. (2016). Preschoolers’ self-regulation moderates relations between mothers’ representations and children’s adjustment to school. Developmental Psychology, 52(11), 1793–1804.
Shochet, I. M., Smith, C. L., Furlong, M. J., & Homel, R. (2011). A prospective study investigating the impact of school belonging factors on negative affect in adolescents. Journal of Clinical Child & Adolescent Psychology, 40(4), 586–595.
Simon, C. R., & Durand-Bush, N. (2014). Differences in psychological and affective well-being between physicians and resident physicians: Does high and low self-regulation capacity matter? Psychology of Well-Being, 4(1), 19.
Stenseng, F., Belsky, J., Skalicka, V., & Wichstrøm, L. (2015). Social exclusion predicts impaired self-regulation: a 2-year longitudinal panel study including the transition from preschool to school. Journal of Personality, 83(2), 212–220.
Stikkelbroek, Y., Bodden, D. H., Kleinjan, M., Reijnders, M., & van Baar, A. L. (2016). Adolescent depression and negative life events, the mediating role of cognitive emotion regulation. PloS One, 11(8), 1–16.
Telef, B. B. (2013). Olumlu ve Olumsuz Yaşantı Ölçeği: Ergenler için geçerlilik ve güvenilirlik çalışması. Anatolian Journal of Psychiatry/Anadolu Psikiyatri Dergisi, 14(1), 62–68.
Twenge, J. M., & Campbell, W. K. (2003). “Isn’t it fun to get the respect that we’re going to deserve?” Narcissism, social rejection, and aggression. Personality and Social Psychology Bulletin, 29(2), 261–272.
Twenge, J. M., Baumeister, R. F., Tice, D. M., & Stucke, T. S. (2001). If you can't join them, beat them: effects of social exclusion on aggressive behavior. Journal of Personality and Social Psychology, 81(6), 1058–1069.
Williams, K. D. (2007). Ostracism. Annual Review of Psychology, 58, 425–452.
Williams, K. D. (2009). Ostracism: a temporal need-threat model. In M. Zanna (Ed.), Advances in experimental social psychology (pp. 279–314). New York: Academic Press.
Williams, K. D., & Nida, S. A. (2011). Ostracism consequences and coping. Current Directions in Psychological Science, 20(2), 71–75.
Wong, M. M. (2008). Perceptions of Parental Involvement and Autonomy Support: Their Relations with Self-Regulation, Academic Performance, Substance Use and Resilience among Adolescents. North American Journal of Psychology, 10(3), 497–518.
Yildiz, M. A., & Duy, B. (2014). Adaptation of the short-form UCLA loneliness scale (ULS-8) for Turkish adolescents. Düşünen Adam, 27(3), 194–203.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329–339.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory Into Practice, 41(2), 64–70.
Zwolinski, J. (2014). Does inclusion after ostracism influence the persistence of affective distress? Group Dynamics: Theory, Research, and Practice, 18(4), 282–301.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Arslan, G. School-Based Social Exclusion, Affective Wellbeing, and Mental Health Problems in Adolescents: A Study of Mediator and Moderator Role of Academic Self-Regulation. Child Ind Res 11, 963–980 (2018). https://doi.org/10.1007/s12187-017-9486-3
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s12187-017-9486-3