The Influence of Loneliness and Interpersonal Relations on Latina/o Middle School Students’ Wellbeing

References

• Alfaro, E. C., Umaña-Taylor, A. J., & Bámaca, M. Y. (2006). The influence of academic support on Latino adolescents’ academic motivation. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 55(3), 279–291. doi:10.1111/j.1741-3729.2006.00402.x
   Web of Science ®Google Scholar
• Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44(5), 427–445. doi:10.1016/j.jsp.2006.04.002
   Web of Science ®Google Scholar
• Asher, S., Hymel, S., & Renshaw, P. D. (1984). Loneliness in children. Child Development, 55(4), 1456–1464. doi:10.2307/1130015
   Web of Science ®Google Scholar
• Asher, S. R., & Paquette, J. A. (2003). Loneliness and peer relations in childhood. Current Directions in Psychological Science, 12(3), 75–78. doi:10.1111/1467-8721.01233
   Web of Science ®Google Scholar
• Bauman, S. (2005, November). The reliability and validity of the brief acculturation rating scale for Mexican Americans-II for children and adolescents. Hispanic Journal of Behavioral Sciences [Serial Online], 27(4), 426–441. doi:10.1177/0739986305281423
   Web of Science ®Google Scholar
• Bauman, S. (2008). The association between gender, age, and acculturation, and depression and overt and relational victimization among Mexican American elementary students. The Journal of Early Adolescence, 28(4), 528–554. doi:10.1177/0272431608317609
   Web of Science ®Google Scholar
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529. doi:10.1037/0033-2909.117.3.497
   PubMed Web of Science ®Google Scholar
• Bean, R. A., Bush, K. R., McKenry, P. C., & Wilson, S. M. (2003). The impact of parental support, behavioral control, and psychological control on the academic achievement and self-esteem of African American and European American adolescents. Journal of Adolescent Research, 18(5), 523–541. doi:10.1177/0743558403255070
   Web of Science ®Google Scholar
• Bech, P., Gudex, C., & Staehr Johansen, K. (1996). The WHO (Ten) Well-Being Index: Validation in diabetes. Psychotherapy and Psychosomatics, 65(4), 183–190. doi:10.1159/000289073
   PubMed Web of Science ®Google Scholar
• Benner, A. D. (2011). Latino adolescents’ loneliness, academic performance, and the buffering nature of friendships. Journal of Youth and Adolescence, 40(5), 556–567. doi:10.1007/s10964-010-9561-2
   PubMed Web of Science ®Google Scholar
• Birch, S. H., & Ladd, G. W. (1997). The teacher–child relationship and children’s early school adjustment. Journal of School Psychology, 35(1), 61–79. doi:10.1016/S0022-4405(96)00029-5
   Web of Science ®Google Scholar
• Bird, J. M., & Markle, R. S. (2012). Subjective well‐being in school environments: Promoting positive youth development through evidence‐based assessment and intervention. American Journal of Orthopsychiatry, 82(1), 61–66. doi:10.1111/j.1939-0025.2011.01127
   PubMed Web of Science ®Google Scholar
• Blakemore, S. (2008). Development of the social brain during adolescence. The Quarterly Journal of Experimental Psychology, 61(1), 40–49. doi:10.1080/17470210701508715
   PubMed Web of Science ®Google Scholar
• Brewster, A. B., & Bowen, G. L. (2004). Teacher support and the school engagement of Latino middle and high school students at risk of school failure. Child & Adolescent Social Work Journal, 21(1), 47–67. doi:10.1023/B:CASW.0000012348.83939.6b
   Google Scholar
• Buchanan, R. L., & Bowen, G. L. (2008). In the context of adult support: The influence of peer support on the psychological well-being of middle-school students. Child & Adolescent Social Work Journal, 25(5), 397–407. doi:10.1007/s10560-008-0143-z
   Google Scholar
• Corsano, P., Majorano, M., & Champretavy, L. (2006). Psychological well-being in adolescence: The contribution of interpersonal relations and experience of being alone. Adolescence, 41(162), 341–353.
   PubMedGoogle Scholar
• De Wit, M., Pouwer, F., Gemke, R. J., Delemarre-Van De Waal, H. A., & Snoek, F. J. (2007). Validation of the WHO-5 Well-Being Index in adolescents with type 1 diabetes. Diabetes Care, 30(8), 2003–2006. doi:10.2337/dc07-0447
   PubMed Web of Science ®Google Scholar
• DeGarmo, D. S., & Martinez, C. J. (2006). A culturally informed model of academic well-being for Latino youth: The importance of discriminatory experiences and social support. Family Relations: An Interdisciplinary Journal of Applied Family Studies, 55(3), 267–278. doi:10.1111/j.1741-3729.2006.00401.x
   PubMed Web of Science ®Google Scholar
• Demaray, M. K., & Malecki, C. K. (2002). Critical levels of perceived social support associated with student adjustment. School Psychology Quarterly, 17(3), 213–241. doi:10.1521/scpq.17.3.213.20883
   Web of Science ®Google Scholar
• Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth. Malden, MA: Blackwell.
   Google Scholar
• Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276–302. doi:10.1037/0033-2909.125.2.276
   Web of Science ®Google Scholar
• Edwards, L. M., & Lopez, S. J. (2006). Perceived family support, acculturation, and life satisfaction in Mexican American youth: A mixed-method exploration. Journal of Counseling Psychology, 53(3), 279–287. doi:10.1037/0022-0167.53.3.279
   Web of Science ®Google Scholar
• Fanti, K. A., Henrich, C. C., Brookmeyer, K. A., & Kupermic, G. P. (2008). Toward a transactional model of parent-adolescent relationship quality and adolescent psychological adjustment. Journal of Early Adolescence, 28(2), 252–276. doi:10.1177/0272431607312766
   Web of Science ®Google Scholar
• Frydenberg, E., Care, E., Freeman, E., & Chan, E. (2009). Interrelationships between coping, school connectedness and wellbeing. Australian Journal of Education, 53(3), 261–276. doi:10.1177/000494410905300305
   Web of Science ®Google Scholar
• Gil-Rivas, V., Greenberger, E., Chen, C., & López-Lena, M. Y. (2003). Understanding depressed mood in the context of a family-oriented culture. Adolescence, 38(149), 93–109.
   PubMed Web of Science ®Google Scholar
• Grossman, J. M., & Porche, M. V. (2014). Perceived gender and racial/ethnic barriers to STEM success. Urban Education, 49(6), 698–727. doi:10.1177/0042085913481364
   Web of Science ®Google Scholar
• Harris, K. M., Gordon-Larsen, P., Chantala, K., & Udry, J. R. (2006). Longitudinal trends in race/ethnic disparities in leading health indicators from adolescence to young adulthood. Archives of Pediatrics and Adolescent Medicine, 160, 74–81. doi:10.1001/archpedi.160.1.74
   PubMed Web of Science ®Google Scholar
• Huynh, V. W. (2012). Ethnic microaggressions and the depressive and somatic symptoms of Latino and Asian American adolescents. Journal of Youth and Adolescence, 41(7), 831–846. doi:10.1007/s10964-012-9756-9
   PubMed Web of Science ®Google Scholar
• Kenny, M. W., Gallegher, L. A., Alvarez-Salvat, R., & Silsby, J. (2002). Sources of support and psychological distress among academically successful inner-city youth. Adolescence, 145, 161–182.
   Google Scholar
• Kilma, T., & Repetti, R. L. (2008). Children’s peer relations and their psychological adjustment: Differences between close friendships and the larger peer group. Merrill-Palmer Quarterly, 54, 151–178. doi:10.1353/mpq.2008.0016
   Web of Science ®Google Scholar
• Ladd, G. W., & Ettekal, I. (2013). Peer-related loneliness across early to late adolescence: Normative trends, intra-individual trajectories, and links with depressive symptoms. Journal of Adolescence, 36(6), 1269–1282. doi:10.1016/j.adolescence.2013.05.004
   PubMed Web of Science ®Google Scholar
• Lorenzo-Blanco, E., Unger, J. B., Baezconde-Garbanati, L., Ritt-Olson, A., & Soto, D. (2012). Acculturation, enculturation, and symptoms of depression in Hispanic youth: The roles of gender, Hispanic cultural values, and family functioning. Journal of Youth Adolescence, 41, 1350–1365. doi:10.1007/s10964-012-9774-7
   PubMed Web of Science ®Google Scholar
• Mahon, N. E., & Yarcheski, A. (1988). Loneliness in early adolescents: An empirical test of alternate explanations. Nursing Research, 37(6), 330–335. doi:10.1097/00006199-198811000-00003
   PubMed Web of Science ®Google Scholar
• Marín, G., & Marín, B. V. (1991). Research with Hispanic populations. Thousand Oaks, CA: Sage.
   Google Scholar
• Maszk, P., Eisenberg, N., & Guthrie, I. K. (1999). Relations of children’s social status to their emotionality and regulation: A short-term longitudinal study. Merrill-Palmer Quarterly, 45(3), 468–492.
   Web of Science ®Google Scholar
• McLaughlin, K. A., Hilt, L. M., & Nolen-Hoeksema, S. (2007). Racial/ethnic differences in internalizing and externalizing symptoms in adolescents. Journal of Abnormal Child Psychology, 35, 801–816. doi:10.1007/s10802-007-9128-1
   PubMed Web of Science ®Google Scholar
• Meadows, S. O., Brown, J. S., & Elder, G. H., Jr. (2006). Depressive symptoms, stress, and support: Gendered trajectories from adolescence to young adulthood. Journal of Youth and Adolescence, 35(1), 89–99. doi:10.1007/s10964-005-9021-6
   Web of Science ®Google Scholar
• Neseth, H., Savage, T. A., & Navarro, R. (2009). Examining the impact of acculturation and perceived social support on mathematics achievement among Latino/a high school students. The California School Psychologist, 14, 59–69. doi:10.1007/BF03340951
   Google Scholar
• Paniagua, F. A. (2014). Assessing and treating culturally diverse clients: A practical guide (4th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. doi:10.1037/10314-000
   Google Scholar
• Potochnick, S. R., & Perreira, K. M. (2010). Depression and anxiety among first-generation immigrant Latino youth. The Journal of Nervous and Mental Disease, 198(7), 470–477. doi:10.1097/NMD.0b013e3181e4ce24
   PubMed Web of Science ®Google Scholar
• Preskitt, J. K., Menear, K. S., Goldfarb, S. S., & Menachemi, N. (2015). Wellness among US adolescents ages 12–17 years. Child: Care, Health and Development, 41(6), 1207–1215. doi:10.1111/cch.12248
   PubMed Web of Science ®Google Scholar
• Ralston, K., Newman, C., Clauson, A., Guthrie, J., & Buzby, J. (2008). The National School Lunch Program: Background, trends, and issues: Economic research report number 61. US Department of Agriculture, Washington, DC: Economic Research Service.
   Google Scholar
• Ream, R. K., & Rumberger, R. W. (2008). Student engagement, peer social capital, and school dropout among Mexican American and non-Latino White students. Sociology of Education, 81(2), 109–139. doi:10.1177/003804070808100201
   Web of Science ®Google Scholar
• Rosselló, J., Bernal, G., & Rivera-Medina, C. (2008). Individual and group CBT and IPT for Puerto Rican adolescents with depressive symptoms. Cultural Diversity and Ethnic Minority Psychology, 14(2), 234–245.
   PubMed Web of Science ®Google Scholar
• Schwartz, D., Gorman, A. H., Duong, M. T., & Nakamoto, J. (2008). Peer relationships and academic achievement as interacting predictors of depressive symptoms during middle childhood. Journal of Abnormal Psychology, 117(2), 289–299. doi:10.1037/0021-843X.117.2.289
   PubMed Web of Science ®Google Scholar
• Seligman, M. E. P. (2002). Positive psychology, positive prevention, and positive therapy. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 3–9). New York, NY: Oxford University Press.
   Google Scholar
• Stanton-Salazar, R. D., & Spina, S. U. (2003). Informal mentors and role models in the lives of urban Mexican-origin adolescents. Anthropology & Education Quarterly, 34(3), 231–254. doi:10.1525/aeq.2003.34.3.231
   Web of Science ®Google Scholar
• Suldo, S. M., Friedrich, A. A., White, T., Farmer, J., Minch, D., & Michalowski, J. (2009). Teacher support and adolescents’ subjective well-being: A mixed-methods investigation. School Psychology Review, 38(1), 67–85.
   Web of Science ®Google Scholar
• Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37(1), 52–68.
   Web of Science ®Google Scholar
• Thorn, A. R., & Contreras, S. (2005). Counseling Latino immigrants in middle school. Professional School Counseling, 9(2), 167–170. doi;10.5330/prsc.9.2.p36j67pp1r861637
   Google Scholar
• Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal of Adolescence, 45, 138–148. doi:10.1016/j.adolescence.2015.09.003
   PubMed Web of Science ®Google Scholar
• U.S. Census Bureau. (2015). American factfinder. Retrieved from http://factfinder.census.gov/bkmk/table/1.0/en/ACS/13_5YR/B01001I
   Google Scholar
• Van Petegem, K., Aelterman, A., Van Keer, H., & Rosseel, Y. (2008). The influence of student characteristics and interpersonal teacher behaviour in the classroom on student’s wellbeing. Social Indicators Research, 85(2), 279–291. doi:10.1007/s11205-007-9093-7
   Web of Science ®Google Scholar
• Van Roekel, E., Scholte, R. H., Verhagen, M., Goossens, L., & Engels, R. C. (2010). Loneliness in adolescence: Gene environment interactions involving the serotonin transporter gene. Journal of Child Psychology and Psychiatry, 51(7), 747–754. doi:10.1111/j.1469-7610.2010.02225.x
   PubMed Web of Science ®Google Scholar
• Vazquez García, H. A., Coll, C. G., Erkut, S., Alarcón, E., & Tropp, L. R. (2000). Family values of Latino adolescents. In M. Montero-Sieburth & F. A. Villarruel (Eds.), Making invisible Latino adolescents visible (pp. 239–263). New York, NY: Falmer Press.
   Google Scholar
• Venter, A., & Maxwell, S. E. (2000). Issues in the use and application of multiple regression analysis. In H. A. Tinsley & S. D. Brown (Eds.), Handbook of applied multivariate statistics and mathematical modeling (pp. 151–182). San Diego, CA: Academic Press. doi:10.1016/B978-012691360-6/50007-0
   Google Scholar
• Vera, E., Thakral, C., Gonzales, R., Morgan, M., Conner, W., Caskey, E., … Dick, L. (2008). Subjective well-being in urban adolescents of color. Cultural Diversity and Ethnic Minority Psychology, 14(3), 224–233. doi:10.1037/1099-9809.14.3.224
   PubMed Web of Science ®Google Scholar
• Vera, E. M., Moallem, B. I., Vacek, K. R., Blackmon, S. K., Coyle, L. D., Gomez, K. L., … Telander, K. J. (2012). Gender differences in contextual predictors of urban, early adolescents’ subjective well-being. Journal of Multicultural Counseling and Development, 40(3), 174–183. doi:10.1002/j.2161-1912.2012.00016.x
   Web of Science ®Google Scholar
• Wang, M., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology, 49(4), 690–705. doi:10.1037/a0027916
   PubMed Web of Science ®Google Scholar
• Young, J. F., Berenson, K., Cohen, P., & Garcia, J. (2005). The role of parent and peer support is predicting adolescent depression: A longitudinal community study. Journal of Research on Adolescence, 15, 407–423. doi:10.1111/j.1532-7795.2005.00105.x
   Web of Science ®Google Scholar
• Zarrett, N., & Eccles, J. (2006). The passage to adulthood: Challenges of late adolescence. New Directions for Youth Development, 2006(111), 13–28. doi:10.1002/yd.179
   Google Scholar