Journal article

Effects of self-mastery on adolescent and parental mental health through the mediation of coping ability applying dyadic analysis

  • Filipponi, Chiara Institute of Communication and Health (ICH), Facoltà di comunicazione, cultura e società, Università della Svizzera italiana, Svizzera
  • Schulz, Peter J. Institute of Communication and Health (ICH), Facoltà di comunicazione, cultura e società, Università della Svizzera italiana, Svizzera
  • Petrocchi, Serena Institute of Communication and Health (ICH), Facoltà di comunicazione, cultura e società, Università della Svizzera italiana, Svizzera
    27.11.2020
Published in:
  • Behavioral sciences. - 2020, vol. 10, no. 12, p. 8 p
English Evidence demonstrated that self-mastery and coping ability predict mental health in adults and children. However, there is a lack of research analyzing the relationships between those constructs in parents and children. Self-report data from 89 dyads (adolescents’ mean of age = 14.47, SD = 0.50; parents’ mean of age = 47.24, SD = 4.54) who participated in waves 17, 18, and 19 (following T1, T2, and T3) of a nineteen-wave longitudinal study were analyzed using the Actor-Partner Interdependence Model’s extended Mediation. Results showed significant actor effects of parents’ and adolescents’ self-mastery (T1) on mental health (T3) and the mediator effect of their coping abilities in managing stress (T2). Both a higher parental education level and being a mother positively influenced adolescents’ coping ability. The mutually beneficial relationships between parents’ and adolescents’ self-mastery, coping ability, and mental health were not demonstrated. Self-mastery is a significant predictor of adolescents’ and parents’ mental health, and coping ability serves as a good mediator between them. Qualitative research may clarify reasons why partner effects in the model were found to be non-significant. Further research should re-test this model with a larger sample size during childhood, when parents provide significant behavioral models for their children—as well as in adolescence, considering the peer group—to develop guidelines for behavioral interventions.
Language
  • English
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Medicine
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https://susi.usi.ch/usi/documents/319270
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