International Journal of Psychological Research

Using nation-wide survey data (N=2328) from China, this study investigates how social support from family, peers, and teachers influence low-income household children’s (from 13 to 15 years old) academic resilience, as well as how academic resilience mediates the relationship between social support and children’s academic achievement. Structural equation modelling was adopted to analyse the data. The results reveal that (1) low-income household children’s family, peer, and teacher support are associated with their academic resilience; (2) peer support and academic resilience of low-income household children significantly relate with their academic achievements; (3) academic resilience plays a full mediation role in teacher support and a partial mediation role in peer support on children’s academic achievement. The implications of this study on theory and practice, the limitations, and future research directions are discussed.

Objective: A systematic review was conducted to identify definitions that facilitated the study of relapse as both behavioral pattern and process. Methods: The review was conducted following the PRISMA-P guidelines. Articles that met the following inclusion criteria were considered: (a) published in peerreviewed journals, (b) provided an explicit operational definition of relapse, (c) assessed relapse during or after a specific psychological or self-care group intervention, (d) focused on alcohol consumption, and (e) were published between 2000 and September 2016. Results: “Any drinking” was the most frequent outcome used to identify relapse, although other discrete outcomes were also considered. Nevertheless, none of the definitions operationalize the notion of the return to a problematic drinking pattern and/or the process of relapse. Conclusion: Problems related to any drinking definition are discussed and we propose the use of a composed index to study relapse.

The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers (R2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact.