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Perceived risk, Positive Youth–Parent Relationships, and Internalizing Problems in Adolescents: Initial Development of the Meaningful School Questionnaire

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  • Gökmen Arslan

    (Mehmet Akif Ersoy University)

  • Murat Yıldırım

    (Ağrı İbrahim Çeçen University)

Abstract

This novel paper aimed to develop the Meaningful School Questionnaire (MSQ) to assess meaning in life in school context and examined whether meaningful school serves as a moderator on the links between the coronavirus risk, youth–parent relationships, and internalizing problems. Participants included 383 adolescents (38.4% male; Mean = 14.23 ± 2.04). Factor analysis yielded a two-factor solution: purpose-enjoyment and responsible understanding. Meaningful school moderated the mediating effect of positive youth–parent relations on the association between coronavirus risk and internalizing problems. Findings suggest that students with greater life meaning exhibit more internalizing problems when coronavirus risk is high and positive youth–parent relationships is low. This evidence supports that life meaning is key to foster the psychological health of young people during the pandemic. Thus, meaning-based intervention strategies could be developed to improve youths’ sense of life meaning and purpose in the school context, which in turn enhance their resilience to foster their mental health and flourishing. These programs could facilitate youths to cope with stressful experiences such as the coronavirus pandemic by promoting their protective and promotive resources.

Suggested Citation

  • Gökmen Arslan & Murat Yıldırım, 2021. "Perceived risk, Positive Youth–Parent Relationships, and Internalizing Problems in Adolescents: Initial Development of the Meaningful School Questionnaire," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(5), pages 1911-1929, October.
    • Handle: RePEc:spr:chinre:v:14:y:2021:i:5:d:10.1007_s12187-021-09841-0
    DOI: 10.1007/s12187-021-09841-0
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    References listed on IDEAS

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    1. Gökmen Arslan, 2018. "School-Based Social Exclusion, Affective Wellbeing, and Mental Health Problems in Adolescents: A Study of Mediator and Moderator Role of Academic Self-Regulation," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(3), pages 963-980, June.
    2. Paul Slovic & Baruch Fischhoff & Sarah Lichtenstein, 1982. "Why Study Risk Perception?," Risk Analysis, John Wiley & Sons, vol. 2(2), pages 83-93, June.
    3. Gökmen Arslan, 2018. "Social Exclusion, Social Support and Psychological Wellbeing at School: A Study of Mediation and Moderation Effect," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 11(3), pages 897-918, June.
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