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The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children

BACKGROUND: Perceived stress associated with relational victimization from peers and conflictual relations with the teacher have been linked with the development of anxiety symptoms in children. Living in conditions of ongoing stress from the broader environment has also been related to anxiety symp...

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Autores principales: Behnsen, Pia, van Lier, Pol, Levavi, Kinneret, Marieke Buil, Joanne, Huizink, Anja, Koot, Susanne, Atzaba‐Poria, Naama
Formato: Online Artículo Texto
Lenguaje:English
Publicado: John Wiley and Sons Inc. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10242888/
https://www.ncbi.nlm.nih.gov/pubmed/37431421
http://dx.doi.org/10.1002/jcv2.12092
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author Behnsen, Pia
van Lier, Pol
Levavi, Kinneret
Marieke Buil, Joanne
Huizink, Anja
Koot, Susanne
Atzaba‐Poria, Naama
author_facet Behnsen, Pia
van Lier, Pol
Levavi, Kinneret
Marieke Buil, Joanne
Huizink, Anja
Koot, Susanne
Atzaba‐Poria, Naama
author_sort Behnsen, Pia
collection PubMed
description BACKGROUND: Perceived stress associated with relational victimization from peers and conflictual relations with the teacher have been linked with the development of anxiety symptoms in children. Living in conditions of ongoing stress from the broader environment has also been related to anxiety symptoms in children. In this study, we examined (a) the indirect effect between classroom psychosocial stressors (i.e., relational victimization and conflictual relationships with teachers), perceived stress and anxiety symptom development, and (b) whether this indirect effect was stronger for children living in a high threat region than for children living in a lower threat region. METHODS: Children participating in the study attended elementary school either in a high threat of armed conflict region (15 s to hide in bomb shelter when alarm sounds, n = 220) or in a lower threat of armed conflict region (60 s to hide in a bomb shelter when alarm sounds, n = 188) in Israel. Children were first assessed on conflictual relationships with teachers and peers, subjectively perceived stress and anxiety in 2017 (T (0); M age = 10.61 years, SD = 0.78; 45% boys) and re‐assessed (T (1)) 1 year later, in 2018. RESULTS: Perceived stress mediated the association between classroom psychosocial stressors and anxiety development. No moderation by threat‐region was found in this indirect effect. However, the association between perceived stress and anxiety development was only significant for children in the high threat region. CONCLUSION: Our study suggests that threat of war conflict amplifies the association between perceived stress and the development of anxiety symptoms.
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spelling pubmed-102428882023-07-10 The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children Behnsen, Pia van Lier, Pol Levavi, Kinneret Marieke Buil, Joanne Huizink, Anja Koot, Susanne Atzaba‐Poria, Naama JCPP Adv Original Articles BACKGROUND: Perceived stress associated with relational victimization from peers and conflictual relations with the teacher have been linked with the development of anxiety symptoms in children. Living in conditions of ongoing stress from the broader environment has also been related to anxiety symptoms in children. In this study, we examined (a) the indirect effect between classroom psychosocial stressors (i.e., relational victimization and conflictual relationships with teachers), perceived stress and anxiety symptom development, and (b) whether this indirect effect was stronger for children living in a high threat region than for children living in a lower threat region. METHODS: Children participating in the study attended elementary school either in a high threat of armed conflict region (15 s to hide in bomb shelter when alarm sounds, n = 220) or in a lower threat of armed conflict region (60 s to hide in a bomb shelter when alarm sounds, n = 188) in Israel. Children were first assessed on conflictual relationships with teachers and peers, subjectively perceived stress and anxiety in 2017 (T (0); M age = 10.61 years, SD = 0.78; 45% boys) and re‐assessed (T (1)) 1 year later, in 2018. RESULTS: Perceived stress mediated the association between classroom psychosocial stressors and anxiety development. No moderation by threat‐region was found in this indirect effect. However, the association between perceived stress and anxiety development was only significant for children in the high threat region. CONCLUSION: Our study suggests that threat of war conflict amplifies the association between perceived stress and the development of anxiety symptoms. John Wiley and Sons Inc. 2022-09-16 /pmc/articles/PMC10242888/ /pubmed/37431421 http://dx.doi.org/10.1002/jcv2.12092 Text en © 2022 The Authors. JCPP Advances published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health. https://creativecommons.org/licenses/by/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Articles
Behnsen, Pia
van Lier, Pol
Levavi, Kinneret
Marieke Buil, Joanne
Huizink, Anja
Koot, Susanne
Atzaba‐Poria, Naama
The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children
title The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children
title_full The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children
title_fullStr The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children
title_full_unstemmed The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children
title_short The potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in Israeli school children
title_sort potential moderating role of living in a conflict area on the link between classroom psychosocial stressors, perceived stress and change in anxiety symptoms in israeli school children
topic Original Articles
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10242888/
https://www.ncbi.nlm.nih.gov/pubmed/37431421
http://dx.doi.org/10.1002/jcv2.12092
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