Weight stigma and mental health outcomes in early-adolescents. The mediating role of internalized weight bias and body esteem.

Background: Weight stigma is increasingly common in early adolescence and may lead to weight bias internalization, with negative consequences for mental health outcomes. This study aimed to: examine the relations of perceived weight stigma and internalized weight bias with early adolescents' internalizing symptoms and disordered eating behavior; explore the mediating role of internalized weight bias on the relations of perceived weight stigma with internalizing symptoms and disordered eating behaviors; examine body esteem as a mediator between internalized weight bias and mental health outcomes.

Methods: A sample of 406 early adolescents (59.

Still worried? Parental control and academic competence as antecedents of middle school students' post-transition worries.

This study examined whether parental psychological control reported by children before the transition to middle school, in the second semester of the fourth grade, is associated with children's worries after the transition to middle school, in the first semester of the fifth grade. We also evaluated the mediating role of children's post-transition perceived academic competence and the moderating role of physical transition (changing schools) on these relations. 370 Romanian early adolescents participated at both time points, with 30% of them having changed schools.

Children's peer relationships, well-being, and academic achievement: the mediating role of academic competence.

The present study aimed to explore the interplay among two indicators of children's school peer relationships (i.e., peer acceptance and perceived number of friends) and two significant life domains (i.

Children's anxiety, academic self-efficacy, and intergenerational transmission of worries regarding the transition to middle school.

Background: Worries about school transition were related to poor academic adjustment during middle school. However, limited studies simultaneously investigated individual and contextual factors that may shape the children's reaction related to transition.

Aims: The first aim of this present study was to assess how children's anxiety and academic self-efficacy, including the parents' worries about school transition, are related to children's worries regarding the transition from primary to middle school.