Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students

How to Reduce the Influence of COVID-19 Epidemic on Employees' Anxiety of Continuous Work in China? Empirical Analysis Based on Industrial Enterprises

The COVID-19 epidemic not only impacted China's economy but also induced periodic anxiety among employees, especially during its peak. Even as governmental controls relaxed, enterprises seemed unaffected externally. However, beneath the surface, the lingering effects on employee mental health persisted. Many faced dual stressors concerning their job and personal well-being due to the epidemic, heightening work-related anxieties. This research, a year after China resumed work, delves into the psychological stress influencing this sustained anxiety. A survey of 516 employees helped test the hypothesis using a multiple regression model. Findings indicated heightened continuous work anxiety due to the epidemic, particularly in hard-hit areas. However, individual resilience, organizational, and social support were found to mitigate these effects. The study underscores the sustained psychological aftermath of the epidemic on employees, urging health authorities to address it.

Physical activity and school adaptation among Chinese junior high school students: chain mediation of resilience and coping styles

Background

As a crucial juncture in students' educational journey, junior high school presents challenges that profoundly influence well-being and academic performance. Physical activity emerges as a pivotal factor shaping the holistic development of junior high school students. Beyond its recognized impact on physical and mental health, engaging in regular physical activity proves effective in augmenting students' adaptability to school life. Despite its importance, the mechanisms through which physical activity influences school adaptation in junior high school students remain understudied in academic research.

Objective

In exploring the potential mechanisms, this study aims to validate the mediating roles of resilience and coping styles by examining the association between physical activity and school adaptation among junior high school students.

Methods

This study employed cross-sectional survey approach among junior high school students in China. Through the convenience sampling, 1,488 participants aged from 12 to 16 years old (Average age = 13.59, SD = 1.017) from two Junior high schools in Changsha City, Hunan Province were recruited to complete the Physical Activity Scale, School Adaptation Questionnaire for Junior High School Students, Resilience Scale for Adolescents, and Simple Coping Styles Questionnaire. For data analysis, the SPSS 26.0 and Amos 26.0 were used for statistical processing.

Results

The results showed that physical activity exhibited a significant correlation with school adaptation (r = 0.656, p < 0.001). Resilience, positive coping style and negative coping style played partial mediating roles between physical activity and school adaptation, with the effect size were 0.229, 0.170, 0.171. The chain mediation effect size of resilience and positive coping style was 0.042, while the chain mediation effect size of resilience and negative coping style was 0.050.

Conclusion

Physical activity positively predicts Chinese junior high school students' school adaptation through resilience and coping styles, suggesting that junior high school students should engage in regular physical activity, so as to improve their resilience and positive coping styles, mitigating negative coping styles, thus promoting their school adaptation.

Sense of Coherence or resilience as predictors of psychological distress in nursing students during the COVID-19 pandemic

Background

The COVID-19 pandemic lead to the occurrence of numerous psychological distress among students. This study aimed to determine the level of psychological distress as well as the predictive role of Sense of Coherence (SOC) and resilience in nursing students.

Methods

A cross-sectional descriptive study was conducted on 310 nursing students in Ahvaz Jundishapur University of Medical Sciences, Iran. The data of the study was collected through the demographic information questionnaire, the General Health Questionnaire (GHQ), the Academic Resilience Inventory (ARI), and the Sense of Coherence Scale (SOC-13).

Results

Students' mean scores for the GHQ, ARI, and SOC were 5.81 ± 1.37, 102.88 ± 11.91, and 54.54 ± 6.46, respectively. Regression models showed that two domains of SOC [meaningfulness (β = -0.28, p < 0.001), manageability (β = -0.19, p = 0.001)], female gender (β = 0.12, p = 0.015), and overall ARI (β = -0.12, p = 0.037), were significantly associated with the GH of nursing students. SOC domains [meaningfulness (β = -0.19, p = 0.002), manageability (β = -0.15, p = 0.006)], problem-oriented/positive thinking domain of ARI (β = -0.15, p = 0.011), sex (β = 0.12, p = 0.015), and history of death in first-degree relatives (β = 0.12, p = 0.021) were significantly associated with social dysfunction domain of GH. Three domains of SOC [meaningfulness (β = -0.26, p < 0.001), manageability (β = -0.13, p = 0.032), and comprehensibility (β = -0.13, p = 0.039)], were significantly associated with psychological distress domain of GH.

Conclusion

Our results indicated that low SOC and resilience were predictors of psychological distress in nursing students. Accordingly, interventions such as teaching stress management skills, the skills of using positive coping methods in dealing with stressful situations, and self-management skills are necessary to improve the level of resilience and SOC in nursing students.

The importance of mentalization, coping mechanisms, and perceived stress in the prediction of resilience of healthcare workers

Resilience is the process of overcoming stressors. Being able to examine the effect of the Covid epidemic on healthcare workers (HCWs) has provided us a unique opportunity to understand the impact of trauma on resilience. We aimed to investigate the relationship between stress, mentalization, and an individual's coping capacity against a real risk (Covid-19) and evaluate the predictors of resilience. 302 HCWs have enrolled in the study and completed an online questionnaire assessing demographics, perceived stress, resilience, coping, and mentalization. We utilized statistical analysis together with a Random Forest classifier to analyze the interaction between these factors extensively. We applied ten times ten-fold cross-validation and plotted Receiver Operator Characteristic (ROC) with the calculated Area Under the Curve(AUC) score and identify the most important features. Our experiments showed that the Perceived stress scale has the strongest relationship with resilience. The subject's awareness level of emotional states is an important factor that determines the level of resilience. Coping styles such as the decision of giving up is also a crucial indicator. We conclude that being aware of the risks and the mental states are the dominant factors behind the resilience levels of healthcare workers under pandemic conditions.

Perceived academic performance explained by school climate, positive psychological variables and life satisfaction

BACKGROUND

Adolescents spend a large percentage of their time at school, where learning and achievement are important activities that are vital to their future educational success and subsequent career opportunities. However, studies reveal a significant drop in satisfaction and performance during the teenage years.

AIM

Based on the ecological model, this study aims to explore the relationship dynamics between contextual (school climate) and psychological (emotional intelligence and resilience) variables, life satisfaction and perceived academic performance, analysing, to this end, four theoretical models grounded in previous research.

SAMPLE

The sample comprised a total of 1397 adolescents aged between 12 and 16 years from the Autonomous Community of the Basque Country (northern Spain).

ANALYSIS

The Equations 6.2 program was used to estimate the measurement model and the structural models, using the robust maximum likelihood procedure.

RESULTS

School climate and life satisfaction were found to directly influence perceived academic performance, whereas emotional intelligence and resilience did so indirectly, with the full mediation of life satisfaction.

CONCLUSIONS

These results have important educational implications, since they reveal existing relationship dynamics, which should serve as a basis for the effective implementation of school programs. They also indicate how important it is for adolescents to be psychologically well-adjusted and satisfied with their lives, in order for them to perform optimally at school.

Do personal and behavioural characteristics of physiotherapy students predict performance during training and course completion?

BACKGROUND

Specific personal and behavioural characteristics are required for competent health care practice. Research investigating relationships between these characteristics and course performance of health professions students is expanding, yet little research is conducted within the undergraduate physiotherapy student population. This study aimed to explore the relationships between personality, approaches to learning, and coping strategies of undergraduate physiotherapy students and their performance in academic, clinical and in-course assessment tasks and course progression.

METHODS

Participants from six cohorts of undergraduate physiotherapy students (commencing years 2012-2017, 66% response rate) completed questionnaires measuring personality (NEO-FFI-3), approaches to learning (RASI) and coping strategies (Brief COPE). Correlation and multiple regression analysis were conducted to investigate relationships between scores on written examinations, in-course assessment tasks and assessments of clinical performance. Mann-Whitney U test was used to compare subgroups on these measures in those who completed or did not complete the course.

RESULTS

Conscientiousness and a strategic approach to learning predicted higher scores in written examinations, and for most clinical and in-course assessments with conscientiousness being a stronger predictor. A lack of purpose (surface) learning approach was predictive of lower clinical placement scores. Non-course completers had higher scores for lack of purpose (surface) approach to learning and lower scores for the coping strategies of support seeking and humour.

CONCLUSIONS

This study confirms the importance of conscientiousness and a strategic learning approach on the academic and clinical performance of undergraduate physiotherapy students. Identifying learners with a surface learning approach and low support seeking coping strategies could assist in providing support to students at risk of poor performance and minimising attrition.

Stable and unstable associations between learning environment factors and study approaches: two consecutive cross-sectional analyses of Norwegian occupational therapy students

Relationships between learning environment variables and students' approaches to studying have been investigated from many points of view over the last decades. However, few studies have explored whether such relationships are stable over time. In the two consecutive cross-sectional analyses performed in this study, Norwegian occupational therapy students' perceptions of their learning environment and their approaches to studying were assessed in the second (162 students) and third (193 students) year of their study program. Aside from sociodemographic information, the students completed the Course Experience Questionnaire and the Approaches and Study Skills Inventory for Students, with the aim of exploring whether associations between learning environment variables and study approaches were stable across time. The data were analyzed with hierarchical linear regression analyses. Relatively stable associations with students' study approaches were found for the learning environment variables of 'generic skills' and 'appropriate workload'. The learning environment variables of 'clear goals and standards' and 'student autonomy' were directly associated with study approaches in both study years, but the nature of the associations shifted during the study period. Thus, knowledge of stability and change in these relationships could assist faculty in promoting a well-functioning learning environment throughout the study program.

Validation of the Indonesian resilience evaluation scale in an undergraduate student population

BACKGROUND

Psychological resilience is an important factor in coping with Potentially Traumatic Events (PTEs) and might mitigate the development of trauma-related disorders. Due to the high risk of natural disasters, criminal activity, and transportation accidents among the Indonesian population, it is critical to assess psychological resilience as a protective factor. This study aimed to validate the Resilience Evaluation Scale (RES) in Indonesian undergraduate students.

METHODS

We recruited 327 students (78% female, the mean age is 19.61 (SD = 1.24)) between March and June 2020 using convenience sampling, 256 (78.28%) of whom completed the RES twice with an interval of 2 weeks for test-retest reliability purposes. Parallel Analysis and Exploratory Factor Analysis were performed to examine the construct validity of the RES. The internal consistency and the test-retest reliability were assessed using Cronbach Alpha, Pearson Correlations, and Interclass Correlation Coefficients (ICC). Convergent and divergent validity were examined using Pearson Correlations.

RESULTS

EFA analysis yielded a two-factor structure for the final eight-item Indonesian version of RES, which reflected two underlying constructs of resilience: self-confidence and self-efficacy. The Indonesian version of RES demonstrated good internal consistency (α = 0.74-0.82) and test-retest reliability (r = 0.68-0.78; ICC = 0.67-0.78). The result showed that the RES total and subscale scores positively correlated with all criterion variables (resilience, self-efficacy, self-esteem, level of global functioning, and adaptive coping strategy; r = 0.27-0.73). RES total and subscale scores negatively correlated with opposite constructs (PTSD, depression, social/work impairment, and maladaptive coping strategy; r = - 0.27- -0.46).

CONCLUSIONS

The current study showed that the Indonesian RES is a valid and reliable measurement of psychological resilience in Indonesian undergraduate students. The final 8-item Indonesian RES, a freely available resilience instrument, is recommended for future studies and public mental health initiatives in the Indonesian population.

A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students

Previous literature has established the importance of personal and contextual factors in college students' trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.

Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts

The aim of this paper is to demonstrate how Bandura's Social Cognitive Theory (1986) influenced the development of several complementary models of the construct of Self-Regulation. Building on the foundation of Self-Determination Theory, SDT (2000), and Zimmerman's Self-Regulation Theory, SR (2001), with their assumptions, contributions, goddesses, and limitations, we come to the Self- vs. External Regulatory Theory, SR-ER (2021). Finally, we integrate recent evidence demonstrating the explanatory adequacy of the SR vs. ER model for different psychological constructions in different settings related to education, health, clinical practice and social work. Complementary, a new theoretical and empirical research agenda is presented, to continue testing the adequacy of SR vs. ER assumptions, and to better understand the behavioral variability of the different constructs studied.

Validation of the Child and Youth Resilience Measure-28 (CYRM-28) among Spanish youth

Objectives

This article presents a validation study of the 28-item Child and Youth Resilience Measure (CYRM-28). The sample contained 365 Spanish youth ages between 15 to 21, from Navarre (Spain), all of them enrolled in Initial Vocational Qualification Programs.

Method

The CYRM-28 was administered to students from 27 secondary schools in the province of Navarre. Confirmatory analyses were conducted.

Results

The structure of the original scale was confirmed, as well as acceptable psychometric properties.

Discussion

Findings add support to the CYRM-28 as a reliable and valid self-report instrument that measures three components of resilience processes in the lives of youth with complex needs. The CYRM-28 shows adequate psychometric properties, the CFA presents indices of goodness and fit (Chi-squared = 60,170, df = 17, p < .001; CFI = .960, TLI = .934, IFI = .961, RFI = .911 and NFI = .946; RMSEA = .084).

Conclusion

Advanced statistical modeling yielded evidence that the scale, originally developed for use in several countries, can be used to assess resilience in Spanish youth.

The Role of Academic Resilience, Motivational Intensity and Their Relationship in EFL Learners' Academic Achievement

The aim of developing academic resilience and motivational intensity, as two constructs of positive psychology, is to increase learners' capability to compete with each other even in adverse conditions. Different types of academic resilience are conceptualized and germane literature about the relationship between academic resilience and academic achievement is provided. Literature showed that some socio-affective factors (e.g. peer relations, parents' high expectations, teachers' attention, and kindness, etc.), socio-economic factors (e.g. the financial contribution of parents' to education, economic and social class level, etc.), and affective factors (e.g. anxiety, self-efficacy, motivation and so on) can influence learners' academic achievement and policy makers' decision in providing an appropriate context for learning. In the end, the pedagogical implications are expounded to foster the language learning quality and to develop a language educational system. Suggestions for further research are provided to develop the existent literature on the relationship between academic, motivational intensity, and learners' academic achievement.

How Children and Adolescents Perceive Their Coping With Home Learning in Times of COVID-19: A Mixed Method Approach

With the COVID-19 pandemic, children and adolescents confronted a completely new learning situation. Instead of learning in class, they had to cope with home learning to achieve academically. This mixed-method study examines how children and adolescents in Germany perceive their coping success with home learning during the COVID-19 pandemic and how personal, school, family, and peer context factors relate to this self-perceived coping success. Quantitative data from an online survey of n=141 children (m_age=10,8y) and n=266 adolescents (m_age=15,2y; study 1) were used to analyze the questions with multiple regression analysis. With the qualitative data from 10 interviews with parents and their children (study 2), we examined the process of how school, family, and peer groups interact with students’ way of coping with home learning. Quantitative data show that most children and adolescents perceived their coping with home learning as successful and that school joy before COVID-19, parental support, and available equipment during home learning are still relevant for children, and family climate, calm place to learn, and equipment during home learning are important for adolescents learning at home. Qualitative data show that students apply individual ways of coping with home learning, where family and peers have a vital role, especially when contact with teachers is limited. Quantitative data confirm the importance of family context for students’ self-perceived coping success.

Impact of Family Cohesion and Adaptability on Academic Burnout of Chinese College Students: Serial Mediation of Peer Support and Positive Psychological Capital

This study aimed to explore the association between the functioning of family environment (i.e., family cohesion and family adaptability) and academic burnout of Chinese college students as well as the mediating effects of the interpersonal resource (i.e., peer support) and intrapersonal resource [i.e., positive psychological capital (PsyCap)] in this relationship. A total of 1971 Chinese undergraduates were involved in an online questionnaire survey and data analysis. It was found that family cohesion and adaptability was negatively related to academic burnout. Mediation analyses demonstrated that family cohesion and adaptability did not directly affect academic burnout, but indirectly through increasing PsyCap (characterized by optimism, hope, resilience, and self-efficacy), and through enhancing peer support and then increasing PsyCap in serial. Meanwhile, the relationship between family cohesion and adaptability and academic burnout was not mediated by peer support alone. These findings highlight the family environment's crucial role in youth mental health and positive development in the college context.

Bibliometric Analysis and Visualization of Academic Procrastination

Numerous students suffer from academic procrastination; it is a common problem and phenomenon in academic settings. Many previous researchers have analyzed its relationships with other factors, such as self-regulation and academic success. This paper aims to provide a full outline of academic procrastination and explore the current hot spots and trends. Bibliometrix and VOSviewer were used to conduct quantitative analysis. The data was collected from the Web of Science core collection database, which contains 1,240 articles from the years 1938 to 2021. The analysis shows that the publication of articles on academic procrastination has been rapidly increasing since 1993. In terms of the most influential countries and institutions, the United states took a prominent lead among all countries, and the most productive institutions in this area were the University of Washington and University of California, Los Angeles. By analyzing the authors, we see that most authors like working with a few collaborators, leading to main groups of authors, such as Murat Balkis and June J. Pilcher. The most frequently cited author was Esther D. Rothblum. Based on the co-citation journals network, Personality and Individual Differences was the prolific and influential journal referring to the number of citations and articles it received. The VOSviewer tool identified the hot spots of academic procrastination, which were mainly distributed as follows: (a) procrastination, (b) academic procrastination, (c) self-regulation, (d) academic performance, and (e) motivation. Therefore, this paper is helpful for scholars and practitioners to know the trend of academic procrastination research comprehensively.

Attachment anxiety and resilience: The mediating role of coping

In recent research, attachment has been addressed as a core factor that potentially contributes to resilience. However, there is still much to investigate regarding the mechanisms of this relationship. Emotion-focused coping and problem-focused coping strategies may be promising pathways via which attachment associates with resilience. The present study evaluated the role of attachment insecurity (i.e., attachment anxiety and avoidance) in resilience among a Turkish sample during the COVID-19 pandemic. We hypothesized that individuals with high levels of attachment anxiety would experience lower resilience via emotion-focused coping strategies. On the other hand, we did not have a specific hypothesis for attachment avoidance due to contrasting research findings of previous studies. Participants reported their attachment orientation, resilience, and coping strategies. Attachment anxiety was directly and, through both coping strategies, indirectly linked to resilience however attachment avoidance was only indirectly related to resilience through problem-focused coping. The findings indicate that low levels of attachment anxiety and the ability to use problem-focused coping strategies may be associated with greater resilience. The fostering of attachment security may thus reduce the use of emotion-focused strategies and may promote resilience among individuals with high levels of attachment anxiety. Moreover, our study is one of the first to investigate attachment orientations in relevance with coping and resilience during the ongoing pandemic This research has implications regarding the potentials of introducing psycho-educational trainings for better coping strategies in crisis like COVID-19 pandemic.

When problems just bounce back: about the relation between resilience and academic success in German tertiary education

While in the past the concept of resilience was used to explain psychological well-being in extreme situations like enduring poverty, abuse, or war, it has now found broad application in numerous fields of research. It can also be applied to examine how everyday challenges and problems are dealt with, for example in the educational and university context. This raises the question of whether resilience and academic success are correlated. Using German longitudinal data including university and university of applied sciences students in their first four years (2010–2015) we investigate how resilience and various measurements of success (satisfaction, intention to drop out, grades) are correlated using multilevel growth-curve models. We demonstrate that resilient individuals have consistently more positive academic trajectories, have lower dropout intentions, report better grades and are more satisfied with their lives. The effects are exceptionally stable over time, statistically highly significant and of considerable magnitude. This demonstrates that resilience is associated with better outcomes in university students under control of a large number of potential confounding factors and influences.

A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency

The aim of this research was to empirically validate hypothesized predictive relationships of protection and risk factors for experiencing academic stress. A synthesis of models-the presage-process-product model; the studying, learning and performing under stress competency model; and self- vs. external-regulatory theory-underlies the investigation and is important for assessment and guidance in stress situations within the university context. Over the course of an academic year, a sample of 564 Spanish university students voluntarily completed validated questionnaires, in an online format, on several psychological variables connected to academic stress. Correlational analysis and the path analysis model, within an ex post facto design, were used to build empirical models of the presage-process-product factors that constitute protection or risk factors in academic stress. Two statistically acceptable models appeared: one with protection factors and another with risk factors in predicting and preventing academic stress at a university. These results support the need for psychology units at university that have a preventive, health and education focus, going beyond the merely clinical. Focus on an individual is insufficient, given that there are also contextual factors that predispose academic stress. Discussion, conclusions, and implications for assessment and intervention in academic stress in university students and teachers, within the present COVID-19 crisis, are offered.

Between Academic Resilience and Burnout: The Moderating Role of Satisfaction on School Context Relationships

School burnout is considered an extreme form of maladjustment that can seriously undermine the academic path of students who are affected. Previous studies have focused on possible protective factors, highlighting the role of academic resilience, i.e., the ability to overcome chronic adversity in the school setting. Notwithstanding this, it is equally important to explore the role of the classroom environment and the satisfaction felt by the student toward relationships with teachers and classmates. Therefore, the purpose of the present study was to examine the relationship between academic resilience and burnout and to explore the moderating role of relationship satisfaction with teachers and classmates. A sample of 576 Italian students (Female = 53.1%), aged 14-18 (M = 15.73, SD = 1.56) were involved in the study. Correlations and moderated regressions analyses were conducted to test the hypotheses. The results show academic resilience and satisfaction as inversely related to school burnout. Furthermore, the satisfaction on the relationships with classmates moderated the relation between academic resilience and burnout. Findings were discussed by highlighting the importance of promoting both individual and contextual factors to prevent burnout risk.

Adult attachment, stress-coping, and resilience in first-generation immigrants in the United States

Introduction

Previous studies have shown correlations between adult attachment, stress-coping, and resilience, but little is known about how attachment and stress-coping affect resilience, particularly among first-generation immigrants. This study explored relationships among adult attachment, stress-coping, and resilience for first-generation immigrants.

Method

A quantitative cross-sectional design was used to assess associations between adult attachment and stress-coping with resilience among first-generation immigrants. Thirty-five participants answered an online Qualtrics survey. A simple linear regression analysis was conducted to analyze the results.

Results

The results indicated statistically significant correlations between avoidance scores and annual household income but not between resilience and education, resilience and income, and stress-coping scores and education and income. Positive reinterpretation growth was positively correlated with resilience, while denial and behavioral disengagement were negatively correlated. Adult attachment and number of years in the United States were not significantly statistically related to resilience.

Conclusion

The findings indicate high income may be associated with attachment avoidance, and increases in positive coping strategies and decreases in negative coping strategies are associated with resilience among first-generation immigrants. Understanding influences on first-generation immigrants to engage in stress-coping skills may inform the development and implementation of occupational therapy, including programs and interventions for successful client-centered outcomes.

Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being

In a population of young adults, this study analyzes possible linear relations of resilience and positivity to coping strategies and engagement-burnout. The aim was to establish a model with linear, associative, and predictive relations, to identify needs and make proposals for therapeutic intervention in different student profiles. A population of 1,126 undergraduate students with different student profiles gave their informed, written consent, and completed validated questionnaires (CD-RISC Scale; Positivity; Coping Strategies of Stress; Engagement, and Burnout). An ex post-facto design involved bivariate association analyses, multiple regression and structural predictions. The results offered evidence of associations and predictive relationships between resilience factors, positivity, coping strategies and engagement-burnout. The factors of resilience and positivity had significant differential associations (positive and negative) with factors of coping strategies. Their negative relationship to burnout factors, and positive relation to engagement factors, is especially important. Results of structural analysis showed an acceptable model of relationships between variables. We conclude with practical implications for therapeutic intervention: (1) the proactive factors of resilience reflect a perception of self-efficacy and the ability to change adaptively; (2) the reactive factors of resilience are usually associated with withstanding experiences of change, uncertainty or trauma.

The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults

Young adults face different stressors in their transition to college. Negative emotions such as stress can emerge from the demands they face. This study aimed at gaining an improved understanding of the role that gender and age play in the well-being of young adults. Coping strategies, resilience, self-regulation, and positivity were selected as indicators of well-being. Descriptive and inferential analysis have been conducted. Results show that well-being varies significantly with age and gender. Gender was predominantly involved in the acquisition of the well-being outcomes, highly predicting problem-focused coping strategies. No interaction effects were found between gender and age. An improved understanding of the developmental factors involved in well-being outcomes will enlighten future interventions aimed at improving young people’s resources to face adversity.

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.

Predictors of National and Community Resilience of Israeli Border Inhabitants Threatened by War and Terror

The present study investigates predictors of the national resilience (NR) and community resilience (CR) of civilians who live on Israel's northern border, and are facing for years acts of terror and threats of war. A sample of 1515 kibbutz (communal settlement) members who live next to this northern Israeli border has responded to questionnaires pertaining to the investigated resiliencies. Results indicate that under these conditions psychological reactions (trust in community institutes and individual resilience), rather than demographic characteristics, are the best predictors of NR and CR; although NR is further predicted by right-wing political attitudes. Our data suggest that CR and NR are not predicted by objective examinations of the strength of one's community or country. Both of them are perceived as stronger the greater the trust of the respondents in their own ability to cope with adversities, and in the ability of their close community to take care of them and their families in face of terror.

The Effect of Cultural Differences in Psychophysiological Stress Response in High Education Context: A Pilot Study

The simulation scenarios are increasingly being used to assess professional competences in health sciences at university level. The objective of this study was to explore the effect of differences in the stress psychophysiological response of Psychology degree students from Spain and Colombia undergoing to clinical practice. Multiple psychophysiological measures were obtained in a sample of 25 Colombian and Spanish Psychology students undergoing to simulation scenario. Differences in the initial level of stress and habituation process as reported by self-reported and psychophysiological measurements as discussed. Differences in stress-related psychological traits are also analyzed and further discussed.

Distress and Resilience in the Days of COVID-19: Comparing Two Ethnicities

The COVID-19 pandemic is an ongoing epidemic of coronavirus disease, caused by severe acute respiratory syndrome, which has spread recently worldwide. Efforts to prevent the virus from spreading include travel restrictions, lockdowns as well as national or regional quarantines throughout the international community. The major negative psychological outcome of the COVID-19 pandemic is the anxiety caused by it. The aim of the present study was to examine the level of concern and the contributions of modes of resilience, well-being and demographic attributes towards decreasing or enhancing anxiety and depression among two samples: Israeli Jews (majority group) and Israeli Arabs (minority group). These random samples included 605 Jews and 156 Arabs who participated in an internet survey. A previous study, which has been conducted in the context of terror attacks, has shown that compared to Israeli Jews, Israeli Arabs expressed a higher level of fear of war and lower levels of resilience supporting personality attributes. The results of the current study indicated a similar pattern that emerged in the context of the COVID-19 pandemic: the Israeli Arabs reported a higher level of distress and a lower level of resilience and well-being.

Factors associated with the resilience of Tibetan adolescent survivors five years after the 2010 Yushu earthquake

Resilience contributes to the recovery of disaster victims. The resilience of Tibetan adolescents after the Yushu earthquake has not been properly studied. This study aimed to examine the current resilience and associated factors in Tibetan adolescent survivors in the hardest-hit area 5 years after the Yushu earthquake. This cross-sectional survey was conducted in the area hit the hardest by the Yushu earthquake. Data were collected from 4681 respondents in October and November 2015. Measurements included the participant characteristics, traumatic earthquake experience, the Connor-Davidson resilience scale (CD-RISC), and the social support appraisals (SS-A) scale. The individual datasets were randomized as 80% for the training set and 20% for the validation set. The mean resilience score of the Tibetan adolescent survivors was 55.0±12.3. Thirteen variables were entered into the regression equation. The three dimensions of social support (from family, from friends, from others than family/friends) were positively associated with resilience (all P<0.05), among which support from others than family/friends was the strongest (r = 0.388, P<0.001). Academic performance, activeness of participation in school activities, harmonious relationship with teachers/classmates, health over the last year, and regular physical exercise were positively associated with resilience (all P<0.05). Being female and being extremely worried about their own lives were negatively associated with resilience (both P<0.05). In conclusion, among Tibetan adolescent survivors to the Yushu earthquake of 2010, support from others than family/friends was the strongest positive factor associated with resilience, while being female and extreme worry about their own lives were negative factors. These results expand our knowledge regarding resilience in Tibetan adolescent disaster survivors.

Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping With Academic Stress in Undergraduate Students

The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student's levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students' level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 × 1; 3 × 3; 5 × 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching-learning process at university and for students' emotional health are discussed.

Academic Goal Profiles and Learning Strategies in Adolescence

The objective of this study was to verify whether or not a combination of academic goals may be established in different profiles of high school students. Subsequently, the study examined if statistically significant differences exist between the profiles obtained with respect to learning strategies used by the students. The Achievement Goal Tendencies Questionnaire (AGTQ) and the Learning and Studies Skills Inventory-High School Version (LASSI-HS) were administered to a sample of 2,069 high school students aged 12-16 (M = 14.11; SD = 1.35) and which was formed by 1,073 girls and 996 boys. Four academic goal profiles were identified using latent class analysis: a group of students with a high academic goal (HAG) profile (668 students), a group of students with a low academic goal (LAG) profile (502 students), a group of students with a predominance of learning goals and achievement goals (LGAG) (489 students) and a final group of students with a predominance of social reinforcement goals and achievement goals (410 students). The results revealed statistically significant differences between the profiles obtained with respect to learning strategies because students from the combined LGAG and HAG profiles used more learning strategies that those in the LAG and Achievement Goals and Social Reinforcement (AGSR)groups. However, the relationship between these motivational profiles and the obtainment of a higher academic performance has not been proven and it should be the subject of study in future research. Consequently, this study can be used to help in the development of strategies and intervention programs to promote the use of multiple academic goals in high school students.

High Entrepreneurship, Leadership, and Professionalism (HELP): A New Resource for Workers in the 21st Century

World of work in the 21st century is characterized by instability, insecurity, and continuous change. To face these challenges of the post-modern era, workers are required to use their personal resources. A new construct called high entrepreneurship, leadership, and professionalism (HELP) is a preventive resource that helps maintain, improve, and find work in uncertain or dynamic conditions. This study aims to examine the personality correlates of HELP in Italian workers and identify different clusters based on HELP and other variables, such as workplace relational civility and flourishing. To this end, the following instruments were administered to 204 Italian workers: the HELP questionnaire, the Big Five Questionnaire, the Workplace Relational Civility Scale, and the Flourishing Scale. The personality correlates of HELP underscored the role of conscientiousness (and its subdimension perseverance) and extraversion (and its subdimension dominance). The cluster analysis identified three clusters characterized by high, average, and low HELP scores. Participants in the first cluster with high HELP scores appeared to possess higher perseverance, dominance, workplace relational civility, especially readiness, and higher flourishing than those in the other two groups. The present results can open new opportunities for future research and interventions in a primary prevention perspective to foster resources for workers and healthy organizations in the 21st century.

A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students

This research aimed to analyze the linear bivariate correlation and structural relations between self-regulation -as a central construct-, with flow, health, procrastination and academic performance, in an academic context. A total of 363 college students took part, 101 men (27.8%) and 262 women (72.2%). Participants had an average age of 22 years and were between the first and fifth year of studies. They were from five different programs and two universities in Bogotá city (Colombia). A validated ad hoc questionnaire of physical and psychological health was applied along with a battery of tests to measure self-regulation, procrastination, and flourishing. To establish an association relationship, Pearson bivariate correlations were performed using SPSS software (v. 22.0), and structural relationship predictive analysis was performed using an SEM on AMOS software (v. 22.0). Regarding this linear association, it was established that (1) self-regulation has a significant positive association on flourishing and overall health, and a negative effect on procrastination. Regarding the structural relation, it confirmed that (2) self-regulation is a direct and positive predictor of flourishing and health; (3) self-regulation predicts procrastination directly and negatively, and academic performance indirectly and positively; and (4) age and gender have a prediction effect on the analyzed variables. Implications, limitations and future research scope are discussed.

The Adolescent's Competency for Interacting with Alcohol as a Determinant of Intake: The Role of Self-Regulation

The competency for interacting with alcohol is a highly useful Educational Psychology model for preventing and for understanding the different behavioral levels of this interaction. Knowledge of facts, concepts and principles about alcohol use, self-regulated behavior, and attitudes toward alcohol are predictive of adequate interaction with alcohol. The objective of this study was to empirically evaluate this postulated relationship. A total of 328 Spanish adolescents participated, between the ages of 12 and 17. All were enrolled in 1st–4th year of compulsory secondary education, in the context of the ALADO Program for prevention of alcohol intake in adolescents. An ex post facto design was used, with inferential analyses and SEM analyses. Results show an interdependence relationship, with significant structural prediction between the behavioral levels defined and the level of alcohol intake, with principles, self-regulating control and attitudes carrying more weight. Analyses are presented, as are implications for psychoeducational intervention using preventive programs based on this competency model.