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Ala S, Ramos-Campos F, Relva IC. Symptoms of Post-Traumatic Stress and Mental Health in a Sample of University Students: The Mediating Role of Resilience and Psychological Well-Being. Eur J Investig Health Psychol Educ 2024; 14:2262-2281. [PMID: 39194945 DOI: 10.3390/ejihpe14080151] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2024] [Revised: 07/22/2024] [Accepted: 07/29/2024] [Indexed: 08/29/2024] Open
Abstract
The COVID-19 pandemic has been one of the most stressful events in recent times across the world. The long-term effect of these experiences raises several concerns, including the development of post-traumatic stress symptomatology. However, little is known about the psychological processes that mediate this association. The aim of this study was to explore the association of emotional exhaustion and anxiety in post-traumatic stress symptomatology, and the mediating role of resilience and psychological well-being in university students. A total of 526 university students of both sexes participated in this study, and they were aged between 17 and 62 years old. Symptoms of anxiety and emotional exhaustion were significantly higher in females, in contrast, males showed on average more resilience and psychological well-being. Additionally, participants with COVID-19 infection had higher levels of emotional exhaustion, anxiety, and PTSD. The results indicated that the variables were correlated with each other (p < 0.001). A conceptual model was confirmed that describes anxiety and emotional exhaustion as predictors, post-traumatic stress symptomatology as an outcome variable, and resilience and psychological well-being as mediators. Resilience and psychological well-being can be important protective factors for adaptive responses in stressful situations. The findings obtained in this study will provide a theoretical basis for designing targeted interventions to improve psychological health, whether for crisis intervention, the process of adapting to higher education, or for recovery plans from psychological trauma.
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Affiliation(s)
- Sílvia Ala
- Department of Social Sciences, Life and Public Health Polytechnic Institute of Bragança, School of Health, 5300-121 Bragança, Portugal
- Research Group on Neuroscience and Psychiatric Illnesses in Instituto de Investigation Sanitaria Galicia Sur, 36213 Vigo, Spain
- Department of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Salamanca, 37005 Salamanca, Spain
| | - Francisco Ramos-Campos
- Department of Personality, Assessment and Psychological Treatments, Faculty of Psychology, University of Salamanca, 37005 Salamanca, Spain
| | - Inês Carvalho Relva
- Department of Education and Psychology, University of Trás-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal
- Research Center in Sports Sciences, Health Sciences and Human Development (CIDESD), University of Trás-os-Montes e Alto Douro, 5000-801 Vila Real, Portugal
- Centre for Research and Intervention in Education (CIIE), University of Porto, 4200-135 Porto, Portugal
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Ulaş S, Gonzálvez C, Seçer İ. School refusal: mapping the literature by bibliometric analysis. Front Psychol 2024; 15:1265781. [PMID: 38410402 PMCID: PMC10896000 DOI: 10.3389/fpsyg.2024.1265781] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2023] [Accepted: 01/22/2024] [Indexed: 02/28/2024] Open
Abstract
School refusal is considered a risk factor for academic, social, and personal situations, such as school dropouts. Studies have been carried out on school refusal for almost 50 years. However, general research trends have not been mapped yet. This study summarizes the bibliometric analysis of scientific collaborations and prevalence across locations by country and institution, leading researchers, journals, and trends (keywords) in school refusal research. The United States, Japan, Spain, and England are the countries that stand out in terms of school refusal. It can be said that the Journal of American Academy of Child and Adolescent Psychiatry, Cognitive and Behavioral Practice, and Frontiers in Psychology are important journals that publish on school refusal. Researchers named Christopher A. Kearney, Carolina Gonzálvez, Jose Manuel Garcia-Fernandez, David A. Heyne, and Brigit M. Van Widenfelt have been found to have more intensive studies and collaborations on school refusal. The authors keywords common use for school refusal; are truancy, school absenteeism, adolescence, school attendance, school phobia, autism spectrum disorder, and bullying. The findings show that school refusal is a current research area, and scientific collaborations continue to be established. The findings reveal all the details of the school refusal research.
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Affiliation(s)
- Sümeyye Ulaş
- Department of Psychological Counseling and Guidance, Atatürk University, Erzurum, Türkiye
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Didactics, Alicante University, Alicante, Spain
| | - İsmail Seçer
- Department of Psychological Counseling and Guidance, Atatürk University, Erzurum, Türkiye
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Li G, Niu Y, Liang X, Andari E, Liu Z, Zhang KR. Psychological characteristics and emotional difficulties underlying school refusal in adolescents using functional near-infrared spectroscopy. BMC Psychiatry 2023; 23:898. [PMID: 38041012 PMCID: PMC10691063 DOI: 10.1186/s12888-023-05291-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 10/18/2023] [Indexed: 12/03/2023] Open
Abstract
BACKGROUND This study aims to explore the psychological characteristics, related emotional problems and potential NIR brain function mechanism of adolescents who refuse to attend school. METHODS The study included 38 adolescents (12-18 years old) who were not attending school and 35 healthy controls (12-18 years old) who are attending school regularly. Participants completed (1) general demographics, (2) Eysenck Personality Questionnaire (EPQ), (3) Zung Self-Rating Depression Scale (SDS), (4) Zung Self-Rating Anxiety Scale (SAS), and (5) Symptom Checklist-90 (SCL-90). In addition to the clinical tests, participants completed functional near-infrared spectroscopy (fNIRS). Mental health, personality, and emotional state were evaluated in both groups to explore the differences and to understand the underlying mechanisms of school refusal during adolescence. RESULTS Adolescents who did not attend school had higher neuroticism scores on the Eysenck Personality Questionnaire than healthy controls (p(FDR) < 0.001), introversion and concealment scores were lower than those of healthy controls (p(FDR) < 0.001), there was no significant difference in psychoticism scores between groups. SDS, SAS, SCL-90 scores and factor scores were higher than those of healthy control group (p(FDR) < 0.001), NIR functional brain imaging was different from healthy control group in the 12 and 27 channels (p(FDR) = 0.030, p(FDR) = 0.018), and no difference was found in the remaining channels (p(FDR) > 0.05). There were statistically significant differences in age and gender between the adolescents who refused school and the control group (p(FDR) < 0.001). CONCLUSION School refusal adolescents are relatively introverted and sensitive and need more attention in daily life. Although the adolescents' emotional problems did not reach the diagnostic criteria of depressive disorder and anxiety disorder, their scores were still higher than those of the control group, suggesting that we should pay more attention to their emotional problems in order to better help them return to school. Using fNIRS, it was found that abnormalities in frontal lobe regions in adolescents with school refusal behaviors, which would contribute to early diagnosis and timely intervention of school refusal behaviors.
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Affiliation(s)
- Gaizhi Li
- Department of Psychiatry, First Hospital of Shanxi Medical University, No 85 Jiefang Nan Road, Taiyuan, 030001, Shanxi Province, China
- First Clinical Medical College, Shanxi Medical University, Taiyuan, Shanxi Province, China
| | - Ying Niu
- College of Medical Sciences, Shanxi Medical University, Taiyuan, Shanxi Province, China
| | - Xiumei Liang
- Department of Psychiatry, First Hospital of Shanxi Medical University, No 85 Jiefang Nan Road, Taiyuan, 030001, Shanxi Province, China
| | - Elissar Andari
- Department of Psychiatry, College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA
| | - Zhifen Liu
- Department of Psychiatry, First Hospital of Shanxi Medical University, No 85 Jiefang Nan Road, Taiyuan, 030001, Shanxi Province, China.
| | - Ke-Rang Zhang
- Department of Psychiatry, First Hospital of Shanxi Medical University, No 85 Jiefang Nan Road, Taiyuan, 030001, Shanxi Province, China.
- First Clinical Medical College, Shanxi Medical University, Taiyuan, Shanxi Province, China.
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Sonsteng-Person M, Jaggers JW, Loomis AM. Academic Achievement After Violence Exposure: The Indirect Effects of School Attachment and Motivation to Succeed. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2023; 16:717-729. [PMID: 37593062 PMCID: PMC10427593 DOI: 10.1007/s40653-023-00546-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/06/2023] [Indexed: 08/19/2023]
Abstract
Disparities in educational outcomes for students living in communities burdened with high rates of violence are striking as they are at an increased risk for misbehavior, low GPA, poor school attendance, and decreased standardized test scores. However, limited research identifies the role that schools play in exacerbating exposure to violence to inform changes that aid in mitigating violence exposure. As such, this study utilizes the Pathways to Desistance Study to explore the mediating roles of school attachment and motivation to succeed on students' academic outcomes after exposure to community violence. Using a serial mediation model, findings indicate that school attachment and motivation to succeed mediate the relationship between exposure to violence and grades. Implications for adapting school programs and policies as well as providing teacher training to increase school attachment and motivation are discussed.
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Affiliation(s)
- Melanie Sonsteng-Person
- College of Education , University of Florida, 1414 Norman Hall, PO Box 117050, Gainesville, FL 32611 USA
| | - Jeremiah W. Jaggers
- College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA
| | - Alysse M. Loomis
- College of Social Work, University of Utah, 395 South 1500 East #111, Salt Lake City, UT 84112 USA
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Gao X. Academic stress and academic burnout in adolescents: a moderated mediating model. Front Psychol 2023; 14:1133706. [PMID: 37342640 PMCID: PMC10278958 DOI: 10.3389/fpsyg.2023.1133706] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 05/02/2023] [Indexed: 06/23/2023] Open
Abstract
Objective This study aims to investigate the relationship and mechanisms of action among academic stress, academic anxiety, academic self-efficacy, and academic burnout among adolescents. Methods A study of 929 Chinese adolescents (53.71% males, mean age = 11.94 years, SD = 0.77) was conducted using the Study Stress Questionnaire, Academic Anxiety Subscale, Junior Middle School Students' Learning Weariness Scale, and the Academic Self-efficacy Questionnaire. Results ①Academic stress was significantly and positively correlated with academic anxiety and academic burnout, and significantly and negatively correlated with academic self-efficacy. ②Academic anxiety partially mediated the relationship between academic stress and academic burnout. ③Academic self-efficacy significantly moderated the direct effect of academic stress on academic burnout, and higher academic self-efficacy could buffer the negative effect of academic stress. ④Academic self-efficacy significantly moderated the second half of the mediated model's path (academic anxiety → academic burnout), that is, low academic self-efficacy amplified the risk effect of academic anxiety on academic burnout. Conclusion Academic anxiety partially mediates the relationship between academic stress and academic burnout, and this mediating role is moderated by academic self-efficacy.
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Guo N, Li R. Measuring Chinese English-as-a-foreign-language learners’ resilience: Development and validation of the foreign language learning resilience scale. Front Psychol 2022; 13:1046340. [DOI: 10.3389/fpsyg.2022.1046340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Accepted: 11/10/2022] [Indexed: 11/29/2022] Open
Abstract
Despite the growing body of research on the factors of resilience in diverse fields, there is still a dearth of particular attention on foreign language learning resilience. To fill the gap, this study seeks to develop the foreign language learning resilience scale (FLLRS) to measure its psychometric scale reliability and validity in Chinese English-as-a-foreign-language contexts. Valid data were collected from 313 Chinese English-as-a-foreign-language college students who voluntarily participated in the survey. The FLLRS was validated based on a series of reliability (e.g., item analysis, split-half reliability and internal consistency) and validity (e.g., construct validity, convergent validity and discriminant validity) tests. Results suggested that the 19-item FLLRS presented three factors: ego resilience, metacognitive resilience and social resilience. Besides, all the three factors contributed high effects to foreign language learning resilience. Among the three factors, metacognitive resilience was found to have the highest path coefficient, followed by social resilience, with ego resilience having the lowest. The validated scale could advance knowledge in the field of second language acquisition regarding how learners’ individual differences, emotional factors and the contextual antecedents may affect foreign language learning resilience.
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Tekin I, Aydın S. School refusal and anxiety among children and adolescents: A systematic scoping review. New Dir Child Adolesc Dev 2022; 2022:43-65. [DOI: 10.1002/cad.20484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Işıl Tekin
- Department of Psychological Counselling and Guidance Faculty of Education Sciences Istanbul Medeniyet University Istanbul Turkey
| | - Selami Aydın
- The Department of English Language Teaching Faculty of Educational Sciences Istanbul Medeniyet University Istanbul Turkey
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Ulaş S, Seçer İ. Developing a CBT-Based Intervention Program for Reducing School Burnout and Investigating Its Effectiveness With Mixed Methods Research. Front Psychol 2022; 13:884912. [PMID: 35923738 PMCID: PMC9342602 DOI: 10.3389/fpsyg.2022.884912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Accepted: 06/10/2022] [Indexed: 11/16/2022] Open
Abstract
This study sets out to develop a cognitive-behavioral therapy-based psychoeducation application to reduce the school burnout levels of secondary school students and to test its effectiveness with the mixed methods research design. For this purpose, qualitative data have been included in the process at three different steps, before, during, and after the experimental application involving an intervention application. The application of the intervention of the research has been carried out with an experimental design with pretest-posttest control group, which is one of the true experimental designs. Experimental and control groups have been determined with 30 students reached by nested sampling method, and the CBT-based psychoeducation practice developed during the research process has been carried out for 9 weeks in the experimental group. During the research, descriptive analysis and content analysis methods have been used in the analysis of qualitative data, normality analysis, and One-Way Analysis of Covariance have been used in the analysis of quantitative data. Findings obtained from the study show that CBT-based psychoeducation practice is an effective approach in reducing school burnout. It has also been determined that the findings obtained from the analysis of the documents obtained during the application and findings from the interview process done after the application coincided with the findings of quantitative methods, and the qualitative findings adequately explain the quantitative findings.
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Li Q, Hu J. Post-traumatic Growth and Psychological Resilience During the COVID-19 Pandemic: A Serial Mediation Model. Front Psychiatry 2022; 13:780807. [PMID: 35386520 PMCID: PMC8977484 DOI: 10.3389/fpsyt.2022.780807] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Accepted: 02/15/2022] [Indexed: 12/15/2022] Open
Abstract
Although the World Health Organization (WHO) has issued guidelines for managing to contain, mitigate, and limit of the COVID-19. However, it is more essential to highlight the urgency and importance of evaluating social functioning and mental health status during the pandemic. College students have experienced serious problems and have had to overcome many negative situations brought about by the pandemic. Accordingly, the present study intended to use Chinese college students as sample to examine the positive adoption and changes during the ongoing COVID-19. Guided by literatures in this filed, we explored the internal mechanism of post-traumatic growth affecting psychological resilience, and considered about mediation roles of positive coping styles and cognitive reappraisal. A total of 463 college students from universities in China effectively completed online questionnaires. The result indicated that these four variables were positively correlated with each other (ps < 0.001). More importantly, our findings proved a direct and positive effect on psychological resilience. Positive coping styles and cognitive reappraisal, respectively, mediated the relationship between post-traumatic growth and psychological resilience. Over all, the hypothesized serial model conclusively fits the data: students with high-level post-traumatic growth tended to report increased use of positive coping strategies, which further facilitated their cognitive reappraisal, and subsequently, promoted their psychological resilience. The findings obtained in this study will provide a theoretical basis and possible viable strategies for both targeted crisis intervention and psychological trauma recovery plans.
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Affiliation(s)
| | - Jinsheng Hu
- Department of Psychology, Liaoning Normal University, Dalian, China
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Carpentieri R, Iannoni ME, Curto M, Biagiarelli M, Listanti G, Andraos MP, Mantovani B, Farulla C, Pelaccia S, Grosso G, Speranza AM, Sarlatto C. School Refusal Behavior: Role of Personality Styles, Social Functioning, and Psychiatric Symptoms in a Sample of Adolescent Help-Seekers. CLINICAL NEUROPSYCHIATRY 2022; 19:20-28. [PMID: 35360464 PMCID: PMC8951164 DOI: 10.36131/cnfioritieditore20220104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Objective School refusal (SR) in adolescence represents an important risk factor associated with adverse consequences. Although many clinical features of adolescents presenting with SR have been studied, the relationship between SR and personality styles-specifically in the help-seeking population-remains unclear. The present study aimed at investigating differences in personality style, adaptive functioning, and symptomology between Italian help-seeking adolescents who refused (SRa) and did not refuse (non-SRa) to attend school, to provide preliminary evidence of personality patterns in adolescent help-seekers presenting with SR. Method The study sample was comprised of 103 help-seeking adolescents (54 female, 49 male) aged 14-18 years. Participants were recruited during their first clinical visit and evaluated using the Shedler and Westen Assessment Procedure - Adolescent version (SWAP-A), the Hamilton Rating Scale for Depression (HAM-D), the Hamilton Rating Scale for Anxiety (HAM-A), the Maniac Rating Scale (MRS), the Global Assessment of Functioning (GAF), the Global Functioning Social Scale (GFSS), and the Global Functioning Role Scale (GFRS). Differences in the studied variables between SRa and non-SRa were measured and a multivariable logistic regression analysis was performed to identify possible predictive factors of SR. Results SRa presented with more anxious and depressive symptomatology and worse social functioning compared to non-SRa. With respect to personality, SRa displayed more schizoid and schizotypal characteristics and fewer adaptive and healthy personality features. Irrespective of any differences between groups, SRa were largely characterized by inhibited-self-constricted and emotionally dysregulated personality styles. Conclusions The results suggest that personality styles are clinical features that may contribute to broadening our knowledge of SR behavior and aid in the detection of SRa, also in the help-seeking population. The findings have clinical, social, and political implications for prevention, diagnosis, and treatment, in both clinical and non-clinical settings. However, more data are needed on personality features to clarify their contribution to the more complex phenomenon of school absenteeism.
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Affiliation(s)
- Renato Carpentieri
- NESMOS Department (Neurosciences, Mental Health and Sensory Organs), Sant’ Andrea Hospital, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy, Department of Dynamic and Clinical Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy.,Corresponding author Renato Carpentieri E-mail:
| | - Maria Elena Iannoni
- Child Neuropsychiatry Unit, Department of Neuroscience, I.R.C.C.S. Children Hospital Bambino Gesù, Rome, Italy
| | - Martina Curto
- Department of Human Neuroscience, Sapienza University, Rome, Italy
| | - Mario Biagiarelli
- Faculty of Psychology, G. D’Annunzio University of Chieti-Pescara, Italy
| | - Giulia Listanti
- NESMOS Department (Neurosciences, Mental Health and Sensory Organs), Sant’ Andrea Hospital, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy
| | - Maria Paola Andraos
- Department of Dynamic and Clinical Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy
| | | | - Carla Farulla
- NESMOS Department (Neurosciences, Mental Health and Sensory Organs), Sant’ Andrea Hospital, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy
| | - Simona Pelaccia
- NESMOS Department (Neurosciences, Mental Health and Sensory Organs), Sant’ Andrea Hospital, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy
| | | | - Anna Maria Speranza
- Department of Dynamic and Clinical Psychology, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy
| | - Cinzia Sarlatto
- NESMOS Department (Neurosciences, Mental Health and Sensory Organs), Sant’ Andrea Hospital, Faculty of Medicine and Psychology, Sapienza University of Rome, Italy
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Seçer İ, Ulaş S, Karaman-Özlü Z. The Effect of the Fear of COVID-19 on Healthcare Professionals' Psychological Adjustment Skills: Mediating Role of Experiential Avoidance and Psychological Resilience. Front Psychol 2020; 11:561536. [PMID: 33192830 PMCID: PMC7609966 DOI: 10.3389/fpsyg.2020.561536] [Citation(s) in RCA: 38] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 09/23/2020] [Indexed: 12/16/2022] Open
Abstract
As the COVID-19 outbreak is rapidly spreading all over the world, it's secondary consequences will negatively affect both societies and individuals. The target group, expected to be exposed to the secondary negative consequences most intensely during the pandemic process and afterward, is undoubtedly the healthcare professionals. In this research, the impact of the fear that healthcare professionals in Turkey developed against the outbreak of COVID-19 on their psychological adjustment skills is examined, and in this context, the mediating role of experiential avoidance and psychological resilience is examined. In this context, an answer was sought for the question "Does experiential avoidance and psychological resilience have a mediating role in the impact of COVID-19 fear on psychological adjustment skills of healthcare professionals?" The research was carried out with a total of 370 healthcare professionals reached via online data collection method. Structural equation modeling was used in the data analysis process, and as a result, it was determined that the fear of COVID-19 had a negative effect on the psychological adjustment in healthcare professionals; however, psychological resilience was found to have a protective function that limits this effect, and experiential avoidance has a risk factor that aggravates this effect. Findings obtained from the research are discussed in the context of the literature.
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Affiliation(s)
- İsmail Seçer
- Faculty of Education, Counseling and Guidance, Atatürk University, Erzurum, Turkey
| | - Sümeyye Ulaş
- School of Health, Gümüşhane University, Gümüşhane, Turkey
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