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Cheng S, Xuxu L, Deng M. The resilience of parents of children with intellectual disabilities: An effort from self-regulation and career burnout. Child Care Health Dev 2024; 50:e13286. [PMID: 38860618 DOI: 10.1111/cch.13286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Revised: 04/01/2024] [Accepted: 05/16/2024] [Indexed: 06/12/2024]
Abstract
BACKGROUND Researchers have made great efforts to help parents of children with intellectual disabilities overcome the stress and burden. Learning to be resilient is one effective strategy. AIM This study explores resilience among parents of children with intellectual disabilities and how career burnout and self-regulation relate to parents' resilience in mainland China. METHODS The Burnout Scale, the Self-Regulation Scale and the Resilience Scale were administered to 324 parents of children with intellectual disabilities. RESULTS Results showed that career burnout significantly negatively influenced resilience (β = -0.269, p = 0.000), while self-regulation significantly positively influenced resilience (β = 0.754, p = 0.000). In addition, self-regulation moderated the relationships between career burnout and resilience (β = 0.176, p = 0.003). CONCLUSION The findings offer valuable insights for enhancing the resilience of parents of children with intellectual disabilities.
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Affiliation(s)
- Sanyin Cheng
- School of Philosophy and Social Development, Shandong University, Jinan, China
| | - Li Xuxu
- School of Philosophy and Social Development, Shandong University, Jinan, China
| | - Meng Deng
- Faculty of Education, East China Normal University, Shanghai, China
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Albulescu I, Labar AV, Manea AD, Stan C. The mediating role of cognitive test anxiety on the relationship between academic procrastination and subjective wellbeing and academic performance. Front Public Health 2024; 12:1336002. [PMID: 38919925 PMCID: PMC11196964 DOI: 10.3389/fpubh.2024.1336002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2023] [Accepted: 05/27/2024] [Indexed: 06/27/2024] Open
Abstract
Background Promoting wellness as a predictor of sustainable development empowers schools to model healthy behavior. The multiple interactions in real and virtual environments that today's youth are subjected to force schools to explore effective educational strategies to provide a quality education for students and their families. Purpose This study examines the relationship between academic procrastination, assessment anxiety, subjective wellbeing, and academic performance. Methods A convenience sample of 322 undergraduate students () was used, and questionnaires were administered to students measuring academic procrastination, cognitive test anxiety, and subjective wellbeing. For the same target group, the level of academic performance was identified using personal reports. The questionnaires were administered between May and June 2023 in an online format. For the data analysis, we applied correlational analysis and path analysis using. Results Both test anxiety and academic procrastination negatively correlate with performance and subjective wellbeing, leading to decreased performance and subjective wellbeing. Procrastination correlates positively with test anxiety. Cognitive test anxiety partially mediated the relationship between academic procrastination and subjective wellbeing and fully mediated the relationship between academic procrastination and academic performance. Thus, high procrastination leads to decreased performance and subjective wellbeing both directly and indirectly through increased test anxiety, leading to decreased performance and subjective wellbeing. Significance/discussions As a result of theoretical and practical investigations, it emerges that joint action of educational actors is required in the generation of effective educational strategies for the prevention and control of procrastination and evaluation anxiety, given the fact that both a high level of procrastination as well as assessment anxiety led to the decrease of students' wellbeing, to the registration of low academic performances. In the long term, disruptive behavior (procrastination and anxious behavior) could generate low social and professional performance, which is a research question for a future longitudinal study.
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Affiliation(s)
- Ion Albulescu
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania
| | - Adrian-Vicenţiu Labar
- Faculty of Psychology and Educational Sciences, Alexandru Ioan Cuza University of Iaşi, Iaşi, Romania
| | - Adriana-Denisa Manea
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania
| | - Cristian Stan
- Faculty of Psychology and Educational Sciences, Babeş-Bolyai University, Cluj-Napoca, Romania
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Balkis M, Duru E. Gender Differences in Procrastination and Subjective Well-Being: A Cross-Sectional Study Among Students and Non-Students. Psychol Rep 2024:332941241253588. [PMID: 38739844 DOI: 10.1177/00332941241253588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/16/2024]
Abstract
This study aims to examine gender differences in the relationship between procrastination and subjective well-being in a sample of 1052 individuals. Including both students and non-students. The participants, 56.7% were women (Mean = 24.83, Standard Deviation = 6.01, range = 18-56) and 43.3% were men (Mean = 25.01, Standard Deviation = 6.91, range = 18-59), completed assessments covering procrastination, positive affect, negative affect, and life satisfaction. The data were analyzed using one-way ANOVA and structural equation modeling. The current findings suggest that men, compared with women, reported higher levels of procrastination, positive affect, and subjective well-being and lower levels of negative affect. The results suggest that procrastination has a greater impact on the subjective well-being of men, especially among non-student males. These findings contribute to the understanding of gender differences in the relationship between procrastination and subjective well-being, emphasizing the need for further research.
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Affiliation(s)
- Murat Balkis
- Department of Psychological Counseling and Guidance, Pamukkale University, Denizli, Turkey
| | - Erdinç Duru
- Department of Psychological Counseling and Guidance, Pamukkale University, Denizli, Turkey
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Muhetaer P, Leng J, Hu P. Deficiency in Self-Control: Unraveling Psychological and Behavioral Risk Factors for Obsessive-Compulsive Symptoms in College Students. Psychol Res Behav Manag 2024; 17:1329-1338. [PMID: 38524290 PMCID: PMC10961077 DOI: 10.2147/prbm.s456685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2023] [Accepted: 03/15/2024] [Indexed: 03/26/2024] Open
Abstract
Objective Obsessive-compulsive disorder (OCD) is a complex mental disorder to treat. However, there are some deficiencies in research performed to date about the psychological and behavioral factors that may trigger obsessive-compulsive symptoms (OCS). Based on the Psychopathology of Self-Control Theory which states that deficits in self-control underpin psychiatric symptoms, this study investigated the factors influencing OCS among college students. Methods A total of 5599 non-clinical Chinese college students were recruited to complete the Chinese version of the Self-Control Scale, Aitken Procrastination Inventory, and Symptom Checklist-90. Pearson's correlation analyses and the bootstrap method were performed to test our hypothesis. Results The following results were obtained: (a) There were significant correlations among self-control, procrastination, anxiety, and OCS. (b) When controlling for the effects of age and sex, self-control remained a significant negative predictor of OCS. (c) The mediating roles of procrastination and anxiety, and the chain mediating role of procrastination and anxiety were the three predicted pathways linking self-control and OCS. Conclusion This study highlights the significance of self-control deficiencies in OCS. It provides new insights into the psychological and behavioral factors that increase the risk of OCS with important practical implications for early intervention in OCD.
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Affiliation(s)
- Palizhati Muhetaer
- Department of Psychology, Renmin University of China, Beijing, People’s Republic of China
| | - Jie Leng
- Department of Psychology, Renmin University of China, Beijing, People’s Republic of China
| | - Ping Hu
- Department of Psychology, Renmin University of China, Beijing, People’s Republic of China
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Hà TA, Tran MAQ, Lin CY, Nguyen QL. Facebook Addiction and High School Students' Sleep Quality: The Serial Mediation of Procrastination and Life Satisfaction and the Moderation of Self-Compassion. J Genet Psychol 2023; 184:415-429. [PMID: 37350555 DOI: 10.1080/00221325.2023.2219717] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 05/26/2023] [Indexed: 06/24/2023]
Abstract
A growing body of research has indicated that Facebook addiction is a salient risk factor for sleep quality among high school students. This study examined whether procrastination and life satisfaction serially mediate the relationship between Facebook addiction and sleep quality and whether this mediating process is moderated by self-compassion. This research uses quantitative research approach to examine Facebook addiction, procrastination, life satisfaction, sleep quality, and self-compassion, in the sample of 280 Vietnamese high school students (Mage = 16.75 years, SD = .0825). Facebook addiction was not significantly associated with sleep quality among high school students. The serial mediator role of procrastination and life satisfaction on the pathway from Facebook addiction to sleep quality was not significant. Moderated mediation analysis further revealed that self-compassion moderated the association between Facebook addiction and high school students' sleep quality. These findings elucidate the role of Facebook addiction, procrastination, and self-compassion in high school students' sleep quality. Furthermore, they suggest that self-compassion intervention programs may be promising to reduce procrastination, Facebook addiction, as well as to enhance sleep quality and life satisfaction for high school students.
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Affiliation(s)
- Tú Anh Hà
- FPT Hanoi University, Hanoi, Vietnam
| | - Minh Anh Quang Tran
- Faculty of Social Science and Humanities, Van Lang University, Ho Chi Minh City, Vietnam
| | - Chun-Yu Lin
- Department of Psychology, National Cheng Kung University, Tainan, Taiwan
| | - Que Ly Nguyen
- Department of Psychology, University of Social Sciences and Humanities, Vietnam National University, Hanoi, Vietnam
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González-Brignardello MP, Sánchez-Elvira Paniagua A, López-González MÁ. Academic Procrastination in Children and Adolescents: A Scoping Review. CHILDREN (BASEL, SWITZERLAND) 2023; 10:1016. [PMID: 37371248 DOI: 10.3390/children10061016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 05/28/2023] [Accepted: 05/29/2023] [Indexed: 06/29/2023]
Abstract
Academic procrastination is a persistent behavior in students' academic development consisting of postponing or delaying the completion of necessary tasks and having a deadline for completion, which is associated with detriment in performance, school dropout, and loss of student well-being. The largest body of existing knowledge on this behavior comes from studies conducted with university students, although it is necessary to deepen the findings obtained at lower educational levels. The aim of this work has been to carry out a scoping review of the empirical publications focused on academic procrastination in children and adolescents. The inclusion and exclusion criteria are detailed following the general guidelines of the Joanna Briggs Institute. However, some modifications are incorporated in the flowchart to guide the review sequence. The search was conducted in eleven thematic (ERIC, MedLine, Psychology and Behavioral Sciences Collection, PsycINFO, PubPsych, and Teacher Reference Center) and multidisciplinary databases (Academic Search Ultimate, E-Journals, ProQuest, Scopus, and Web of Science) to identify relevant publications up to 2022, including grey literature. Out of the initial 1185 records screened, a total of 79 records were selected. The search results included a total of 79 records. The most used assessment instruments, the most studied variables, and the type of design and sources of information used in the selected studies are detailed. Cultural aspects that open new lines of future research are identified.
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Affiliation(s)
- Marcela Paz González-Brignardello
- Department of Personality Psychology, Psychological Assessment and Treatment, Faculty of Psychology, Universidad Nacional de Educación a Distancia, UNED, 28040 Madrid, Spain
| | - Angeles Sánchez-Elvira Paniagua
- Department of Personality Psychology, Psychological Assessment and Treatment, Faculty of Psychology, Universidad Nacional de Educación a Distancia, UNED, 28040 Madrid, Spain
| | - M Ángeles López-González
- Psychology Department, Faculty of Health Sciences, Universidad Rey Juan Carlos, 28922 Madrid, Spain
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García-Ros R, Pérez-González F, Tomás JM, Sancho P. Effects of self-regulated learning and procrastination on academic stress, subjective well-being, and academic achievement in secondary education. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03759-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
Abstract
The main objective of this study was to test a structural theoretical model of the effects of self-regulated learning on academic stress, subjective well-being, and academic achievement in Secondary Education, considering academic procrastination as a mediator. An additional aim was to explore whether these relationships were moderated by gender and educational level. Participants were 728 students in compulsory and post-compulsory secondary education in a large city in Eastern Spain. Path analysis results indicated that the proposed model showed satisfactory fit, with the three dimensions of self-regulated learning significantly predicting the educational outcomes considered, and that procrastination mediated these relationships. Overall, the model is able to predict 9.8% of the variance of academic stress, 23.1% of students wellbeing, and 14% of academic achievement. Moreover, the multi-group routine revealed no moderation effects due to gender, but educational level moderated two relationships, between self-efficacy and academic achievement and between metacognitive strategies and procrastination. Additionally, supplementary models were tested for three specific subjects (Spanish Language, Foreign Language and Mathematics), which showed an improvement in explained variance, being respectively: 29%, 28% and 27%. Results are discussed in light of previous research and in terms of their impact on educational practice.
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Gita DU, Koya AT, Worku BN. Indoor Pool Game and Substance Abuse as Trajectories to Students' Academic Procrastination: The Mediation Role of Self-Regulation. Front Psychol 2022; 13:835371. [PMID: 35519639 PMCID: PMC9062778 DOI: 10.3389/fpsyg.2022.835371] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 02/28/2022] [Indexed: 11/13/2022] Open
Abstract
Background Over the last decade, indoor pool games (IPGs) and substance abuse (SA) became a remarkable emerging addictive behavior among adolescent university students. With the failure of educational quality and retention of learners, boomerangs around the university local environment in line with the students' learning culture were not considered in many countries including Ethiopia. Thus, this study aimed to examine the trajectory and contribution of an IPG and SA to students' academic procrastination (AP) as determinants of quality education. Methods A sequential explanatory mixed-methods design was employed. Self-reporting questionnaires, interview guides, and an observation checklist were used to collect data. All self-reporting items were adapted from previous scales. By using simple random sampling techniques, 237 undergraduate university students were selected for obtaining the quantitative data, and using purposive sampling, 12 interviewees were selected to collect the qualitative data. The SPSS AMOS version 25 was used to compute the multiple mediation path analysis. The Hayes PROCESS macro model was used. Furthermore, the thematic content analysis method was employed for the qualitative data. Results A direct path analysis was established between IPG, SA, and AP. The path analysis model indicated that IPG did not significantly predict AP. Moreover, SA significantly predicted AP. In addition, SR had a partial mediating effect on the relationship between IPG, SA, and AP. Conclusion The study concluded that IPG and substances available around the university local environment found trajectories to students' AP, which in turn affects the quality of education.
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Affiliation(s)
- Dinaol Urgessa Gita
- Department of Psychology, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia
| | - Amanuel Tadesse Koya
- Department of Psychology, Institute of Social Science and Humanity, Gambella University, Gambella, Ethiopia
| | - Berhanu Nigussie Worku
- Department of Psychology, College of Education and Behavioral Sciences, Jimma University, Jimma, Ethiopia
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