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Ruiz-Ortega AM, Sánchez-Álvarez N, Berrios-Martos MP. Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success. NURSE EDUCATION TODAY 2024; 143:106406. [PMID: 39288607 DOI: 10.1016/j.nedt.2024.106406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Revised: 09/03/2024] [Accepted: 09/10/2024] [Indexed: 09/20/2024]
Abstract
BACKGROUND Academic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics remains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades. OBJECTIVE This study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator. DESIGN A cross-sectional correlational design was employed. SETTINGS The study involved a convenience sample of undergraduate nursing students from various degree programmes affiliated with the primary author. PARTICIPANTS 394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male. METHODS Participants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well-being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses. RESULTS The findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes. CONCLUSIONS This study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.
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Oh H, Jacob L, Soffer-Dudek N, Shin JI, Smith L, Besecker M, Leaune E, Pickering TA. The synergy of depression and flourishing/languishing on suicidal thoughts and behaviors: Findings from a national sample of emerging adult students in higher education in the United States. PLoS One 2024; 19:e0309020. [PMID: 39190722 DOI: 10.1371/journal.pone.0309020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2024] [Accepted: 08/03/2024] [Indexed: 08/29/2024] Open
Abstract
BACKGROUND Suicide is a leading cause of death among students in higher education, driven in large part by mental illness, but also mental wellness. Relatively few studies have examined the extent to which depression and flourishing/languishing interact in relation to suicidal thoughts and behaviors. METHODS We analyzed data from the Healthy Minds Study (2020-2021; emerging adult students aged 18-29; N = 101,435), and calculated interaction contrast ratios to estimate the interaction between depression and flourishing/languishing on suicidal thoughts and behaviors, using an additive scale, adjusting for age, gender, race/ethnicity, and food insecurity. RESULTS When compared with students who were flourishing without depression, the students who were languishing without depression, and the students who were depressed but still flourishing had significantly greater odds of suicidal thoughts and behaviors. However, students who were depressed and languishing had the greatest odds, exceeding the sum of the individual effects. CONCLUSION The interaction of depression and flourishing/languishing produced a synergy that increased odds of suicidal thoughts and behaviors. Flourishing interventions may prove to be an effective strategy for universal suicide prevention.
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Affiliation(s)
- Hans Oh
- University of Southern California, Los Angeles, CA, United States of America
| | - Louis Jacob
- Research and Development Unit, Parc Sanitari Sant Joan de Déu, CIBERSAM, ISCIII, Sant Boi de Llobregat, Barcelona, Spain
- Department of Physical Medicine and Rehabilitation, AP-HP, Lariboisière-Fernand Widal Hospital, Université Paris Cité, Paris, France
- Inserm U1153, Epidemiology of Ageing and Neurodegenerative Diseases (EpiAgeing), Université Paris Cité, Paris, France
| | - Nirit Soffer-Dudek
- Department of Psychology, Ben-Gurion University of the Negev, Beersheba, Israel
| | - Jae Il Shin
- Department of Pediatrics, Yonsei University College of Medicine, Seoul, South Korea
- Severance Underwood Meta-Research Center, Institute of Convergence Science, Yonsei University, Seoul, Republic of Korea
| | - Lee Smith
- Centre for Health, Performance and Wellbeing, Anglia Ruskin University, Cambridge, United Kingdom
| | - Megan Besecker
- University of Southern California, Los Angeles, CA, United States of America
| | - Edouard Leaune
- Center for Suicide Prevention, Centre Hospitalier Le Vinatier, Bron, France
- RESearch on HealthcAre PErformance (RESHAPE), INSERM U1290, Université Claude Bernard Lyon 1, Lyon, France
| | - Trevor A Pickering
- University of Southern California, Los Angeles, CA, United States of America
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Avanci JQ, Gonçalves AF, Silva Filho OCD, Tavares PH, Assis SGD. Scoping review on socioemotional skills in the prevention of suicidal behavior among adolescents. CAD SAUDE PUBLICA 2024; 40:e00002524. [PMID: 39194087 PMCID: PMC11349282 DOI: 10.1590/0102-311xen002524] [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: 01/08/2024] [Revised: 04/11/2024] [Accepted: 04/18/2024] [Indexed: 08/29/2024] Open
Abstract
Promoting socioemotional skills has been highlighted among the evidence to prevent suicidal behavior in childhood and adolescence. This review aimed to map and analyze national and international scientific papers on initiatives and programs for the prevention of suicidal behavior in adolescence based on the theoretical framework of socioemotional skills. It is a scoping review using the methodology proposed by the Joanna Briggs Institute. Eleven academic bibliographic databases were analyzed, and searches were conducted on institutional websites related to suicide prevention and Google. Papers in Portuguese, Spanish, French, and English from 2010 to July 2022 were included in the review, which consisted of 97 studies, analyzed through data matrix and thematic grouping. The results show that most are international and focused on suicide, not on self-harm alone. In general, they have an informational and instructional bias for professionals, institutions, and governments, proposed laws, programs and action plans, studies on the role of socioemotional skills and intervention research. Few strategies have been clearly tested and validated. The key elements are the ability to perceive, recognize, understand, express, and regulate one's own emotions, get motivated, and build empathy in relationships. Schools are key players in this process and the health system should act as a collaborative network. National and local prevention plans are required, emphasizing the role of schools, the health sector, and intersectoral coordination to promote health and quality of life.
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Affiliation(s)
- Joviana Quintes Avanci
- Escola Nacional de Saúde Pública Sergio Arouca, Fundação Oswaldo Cruz, Rio de Janeiro, Brasil
| | | | - Orli Carvalho da Silva Filho
- Instituto Nacional de Saúde da Mulher, da Criança e do Adolescente Fernandes Figueira, Fundação Oswaldo Cruz, Rio de Janeiro, Brasil
| | - Pedro Henrique Tavares
- Escola Nacional de Saúde Pública Sergio Arouca, Fundação Oswaldo Cruz, Rio de Janeiro, Brasil
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Hidalgo-Fuentes S, Caro-Cañizares I, Izquierdo-Sotorrío E. Frequency of suicidal ideation inventory: A reliability generalization meta-analysis. DEATH STUDIES 2024:1-12. [PMID: 39141592 DOI: 10.1080/07481187.2024.2390904] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/16/2024]
Abstract
The objectives of this reliability generalization meta-analysis were to estimate the overall reliability of the Frequency of Suicidal Ideation Inventory (FSII), a short, easily administered test developed to assess suicidal ideation and to examine possible moderating variables. A systematic search was conducted in five databases from the year of publication (2016) of the FSII until March 2024. All studies that applied the FSII and reported a Cronbach's alpha coefficient were included. Analyses were performed using a random effects model applying Bonett's transformation. Our analysis of 32 studies (k = 39) yielded an overall alpha of .91 (95% CI = .90, .92). We found that the type of administration, population, and language of the FSII moderated its reliability, which is high overall and appropriate for use in both research and clinical settings.
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Affiliation(s)
- Sergio Hidalgo-Fuentes
- Departamento de Psicología y Salud, Facultad de Ciencias de la Salud y la Educación, Universidad a Distancia de Madrid, Collado Villalba, Madrid, Spain
- Departamento de Psicología Básica, Facultad de Psicología y Logopedia, Universitat de València, Valencia, Spain
| | - Irene Caro-Cañizares
- Departamento de Psicología y Salud, Facultad de Ciencias de la Salud y la Educación, Universidad a Distancia de Madrid, Collado Villalba, Madrid, Spain
| | - Eva Izquierdo-Sotorrío
- Departamento de Psicología y Salud, Facultad de Ciencias de la Salud y la Educación, Universidad a Distancia de Madrid, Collado Villalba, Madrid, Spain
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5
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Chang EC, Sánchez-Álvarez N, Rey L, Extremera N. Examining optimism and flourishing as protective factors of suicidality across the adult lifespan: A cross-sectional investigation in three Spanish age groups. DEATH STUDIES 2024:1-10. [PMID: 38416573 DOI: 10.1080/07481187.2024.2322560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/01/2024]
Abstract
We examined optimism and flourishing as unique protective predictors of suicidality (viz., suicidal ideation and suicidal behaviors) in a cross-sectional study of young adults (18-35 years), middle-aged adults (36-55 years), and older adults (≥56 years). Young adults were found to have higher levels of suicidal ideation and suicidal behaviors compared to middle-aged and older adults. Controlling for depressive symptoms, the results of conducting regression analyses consistently implicated flourishing as a distinct predictor of lower suicidal ideation and suicidal behaviors in young adults and middle-aged adults. However, for older adults, only optimism was found to be a unique predictor of lower suicidal ideation and suicidal behaviors. Implications of the present findings for understanding the differential role of optimism and flourishing in accounting for suicidality across the adult lifespan are discussed.
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Affiliation(s)
- Edward C Chang
- Department of Psychology, University of Michigan, Ann Arbor, Michigan, USA
| | | | - Lourdes Rey
- Faculty of Psychology, University of Málaga, Málaga, Spain
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6
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Lee JM, Park J, Lee H, Lee J, Mallonee J. The Impact of Cyberbullying Victimization on Academic Satisfaction among Sexual Minority College Students: The Indirect Effect of Flourishing. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6248. [PMID: 37444096 PMCID: PMC10341117 DOI: 10.3390/ijerph20136248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 06/23/2023] [Accepted: 06/27/2023] [Indexed: 07/15/2023]
Abstract
This study examines the association between cyberbullying victimization and academic satisfaction through flourishing (psychological well-being) among 188 LGBTQ college students utilizing the lens of general strain theory and positive psychology. Results indicate that flourishing as a mediator explains the association between cyberbullying victimization and academic satisfaction among LGBTQ college students. For these students, flourishing can serve as a protective factor for their academic satisfaction. This finding highlights the need for college counselors, faculty, and administrators to foster psychological well-being among cyberbullied LGBTQ college students. Practice implications will guide the development of a campus-wide cyberbullying intervention for these students.
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Affiliation(s)
- Jeoung Min Lee
- School of Social Work, Wichita State University, Wichita, KS 67260, USA
| | - Jinhee Park
- College of Education, Auburn University, Auburn, AL 36849, USA
| | - Heekyung Lee
- College of Education, California State University, Sacramento, CA 95819, USA
| | - Jaegoo Lee
- School of Social Work, Jackson State University, Jackson, MS 39217, USA
| | - Jason Mallonee
- College of Health Sciences, The University of Texas at El Paso, El Paso, TX 79968, USA
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Pradhan RK, Jandu K. Evaluating the Impact of Conscientiousness on Flourishing in Indian Higher Education Context: Mediating Role of Emotional Intelligence. PSYCHOLOGICAL STUDIES 2023. [DOI: 10.1007/s12646-022-00712-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/31/2023] Open
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8
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Waigel NC, Lemos VN. A systematic review of adolescent flourishing. EUROPES JOURNAL OF PSYCHOLOGY 2023; 19:79-99. [PMID: 37063696 PMCID: PMC10103060 DOI: 10.5964/ejop.6831] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Accepted: 12/11/2021] [Indexed: 02/28/2023]
Abstract
Traditionally, the study of well-being has been approached from the hedonic and eudaimonic perspectives. However, the last findings suggest that both aspects are complementary, giving place to an integrated conceptualization of well-being called flourishing. In spite of the constant increase of research around this construct, there is still little information regarding flourishing in adolescents. The objective of this study is to review the available literature on flourishing in adolescence in relation to its tie with other constructs, its study in different contexts and the way it has been operationalized. The selection of the studies was conducted in two phases. First, it was verified that the exclusion and selection criteria were met. Then, an evaluation of the quality of the pre-selected studies was carried out. The data were synthesized through the thematic synthesis method. For the results, 28 empirical studies were selected. Four thematic axes were identified: (a) Flourishing in different contexts, (b) Flourishing in regards to other results and positive psychological characteristics and/or their negative counterpart, (c) Flourishing and psychosocial vulnerability, and (d) indicators for the evaluation of flourishing. Suggestions are provided with the goal of consolidating the science of human flourishing.
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Affiliation(s)
- Nicole C. Waigel
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata. Libertador San Martín, Entre Ríos, Argentina
| | - Viviana N. Lemos
- Centro Interdisciplinario de Investigaciones en Ciencias de la Salud y del Comportamiento (CIICSAC), Universidad Adventista del Plata. Libertador San Martín, Entre Ríos, Argentina
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Buenos Aires, Argentina
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9
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Shek DTL, Chai WY, Wong T, Zhou K. Stress and depressive symptoms in university students in Hong Kong under the pandemic: Moderating effect of positive psychological attributes. Front Psychol 2023; 14:1071938. [PMID: 36777221 PMCID: PMC9908995 DOI: 10.3389/fpsyg.2023.1071938] [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: 10/17/2022] [Accepted: 01/09/2023] [Indexed: 01/28/2023] Open
Abstract
Introduction There are very few studies examining the psychological well-being of university students in Hong Kong under the COVID-19 pandemic. Besides COVID-19-related stress, the "social event" in 2019-2020 has caused significant stress in young people. As such, we attempted to answer several research questions in this paper. First, what are the relationships between stresses (COVID-19 and "social event" related stresses) and psychological well-being indexed by depressive symptoms? Based on the stress and coping perspective, we predicted that there would be positive relationships between both types of stress and depression. Second, what are the relationships between different positive psychological factors (including life satisfaction, resilience and emotional management, flourishing, and beliefs about adversity) and depression? Based on different theoretical models of positive psychology, we hypothesized that negative relationships would exist between positive psychological factors and depressive symptoms. Third, do positive psychological attributes moderate the associations between stresses (COVID-19 and "social event" related stresses) and depressive symptoms? Based on the positive psychology literature, we hypothesized that positive psychological attributes would buffer the negative impact of stresses on depression. Methods We recruited university students roughly one year after the first wave of the pandemic (N = 1,648) in early 2021. We used 25 items to measure COVID-19-related stress and "social event" related stress. For psychological well-being indexed by depressive symptoms, we used the "Centre for Epidemiologic Studies Depression Scale Revised (CESD-R)". For positive psychological attributes, we employed established measures of life satisfaction, resilience and emotional management, flourishing, and beliefs about adversity. Results Regarding the relationship between stress and depression, we found positive relationships between both types of stress and depressive symptoms. As predicted, negative relationships existed between all positive psychological attributes and depressive symptoms. Besides, the positive psychological attributes significantly moderated the effects of stresses on depression, suggesting that these factors can reduce the negative impacts of stresses on depression. The present findings provide support for those models, highlighting the importance of positive psychological attributes as protective factors for university students' depression. Discussion The findings of this study underscore the important role of positive psychological attributes in the stress-depression relationship in university students under the pandemic. The findings also generalize the positive youth development theory in the Chinese context. In terms of practice, university administrators and service providers should consider cultivating positive psychological attributes in university students with the purpose of promoting their psychological well-being.
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Affiliation(s)
- Daniel T. L. Shek
- Department of Applied Social Sciences, The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, China
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10
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Moving suicide prevention upstream by understanding the effect of flourishing on suicidal ideation in midlife: an instrumental variable approach. Sci Rep 2023; 13:1320. [PMID: 36693946 PMCID: PMC9873734 DOI: 10.1038/s41598-023-28568-2] [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: 09/03/2022] [Accepted: 01/20/2023] [Indexed: 01/25/2023] Open
Abstract
Prior research has examined the association between flourishing and suicidal ideation, but it is unknown whether this association is causal. Understanding the causality between flourishing and suicidal ideation is important for clinicians and policymakers to determine the value of innovative suicide prevention programs by improving flourishing in at-risk groups. Using a linked nationwide longitudinal sample of 1619 middle-aged adults (mean age 53, 53% female, 88% White) from the National Survey of Midlife Development in the United States (MIDUS), this retrospective cohort study aims to assess the causal relationship between flourishing and suicidal ideation among middle-aged adults in the US. Flourishing is a theory-informed 13-scale index covering three domains: emotional, psychological, and social well-being. Suicidal ideation was self-reported in a follow-up interview conducted after measuring flourishing. We estimated instrumental variable models to examine the potential causal relationship between flourishing and suicidal ideation. High-level flourishing (binary) was reported by 486 (30.0%) individuals, and was associated with an 18.6% reduction in any suicidal ideation (binary) (95% CI, - 29.3- - 8.0). Using alternative measures, a one standard deviation increase in flourishing (z-score) was associated with a 0.518 (95% CI, 0.069, 0.968) standard deviation decrease in suicidal ideation (z-score). Our results suggest that prevention programs that increase flourishing in midlife should result in meaningful reductions in suicide risk. Strengthening population-level collaboration between policymakers, clinical practitioners, and non-medical partners to promote flourishing can support our collective ability to reduce suicide risks across social, economic, and other structural circumstances.
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Yang L, Duan M. The role of emotional intelligence in EFL learners' academic literacy development. Heliyon 2023; 9:e13110. [PMID: 36711295 PMCID: PMC9880395 DOI: 10.1016/j.heliyon.2023.e13110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Revised: 12/27/2022] [Accepted: 01/18/2023] [Indexed: 01/23/2023] Open
Abstract
The role of emotions and intelligence in English as a foreign language (EFL) learners' academic performance has been widely approved in the literature. However, the role of emotional intelligence (EI) in facilitating the development of academic literacy of EFL students has been rarely (if any) examined. Inspired by this gap, the present conceptual study made an effort to review the theoretical and empirical underpinnings of EFL students' EI and academic literacy development. In doing so, it explicated the definitions, conceptualizations, dimensions, theoretical approaches, and empirical studies related to both constructs. Drawing on prior research, it asserted that the enhancement of EFL students' EI can foster the development of their academic literacy as it is the case with several other academic domains. The study ends with a set of suggestions for future research and practical implications for English teachers, students, and trainers, who can further realize the criticality of EI in academic contexts.
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12
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Wu N, Mo J, Wen A, Ou H, Gu W, Qiu Y, Yuan L, Lan X. Longitudinal Relationship between Bullying Victimization and Non-Suicidal Self-Injury among Chinese Adolescents: The Buffering Roles of Gratitude and Parental Autonomy Support. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1440. [PMID: 36674195 PMCID: PMC9859190 DOI: 10.3390/ijerph20021440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Revised: 12/28/2022] [Accepted: 01/05/2023] [Indexed: 06/17/2023]
Abstract
Drawing on the resilience-oriented socioecological framework, the current study contributes to scarce scholarship by exploring intrapersonal (i.e., gratitude) and interpersonal (i.e., parental autonomy support) factors in the longitudinal association between bullying victimization and adolescent non-suicidal self-injury (NSSI). Participants were 238 Chinese adolescents (Mage at Time 1 (T1) = 13.45 years; 106 girls and 132 boys) based on a two-wave prospective design with data spanning one year. At T1, adolescents self-rated all study variables, and at Time 2 (T2), youth again reported their NSSI. The results showed a significant main effect (b = 0.12, SE = 0.05, p = 0.04), indicating that bullying victimization was positively related to T2 NSSI one year later, even controlling for T1 NSSI. Moderation analyses further indicated that parental autonomy support buffered against the positive association between bullying victimization and T2 NSSI, but only when adolescents experienced lower levels of gratitude. Specifically, for adolescents with lower levels of gratitude, high levels of parental autonomy support, in a compensatory way, prevented adolescents from NSSI after victimization occurred (b = -0.03, SE = 0.09, p = 0.78); by contrast, for those with higher levels of gratitude, bullying victimization was not significantly related to T2 NSSI, regardless of the levels of parental autonomy support (b = 0.07, SE = 0.04, p = 0.59 for higher parental autonomy support; b = 0.01, SE = 0.07, p = 0.93 for lower parental autonomy support). These findings suggest that gratitude and parental autonomy support, manifesting in a compensatory interaction pattern, could serve as targeted agents for breaking the vicious linkage between bullying victimization and NSSI.
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Affiliation(s)
- Nini Wu
- Department of Psychology, School of Education, Guangdong University of Education, Guangzhou 510310, China
| | - Jianhong Mo
- Department of Psychology, The Chinese University of Hong Kong, Hong Kong, China
| | - Anluan Wen
- Department of Psychology, School of Education, Guangdong University of Education, Guangzhou 510310, China
| | - Haoer Ou
- Department of Psychology, School of Education, Guangdong University of Education, Guangzhou 510310, China
| | - Weixin Gu
- Department of Psychology, School of Education, Guangdong University of Education, Guangzhou 510310, China
| | - Yunqing Qiu
- Department of Psychology, School of Education, Guangdong University of Education, Guangzhou 510310, China
| | - Lixin Yuan
- Department of Psychology, School of Education, Guangdong University of Education, Guangzhou 510310, China
| | - Xiaoyu Lan
- Promenta Research Center, Department of Psychology, University of Oslo, 0373 Oslo, Norway
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13
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Pei L. Exploring mental health stigma among chinese-english bilinguals: Dual-process model of emotional competence, flipped learning readiness, and academic performance in Mainland Chinese Universities. Front Psychiatry 2022; 13:1001796. [PMID: 36172508 PMCID: PMC9510639 DOI: 10.3389/fpsyt.2022.1001796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 08/16/2022] [Indexed: 11/21/2022] Open
Abstract
Due to severe global competition and performance-related academic challenges, Chinese students are compelled to learn English and become bilinguals despite their non-English majors. Consequently, these students frequently experience psychological issues, including mental health stigma. Hence, the present study aims to explore the psychological factors associated with the academic performance of Chinese-English bilinguals as an outcome of their emotional competence, flipped learning readiness, and mental health stigma. Drawing on data from 448 Chinese-English bilingual students in universities in mainland China, the results based on structural equation modeling (SEM) indicated that their academic performance, flipped learning readiness, and emotional competence are negatively influenced by their mental health stigma. Moreover, the findings also validate that both flipped learning readiness and emotional competence significantly mediate the indirect effects of mental health stigma on the academic performance of bilinguals. The study's implications offer new and compelling evidence on the primary issue of mental health stigma among Gen Z bilingual students to raise deterrence against this psychological menace through collaboration across policymakers, academics, and mental healthcare providers.
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Affiliation(s)
- Lihua Pei
- Faulty of International Studies, Henan Normal University, Xinxiang, China
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14
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Chamizo-Nieto MT, Arrivillaga C, Rey L, Extremera N. The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study. Front Psychol 2021; 12:695067. [PMID: 34335411 PMCID: PMC8317487 DOI: 10.3389/fpsyg.2021.695067] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Accepted: 06/23/2021] [Indexed: 11/13/2022] Open
Abstract
Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.
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Affiliation(s)
- María Teresa Chamizo-Nieto
- Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Christiane Arrivillaga
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Lourdes Rey
- Department of Personality, Assessment and Psychological Treatment, Faculty of Psychology, University of Malaga, Málaga, Spain
| | - Natalio Extremera
- Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, Faculty of Psychology, University of Malaga, Málaga, Spain
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Mai Y, Yang R, Wu X, Xie Z, Zhang X, Yang X, Liu H, Zhao J. Impulsiveness and suicide in male offenders: Examining the buffer roles of regulatory emotional self-efficacy and flourishing. Psychol Psychother 2021; 94:289-306. [PMID: 33765339 DOI: 10.1111/papt.12312] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2020] [Revised: 09/10/2020] [Indexed: 12/12/2022]
Abstract
OBJECTIVES Although impulsiveness has been recognized as a risk factor for suicide, few studies have explored how to protect offenders with impulsiveness from the risk of suicide. This study aims to examine the relationships among impulsiveness, suicide risk, regulatory emotional self-efficacy (RESE), and flourishing, focusing on the moderating effects of RESE and flourishing in the relationship between impulsiveness and suicide risk. DESIGN AND METHODS This is a cross-sectional study of 941 male offenders. All participants were requested to provide some items of demographic information and to complete a package of self-reported questionnaires measuring impulsiveness, suicide risk, RESE, and flourishing. RESULTS The results indicate that impulsiveness is positively correlated with suicide risk, while RESE and flourishing are negatively correlated with impulsiveness and suicide risk. Most importantly, both RESE and its dimension managing negative affect (NEG) negatively moderate the relationship between impulsiveness and suicide risk. Flourishing and the RESE dimension expressing positive affect (POS) show no significant moderating effect on impulsiveness-suicide risk link. CONCLUSIONS Regulatory emotional self-efficacy, especially its NEG dimension, can buffer the impact of impulsiveness on suicide risk in male offenders, indicating that these factors might be useful supplements in suicide prevention. PRACTITIONER POINTS Offender with higher level of RESE and flourishing show lower level of impulsiveness and suicide risk. High level of RESE and its NEG dimension can buffer the effect of impulsiveness on suicide risk. RESE, especially its NEG dimension might be a useful supplement for suicide prevention in offenders with high impulsiveness.
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Affiliation(s)
- Yiling Mai
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Ruilai Yang
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Xiaohua Wu
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Zhaoming Xie
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Xin Zhang
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Xueling Yang
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Huanhuan Liu
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
| | - Jiubo Zhao
- Department of Psychology, School of Public Health, Southern Medical University, Guangzhou, China.,Department of Psychiatry, Zhujiang Hospital, Southern Medical University, Guangzhou, China
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16
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Cañas E, Estévez JF, Estévez E, Aparisi D. The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents. Front Psychol 2021; 11:600972. [PMID: 33391117 PMCID: PMC7775499 DOI: 10.3389/fpsyg.2020.600972] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 11/30/2020] [Indexed: 01/07/2023] Open
Abstract
In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.
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Affiliation(s)
- Elizabeth Cañas
- Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
| | - Jesús F Estévez
- Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
| | - Estefanía Estévez
- Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
| | - David Aparisi
- Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain
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17
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Limbana T, Khan F, Eskander N, Emamy M, Jahan N. The Association of Bullying and Suicidality: Does it Affect the Pediatric Population? Cureus 2020; 12:e9691. [PMID: 32923283 PMCID: PMC7486111 DOI: 10.7759/cureus.9691] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Over the last few years, bullying has been identified as one of the significant issues in the pediatric population. Reports also found that bullied youth have a higher risk of developing suicidality. Although preventable, suicide remains the leading cause of death in young people. This literature review aims to establish the association of bullying and the suicidality of the pediatric group (0-18 years of age). A PubMed search was conducted to find studies associating bullying and suicidality in the pediatric population. MeSH keyword strategy, along with subheadings, was used to retrieve appropriate literature. A total of 42 articles were included after the careful examination and application of exclusion and inclusion criteria. This study showed a strong association between bullying and suicidality, albeit the presence of some contradictory ideas.
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Affiliation(s)
- Therese Limbana
- Psychiatry, California Institute of Behavioural Neurosciences and Psychology, Fairfield, USA
| | - Farah Khan
- Psychiatry, California Institute of Behavioural Neurosciences and Psychology, Fairfield, USA
| | - Noha Eskander
- Psychiatry, California Institute of Behavioural Neurosciences and Psychology, Fairfield, USA
| | - Mina Emamy
- Research, California Institute of Behavioural Neurosciences and Psychology, Fairfield, USA
| | - Nusrat Jahan
- Internal Medicine, California Institute of Behavioural Neurosciences and Psychology, Fairfield, USA
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18
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Wen Y, Chen H, Pang L, Gu X. The Relationship between Emotional Intelligence and Entrepreneurial Self-Efficacy of Chinese Vocational College Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4511. [PMID: 32585938 PMCID: PMC7345360 DOI: 10.3390/ijerph17124511] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 06/20/2020] [Accepted: 06/21/2020] [Indexed: 11/16/2022]
Abstract
The purpose of this study is to explore the relationship between emotional intelligence and entrepreneurial self-efficacy. The sample consisted of 529 students. The tools used to measure the relationship between emotional intelligence and entrepreneurial self-efficacy were the Emotional Intelligence Scale developed by Wong and Law and the Entrepreneurial Self-Efficacy Scale developed by Zhan. The results showed that there was a significant difference between male and female college students in entrepreneurial self-efficacy, but no significant difference between male and female college students in emotional intelligence. In entrepreneurial self-efficacy as well as emotional intelligence, there were significant differences between the third grade and the first and second grade, respectively. In addition, the results showed a significant positive correlation between entrepreneurial self-efficacy and emotional intelligence. With the improvement of the emotional intelligence level of vocational college students, the entrepreneurial self-efficacy will increase. The lower the emotional intelligence, the faster the improvement in entrepreneurial self-efficacy. The higher the emotional intelligence, the more stable the entrepreneurial self-efficacy. The university stage is considered an ideal entrepreneurial period, especially for vocational colleges' students, who pay more attention to entrepreneurship and innovation education. Encouraging the cultivation of the emotional intelligence of vocational college students in life will help to improve personal entrepreneurial self-efficacy. This research emphasizes that improving the emotional intelligence of vocational college students can enhance their sense of self-efficacy in entrepreneurship and help students with entrepreneurship and career development.
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Affiliation(s)
- Ya Wen
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
| | - Huaruo Chen
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
- Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MA 21286, USA
| | - Liman Pang
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
| | - Xueying Gu
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
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19
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Pabón-Carrasco M, Ramirez-Baena L, Jiménez-Picón N, Ponce Blandón JA, Martínez-Montilla JM, Martos-García R. Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 17:E172. [PMID: 31881733 PMCID: PMC6981670 DOI: 10.3390/ijerph17010172] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2019] [Revised: 12/20/2019] [Accepted: 12/23/2019] [Indexed: 06/10/2023]
Abstract
Bullying affects thousands of teenagers worldwide and has devastating consequences. Various studies suggest that the personality of teenagers is a risk profile for bullying. The aim of this study was to analyse the relationship between the personality of teenagers aged 14 to 16 years from three education centres located in the province of Seville (Spain) and bullying in any of its victim or aggressor roles. A multi-centre cross-sectional observational descriptive study was conducted in three education centres in the province of Seville (Spain). The sample consisted of 93 students. In order to measure the two main variables, the Bull-S test was used for bullying, and the EPQ-J questionnaire was used for personality traits. A descriptive and correlation analysis was performed between variables. The results showed that 14% (n = 13) of the sample were detected as victims and another 14% (n = 13) were detected as aggressors. Statistically significant differences were found between neuroticism (p = 0.044; Phi = 0.615), sincerity (p = 0.016; V de Cramer = 0.474), and anti-social behaviour (p = 0.007; Phi = 0.620) with the variables victim/aggressor. Bullies are typically males who score high on neuroticism and anti-social behaviour, with a tendency towards social dissimulation.
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Affiliation(s)
| | - Lucia Ramirez-Baena
- Spanish Red Cross Nursing School, Universidad de Sevilla, Avda. de la Cruz Roja, nº 1 Dpdo., 41009 Seville, Spain; (M.P.-C.); (N.J.-P.); (J.A.P.B.); (J.M.M.-M.); (R.M.-G.)
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