Relationships between Student Personality Traits, Mobbing, and Depression within the Context of Sustainable Tourism Education: The Case of a Faculty of Tourism

Gender Patterns in Mobbing Victims: Differences in Negative Act Perceptions, MMPI Personality Profile, Perceived Quality of Life, and Suicide Risk

With the aim of investigating the impact of gender-related personality characteristics on bullying perceptions and outcomes, a correlational study was designed with 114 individuals who had used a public health service aimed at harassed workers identifying themselves as victims of mobbing in central Italy. The study was conducted using the following questionnaires: the Negative Acts Questionnaire (NAQ), a measure of workplace bullying; the Minnesota Multiphasic Personality Inventory (MMPI-2), used to provide information to measure personality dimensions for workplace screening; the World Health Organization Quality of Life (WHOQOL-BRIEF) which assesses four domains assumed to represent the quality of life construct; and the Suicidal Potential Scale (SPS) used to assess suicidal ideation. MMPI-2 profile results show a significant elevation of specific MMPI scales and gender differences. When compared to women, men who complain of being the victims of negative actions at work are more depressed, paranoid, introverted, anxious, and obsessive, and have higher anger levels and lower self-esteem. Many different MMPI-2 scales are also predictors of quality of life (QoL) perceptions and suicidal tendencies. The NAQ total score, however, predicts quality of life and suicide risk. Perceptions of negative actions have a serious effect on life outcomes. The results provide useful indications on personality profiles and gender differences, which can be understood as antecedents in the perception of negative events, and factors capable of modulating the effect of perceived bullying actions on outcomes.

Supportive Peer Feedback in Tertiary Education: Analysis of Pre-Service Teachers’ Perceptions

To acquire knowledge about student-mediated peer-to-peer collaborative activities, pre-service teachers’ perceptions of peer feedback are analyzed and categorized as receiver, provider, or cognitive feedback. A questionnaire of 15 survey questions concerning supportive feedback from peers was designed and validated using assessments from more than 200 pre-service teachers. The questionnaire was aligned with the activities promoting supportive feedback between pre-service teachers from three bachelor’s degrees at a tertiary education institution. Their perceptions were then quantified in terms of the peer feedback categories. While there were significant correlations between the scores for all 15 questions, real insights were produced when the highest correlations were analyzed. As such, being involved as both feedback providers and receivers was highly rated. The self-efficacy of pre-service teachers receiving feedback, (i.e., the extent to which peer instructional strategies and the selected learning tasks were cognitively challenging so as to improve receiver feedback), proved to be correlated with their perceptions of involvement, autonomy, and structure. Likewise, motivation for providing or receiving feedback was also closely correlated with the self-efficacy of pre-service teachers providing feedback. Finally, all three questions in the cognitive feedback category were highly correlated. The pre-service teachers were, thus, motivated to improve their learning and considered feedback as a useful task and as a way to strengthen their relationships with their peers.

Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance

In 1982, the “one-child policy” was implemented by China’s Constitution, which led to the majority of post-1990s college students in China being the only child in their family. Unique characteristics have been demonstrated in psychological development of post-1990s Chinese college students due to the lack of sibling companionship, and the relationship between their psychological state and academic performance can affect their future academic sustainability. This paper used Beijing College Students Panel Survey (BCSPS) data to study the role of negative emotions, achievement goals, and academic self-efficacy on academic performance and gives a panoramic description of the China’s post-1990s college students’ psychological states based on the four-year data of more than 2000 college students who enrolled in 2008. We then used regression analysis and a two-way fixed effect model to study the effects of the psychological state on academic performance. The research conclusions of the study are as follows: (1) The levels of negative emotions, achievement goals, and academic self-efficacy vary according to the grade and gender of college students; (2) among all negative emotions discussed, only anxiety presents a significant predictive effect on academic performance, while the effect of stress and depression is not significant; (3) the presence of level of mastery–approach goals is higher than the other three achievement goals, and college students’ academic self-efficacy keeps decreasing from freshman to junior year; (4) performance–approach goals and academic self-efficacy are identified as having a significant promoting effect on academic performance; (5) mastery–avoidance goals and performance–avoidance goals are proven to have a negative effect on academic performance. This paper discusses the contribution of the psychological sustainability and sustainable development to college students’ academic performance from a primary intervention perspective. We believe that it is feasible to improve academic achievement by improving noncognitive factors, such as mental state, to achieve academic sustainability.