Weight stigma and mental health outcomes in early-adolescents. The mediating role of internalized weight bias and body esteem

BACKGROUND

Weight stigma is increasingly common in early adolescence and may lead to weight bias internalization, with negative consequences for mental health outcomes. This study aimed to: examine the relations of perceived weight stigma and internalized weight bias with early adolescents' internalizing symptoms and disordered eating behavior; explore the mediating role of internalized weight bias on the relations of perceived weight stigma with internalizing symptoms and disordered eating behaviors; examine body esteem as a mediator between internalized weight bias and mental health outcomes.

METHODS

A sample of 406 early adolescents (59.6% girls) aged between 11 and 13 participated in this cross-sectional study. They completed self-report measures assessing perceived weight stigma, internalized weight bias, body esteem, internalizing symptoms and disordered eating.

RESULTS

Path analysis indicated that perceived weight stigma was positively related with internalizing symptoms and internalized weight bias. Further, internalized weight bias was negatively related with body esteem and positively related with internalizing symptoms and disordered eating. Internalized weight bias mediated the relations of perceived weight stigma with internalizing symptoms, disordered eating and body esteem. Further, body esteem mediated the relations of internalized weight bias with internalizing symptoms and disordered eating behavior.

CONCLUSIONS

The findings highlight internalized weight bias as a psychological mechanism potentially explaining negative links of weight stigma with internalizing symptoms and disordered eating in early adolescence. The results emphasize the need for early intervention during this developmental stage, in order to prevent psychological and behavioral outcomes of weight stigma and internalized weight bias.

"Thank You for Your Good Work": the Impact of Received Gratitude on Employees' Work Motivation

Previous literature suggests that receiving gratitude in the workplace might have beneficial outcomes for the employees; however, the research linking received gratitude to employees' motivation is scant. In this study, we aimed to examine the relations between employees' received gratitude and their controlled and autonomous motivation, as well as amotivation at work. Drawing on the self-determination theory, we also explored whether the frustration and satisfaction of employees' basic psychological needs would mediate the relations between received gratitude expressions and work motivation. A sample consisting of 643 Romanian employees participated in the study. They filled out questionnaires assessing the gratitude they received in their jobs, the frustration and satisfaction of the basic psychological needs (i.e., for autonomy, competence, and relatedness), as well as the motivation to put in effort in their work. Results indicated that received gratitude was negatively related to amotivation and positively related to controlled motivation and autonomous motivation. Moreover, received gratitude was negatively related to the frustration of the three basic psychological needs, while the association between received gratitude and satisfaction of the basic psychological needs was positive. Results further supported the mediational role of the frustration and satisfaction of the basic psychological needs in the relations between received gratitude and employees' motivation. These findings suggest that expressions of thankfulness are an important stimulus for motivation in the workplace, as they remind employees about the importance of their efforts for other people, while also making them feel capable and autonomous in their jobs.

Children's peer relationships, well-being, and academic achievement: the mediating role of academic competence

The present study aimed to explore the interplay among two indicators of children's school peer relationships (i.e., peer acceptance and perceived number of friends) and two significant life domains (i.e., global life satisfaction and academic achievement). We also explored the potential mediating role of the perceived academic competence in these relations. Participants were 650 Romanian primary school students (45.7% boys), aged between 9 and 12 years old (M_age = 10.99). Path analysis showed a direct positive effect of perceived number of friends on children's life satisfaction, as well as a direct positive effect of peer acceptance on academic achievement. Moreover, perceived academic competence mediated the links between each of the two indicators of peer relationships and children's both life satisfaction and achievement. Several implications in the educational contexts are discussed.

Mental Health among Young Adults during the COVID-19 Pandemic: A Two-Wave Longitudinal Investigation

This study aimed to assess changes in COVID-19 related factors (i.e. risk perception, knowledge about the virus, preventive behaviors and perceived efficacy) and mental health (i.e. psychological distress and positive mental health), in a sample of Romanian young adults attending college, assessed immediately after the national COVID-19 lockdown ended (Time 1) and six months after the end of the lockdown (Time 2). We also evaluated the longitudinal relations between COVID-19 related factors and mental health. The sample consisted of 289 undergraduate students (89.3% female, Mage = 20.74, SD = 1.06), who completed questionnaires assessing mental health and COVID-19-related factors via two online surveys, six months apart. The results showed that perceived efficacy and preventive behaviors, as well as positive mental health, but not psychological distress, decreased significantly over the six months period. Risk perception and perceived efficacy of preventive behaviors at Time 1 were positively related with the number of preventive behaviors measured six months later. Risk perception at Time 1 and fear of COVID-19 at Time 2 predicted the mental health indicators at Time 2. Public-health strategies should find the right balance in cultivating proper levels of risk perception that would be most beneficial for prevention of COVID-19 spread and mental health problems due to pandemic.

How trait gratitude relates to teachers' burnout and work engagement: job demands and resources as mediators

The benefits of gratitude in the workplace, in general, and for teachers, in particular, are still understudied. In the present study, we investigated whether teachers' trait gratitude is linked to their work engagement and burnout. Moreover, we explored whether perceived job demands and job resources mediate the relation between employees' gratitude and these two outcomes. A sample of 312 Romanian teachers participated in the study. Participants filled out questionnaires assessing trait gratitude, perceived job characteristics, as well as burnout and work engagement. Results indicated that teachers' trait gratitude was positively associated with their work engagement and negatively with burnout. The relation between trait gratitude and work engagement was mediated by perceived job resources, whereas the link between trait gratitude and burnout was mediated by both job demands and job resources. Our findings suggest that educational institutions could cultivate teachers' gratitude in order to create a healthier and more motivated workforce.

Children's anxiety, academic self-efficacy, and intergenerational transmission of worries regarding the transition to middle school

BACKGROUND

Worries about school transition were related to poor academic adjustment during middle school. However, limited studies simultaneously investigated individual and contextual factors that may shape the children's reaction related to transition.

AIMS

The first aim of this present study was to assess how children's anxiety and academic self-efficacy, including the parents' worries about school transition, are related to children's worries regarding the transition from primary to middle school. Our second aim was to explore the moderating role of children's academic self-efficacy in the relation to children's anxiety symptoms and children's worries.

MATERIALS & METHODS

A sample of 292 fourth-grade children (M_age  = 10.43; 53.4% girls) completed scales assessing their anxiety, academic self-efficacy and worries about the transition to middle school. Parents also filled out a scale assessing the worries regarding their children's transition from primary to middle school.

RESULTS

The results show that children's anxiety is positively related to their worries about the transition to middle school, whereas children's academic self-efficacy is negatively related to their worries. Parents' worries regarding their children's school transition are positively related to their children's worries regarding the transition. Furthermore, academic self-efficacy moderates the relation between children's anxiety and their worries about school transition.

CONCLUSION

Children with lower levels of anxiety reported lower worries for the transition when their academic self-efficacy was higher, whereas children with higher anxiety reported higher worries for school transition at every level of self-efficacy. Theoretical and practical implications of these findings for successful school transition are discussed.

The longitudinal relation between time perspective and preventive behaviors during the COVID-19 pandemic: The mediating role of risk perception

Understanding psychological factors and the mechanisms involved in compliance with recommended preventive behaviors against COVID-19 is important for effective public health strategies. Time perspective was previously linked with risk perception and health-related behaviors, but it has not been explored in the context of infectious diseases. Furthermore, little is known about the explaining mechanisms that may link time perspective with adoption of preventive behaviors against health threats. The aim of the present study was to examine the longitudinal relations between time perspectives and COVID-19 risk perception and preventive behaviors. Using a six-month longitudinal design, we explored the mediating role of risk perception on the relations between the Zimbardo's time perspectives, and preventive behaviors to protect from COVID-19. Time perspectives and COVID-19 risk perception were assessed after the lock-down (May 2020) and preventive behaviors were reported after six months (December 2020) via online surveys in a sample of 460 Romanian young adults, aged 18 to 66 years (Mage = 25.53, 87.8% women). Path analysis revealed that risk perception (i.e., perceived severity of COVID-19) mediated the relations of past negative, positive and negative future time perspectives with adoption of preventive behaviors. Our findings highlight that risk perception is an important mechanism in explaining the relation between time perspectives and preventive behaviors against major health-threats such as COVID-19.

Depressive Symptoms and Academic Achievement: The Role of Adolescents' Perceptions of Teachers' and Peers' Behaviors

This present study, using a longitudinal design, investigated how depressive symptoms are related to academic achievement and whether the perceptions of teachers' and peers' behaviors moderated this relation. A sample of 302 adolescents (60.10% girls, M_age  = 17.35) completed scales measuring the depressive symptoms and perception of their teachers' support/equity and peers' cooperation/cohesiveness behaviors at Time 1. The adolescents' average grades were also collected. The adolescents' depressive symptoms and average grades were measured again at Time 2. The results showed that depressive symptoms measured at Time 1 were negatively associated with academic achievement measured at Time 2. The adolescents' perception of their peers' cooperation/cohesiveness moderated the relation between depressive symptoms and academic achievement. The results' implications for educational practice are discussed.

Personality Traits and Postnatal Depression: The Mediated Role of Postnatal Anxiety and Moderated Role of Type of Birth

This study investigated how personality traits are related to postnatal depression 2 weeks after giving birth and whether these relations are mediated by postnatal anxiety, measured after 3–4 days after giving birth and moderated by the type of birth. New mothers (N = 672, Mage = 29.33) completed scales assessing their personality traits, postnatal anxiety, and postnatal depression 3 or 4 days after giving birth (T1). They also reported postnatal depression 2 weeks after giving birth (T2). Path analysis indicated that postnatal anxiety explained the link between personality traits (i.e., neuroticism) and postnatal depression 2 weeks after childbirth. The type of birth moderated the relation among, personality traits, postnatal anxiety and depression. Neuroticism and consciousness, in the natural birth’s group, and neuroticism and agreeableness, in the cesarean birth’s group, were associated with postnatal depression. Further, anxiety explained the relation between neuroticism and postnatal depression in both natural and cesarean birth groups. In addition, postnatal anxiety mediated the relation between extraversion and postnatal depression in the cesarean birth group. Our findings highlight that postnatal anxiety is a potential mechanism explaining how personality traits (i.e., neuroticism, extraversion) are related to postnatal depression, and that these relations may depend on the type of childbirth.

Attachment figures in a middle childhood Romanian sample: Does parental migration for employment matter?

This study assessed how children's choices of attachment figures are related to the quality of the parent-child relationship and parental economic migration in a Romanian sample. Two hundred and twenty-two children (n girls =130) 10-13 years of age completed the Attachment Figure Interview and a parental migration interview, and reported their attachment security with mother and father. Approximately 35.6% (n = 79) of children had mothers with a migration history and 48.7% (n = 104) of children had fathers with a migration history. Mothers, and to some extent fathers, serve as primary attachment figures. Grandparents, peers, siblings and relatives serve as secondary attachment figures in some situations. Further, children are less likely to choose mothers as primary attachment figures and show lower attachment security when their mothers rather than their fathers have a history of migration. Overall, this study provides empirical grounds to conceptualize parental migration as an attachment disruption.

Parenting and Adolescents' Depressive Symptoms: The Mediating Role of Future Time Perspective

This study investigated the relations between maternal and paternal rearing practices and adolescents' depressive symptoms, and whether time perspective in adolescence explains these links. The sample included 306 students (158 girls), aged between 10.83 and 14.42 years. Adolescents completed questionnaires assessing their perceptions of maternal and paternal acceptance and psychological control, and of their future time perspective and depressive symptoms. Adolescents who rated their mothers as more accepting and those who rated their fathers as less psychologically controlling also reported lower levels of depressive symptoms and greater future time perspective. Further, adolescents who had greater future time perspective reported lower levels of depressive symptoms. Finally, time perspective partially mediated the relations of maternal and paternal acceptance, and paternal control with depressive symptoms in adolescence. The findings highlight the unique relations of maternal acceptance and paternal psychological control with adolescents' depressive symptoms, and that future time perspective is one mechanism that might explain why parenting strategies are linked with depressive symptoms in adolescence.