Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Children children	2.0	2.7	2014	14.4 Days	CHF 2400	Submit
Education Sciences education	2.5	4.8	2011	26.8 Days	CHF 1800	Submit
Healthcare healthcare	2.4	3.5	2013	20.5 Days	CHF 2700	Submit
European Journal of Investigation in Health, Psychology and Education ejihpe	3.0	4.4	2011	28.4 Days	CHF 1400	Submit
Journal of Intelligence jintelligence	2.8	2.8	2013	36.5 Days	CHF 2600	Submit

15 pages, 1006 KiB

Open AccessArticle

Roles of Psychological Flexibility, Parenting Competence, and Asthma Management Self-Efficacy in the Functioning Outcomes of Parents of Children with Asthma Co-Occurring with Attention-Deficit/Hyperactivity Disorder

by Yuen Yu Chong, Pui Tik Yau, Joycelyn Yee Man Kwan and Wai Tong Chien

Eur. J. Investig. Health Psychol. Educ. 2024, 14(11), 2835-2849; https://doi.org/10.3390/ejihpe14110186 - 29 Oct 2024

Viewed by 718

Abstract

Asthma and ADHD represent prevalent pediatric conditions, with the former being a physical disorder and the latter being a neurodevelopmental disorder. This study examined the influence of parental psychological flexibility (PF)—the ability to adapt to evolving situational demands, shift perspectives, and balance competing [...] Read more.

Asthma and ADHD represent prevalent pediatric conditions, with the former being a physical disorder and the latter being a neurodevelopmental disorder. This study examined the influence of parental psychological flexibility (PF)—the ability to adapt to evolving situational demands, shift perspectives, and balance competing priorities—alongside parenting competence and asthma management self-efficacy on family functioning and parental psychological adjustment in families with children exhibiting concurrent asthma and ADHD symptoms. Baseline data were analyzed from 130 parents (mean age = 40.3 years, SD = 5.5; 88.9% mothers) of children diagnosed with both asthma and ADHD (mean age = 8.0 years, SD = 2.2; 74.6% boys), who were participating in a randomized controlled trial evaluating an Acceptance and Commitment Therapy (ACT)-based parenting intervention. An adjusted structural equation model revealed that greater parental psychological inflexibility was significantly associated with poorer family functioning (β = −0.61, 95% CI [−0.74, −0.33], p < 0.001) and increased psychological maladjustment (β = 0.48, 95% CI [0.32, 0.63], p < 0.001), accounting for intercorrelations with parenting competence and parental asthma management self-efficacy. Additionally, parental psychological flexibility was found to mediate the relationship between parenting competence and both family functioning and psychological adjustment. These findings underscore the importance of targeting parental psychological inflexibility and enhancing parenting competence in interventions to improve family dynamics and parental mental health and thereby suggest a shift from the traditional focus on self-efficacy in symptom management for pediatric asthma and ADHD. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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15 pages, 977 KiB

Open AccessArticle

Enhancing Grit and Critical Thinking in Rural Primary Students: Impact of a Targeted Educational Intervention

by Carla Gallardo-Estrada, Miguel Nussbaum, Mauricio Pinto, Danilo Alvares and Carlos Alario-Hoyos

Educ. Sci. 2024, 14(9), 1009; https://doi.org/10.3390/educsci14091009 - 13 Sep 2024

Viewed by 1140

Abstract

This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. [...] Read more.

This study examined the impact of a targeted educational intervention on enhancing grit and critical thinking skills among 10-year-old primary school students in rural Chile. The intervention, involving 153 students from six public schools, used a language classroom model with structured reading activities. Grit and critical thinking were measured pre- and post-intervention. Results showed improvements in the intervention group. The intervention’s effectiveness was consistent across genders. The findings suggest that structured, student-centered educational strategies can enhance grit and critical thinking in primary students. Further research is needed to generalize the results to different settings and age groups. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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16 pages, 817 KiB

Open AccessArticle

Association of High Levels of Bullying and Cyberbullying with Test Anxiety in Boys and Girls Aged 10 to 16 Years

by Alba Rusillo-Magdaleno, Manuel J. De la Torre-Cruz, Alberto Ruiz-Ariza and Sara Suárez-Manzano

Educ. Sci. 2024, 14(9), 999; https://doi.org/10.3390/educsci14090999 - 11 Sep 2024

Viewed by 968

Abstract

The increase in cases of bullying and cyberbullying has raised concerns about its impact on the mental health of young people, particularly its relationship with test anxiety, underscoring the need to delve deeper into this issue. Therefore, the aim of this study was [...] Read more.

The increase in cases of bullying and cyberbullying has raised concerns about its impact on the mental health of young people, particularly its relationship with test anxiety, underscoring the need to delve deeper into this issue. Therefore, the aim of this study was to examine whether suffering and perpetrating aggressive acts (bullying and cyberbullying) are related to different dimensions of test anxiety. A total of 912 Spanish students (girls 52.7%) aged between 10 and 16 years (13.43 ± 1.73) participated in this study. The European Bullying Intervention Project Questionnaire, the European Cyberbullying Intervention Project Questionnaire, and the Test Anxiety Questionnaire (CAEX-A) were used. The association between test anxiety and bullying/cyberbullying (as victims and aggressors) was calculated via analysis of covariance (ANCOVA) and binary logistic regression. All analyses were performed separately for boys and girls and adjusted for age, body mass index, maternal educational level, and academic performance. Students in bullying or cyberbullying contexts achieved significantly higher values in practically all anxiety factors analyzed (p < 0.05), especially in cognitive responses: 33.14% and 22.56% for bullying and cyberbullying victims, respectively, and 22.56% and 23.9% for aggressors. Victims of cyberbullying harassment had a high risk (OR: 8.311) of suffering diarrhoea, palpitations, chest tightness, nausea and fainting during exams, as well as avoidance behaviors (OR: 5.106) (both p < 0.001). The results, disaggregated by gender, showed that the relationship between feeling bullied in face-to-face interactions and experiencing test anxiety was only evident for girls, which seems to place them in a more vulnerable situation. Female victimization, although less frequent, could have lasting and harmful consequences. These findings highlight the need not only to implement intervention strategies in the school setting aimed at preventing and reducing bullying and cyberbullying but also to address anxiety and its physical and cognitive manifestations in both victims and aggressors. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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18 pages, 1438 KiB

Open AccessArticle

Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study

by Reem Aldabbagh, David Daley, Kapil Sayal and Cris Glazebrook

Children 2024, 11(9), 1053; https://doi.org/10.3390/children11091053 - 28 Aug 2024

Viewed by 1067

Abstract

Background/Objectives: Children with Attention and Hyperactivity Deficit Disorder (ADHD) and those at risk of ADHD typically exhibit challenging behaviours that may disrupt the classroom environment and be frustrating for teachers. This study aimed to explore teachers’ experiences and emotions regarding teaching children with [...] Read more.

Background/Objectives: Children with Attention and Hyperactivity Deficit Disorder (ADHD) and those at risk of ADHD typically exhibit challenging behaviours that may disrupt the classroom environment and be frustrating for teachers. This study aimed to explore teachers’ experiences and emotions regarding teaching children with high levels of ADHD symptoms and their perceptions of what might help to meet their unmet support needs. Methods: Semi-structured interviews were conducted with 17 primary educational practitioners for children aged between four and eight years in the UK. Interview scripts were analysed using reflexive thematic analysis. Six main themes and 8 subthemes were developed. These included: (1) ADHD behaviours can disrupt the learning environment; (2) teachers face practical demands on their expertise and particular skills; (3) managing ADHD behaviours can be overwhelming for teachers; (4) teachers and children may treat children with ADHD negatively, which can impact on children’s emotions and lead to labelling; (5) existing support for teachers is limited; and (6) teachers need more specific training about ADHD. Results: The analysis revealed that teachers working with children with externalising behaviours such as ADHD can feel overwhelmed. Conclusions: The findings from this study suggest that teachers require more training in managing externalising behaviour in the classroom. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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9 pages, 867 KiB

Open AccessArticle

Assessing Mental Health Conditions in Women with Gestational Diabetes Compared to Healthy Pregnant Women

by Keren Grinberg and Yael Yisaschar-Mekuzas

Healthcare 2024, 12(14), 1438; https://doi.org/10.3390/healthcare12141438 - 19 Jul 2024

Viewed by 1343

Abstract

Introduction: Pregnant women with gestational diabetes mellitus (GDM) experience higher psychological stress levels than healthy pregnant women. The objectives of the current study were to examine (1) the differences in anxiety, depression, stress, and somatization levels between women diagnosed with GDM and healthy [...] Read more.

Introduction: Pregnant women with gestational diabetes mellitus (GDM) experience higher psychological stress levels than healthy pregnant women. The objectives of the current study were to examine (1) the differences in anxiety, depression, stress, and somatization levels between women diagnosed with GDM and healthy pregnant women, and (2) the differences in anxiety, depression, stress, and somatization levels among women with well-controlled blood sugar levels compared to those who are not well controlled. Methods: A quantitative cross-sectional study was conducted, involving 103 women who had been pregnant at least once, including 40 women diagnosed with GDM and 63 healthy pregnant women. An online questionnaire was distributed that included three parts: socio-demographic parameters, the DASS-21 questionnaire assessing anxiety, depression, and stress, and the Brief Symptom Inventory (BSI) questionnaire assessing somatization. Results: Differences in the anxiety (t = 14.470, <0.001), depression (t = 8.17, <0.001), stress (t = 16.354, <0.001), and somatization (t = 13.679, <0.001) levels between women diagnosed with GDM and healthy pregnant women were found. Women diagnosed with GDM reported higher levels of anxiety, depression, stress, and somatization compared to those without GDM. Additionally, women with better blood sugar control, as indicated by lower glycated hemoglobin (HbA1c) levels had lower anxiety (t (38) = −2.04, p < 0.05), depression (t(38) = −2.88, p < 0.01), stress (t(38) = −1.88, p < 0.05), and somatization (t(38) = −1.88, p < 0.05) levels compared to women with poorer blood sugar control. Conclusions: Pregnant women diagnosed with GDM report higher levels of negative mental health conditions such as anxiety, depression, stress, and somatization compared to healthy pregnant women. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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11 pages, 260 KiB

Open AccessArticle

Prevalence and Associations of Depression among Saudi College Nursing Students: A Cross-Sectional Study

by Salman Alreshidi, Ahmad Rayani, Ahmad Aboshaiqah, Ahmed Aljaloud, Sanaa Ghulman and Abdalhadi Alotibi

Healthcare 2024, 12(13), 1316; https://doi.org/10.3390/healthcare12131316 - 1 Jul 2024

Cited by 1 | Viewed by 1432

Abstract

Depression affects approximately 350 million individuals globally and is the leading cause of disability. Depression among nursing students is an ongoing issue, yet little is known about the relationship between depression and its risk factors among nursing students in Saudi Arabia. The purpose [...] Read more.

Depression affects approximately 350 million individuals globally and is the leading cause of disability. Depression among nursing students is an ongoing issue, yet little is known about the relationship between depression and its risk factors among nursing students in Saudi Arabia. The purpose of this study was to determine the prevalence of depression among a cohort of Saudi nursing students and to explore the risk factors associated with depression in this group. A cross-sectional design was employed for this study, which was conducted by the nursing faculty at King Saud University in Riyadh, Saudi Arabia. The researcher sampled 330 nursing students, with 252 students (a 76.3% response rate) randomly selected by the academic advising unit in the nursing college between January and February 2023. The participants completed an online survey based on the Arabic version of the Center for Epidemiologic Studies Depression Scale. The data were analyzed using univariate analysis and backward multi-variable logistic regression. The findings revealed that 65.1% of the participants scored 16 or above on the depression scale, indicating high levels of depressive symptoms. Univariate analysis identified several significant risk factors for depression, including sex (OR, 0.29; 95% CI, 0.16–0.51; p < 0.001), academic pressure (OR, 5.87; 95% CI, 2.04–16.84; p < 0.001), interpersonal relationships (evaluated by balance and harmony in thoughts, emotions, behavior, and interactions with others; categorized as good/fair or poor), and the relationship with the father, which were strongly associated with the presence of depression symptoms. Backward multi-variable logistic regression analysis further revealed that being male, experiencing reduced academic pressure, having stronger father–son relationships, and maintaining positive interpersonal relationships were significantly associated with decreased levels of depression (ORs ranged from 0.25 to 3.94). These findings highlight the need for family and school-based prevention interventions to help nursing students in college avoid depression. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

14 pages, 496 KiB

Open AccessArticle

Association between Alcohol Use Disorder and Suicidal Ideation Using Propensity Score Matching in Chungcheongnam-do, South Korea

by Jeong-Min Yang, Jae-Hyun Kim, Min-Soo Kim, Ji-Sung Hong, Bon-Hee Gu, Ju-Ho Park, Young-Long Choi and Jung-Jae Lee

Healthcare 2024, 12(13), 1315; https://doi.org/10.3390/healthcare12131315 - 30 Jun 2024

Viewed by 1319

Abstract

Objectives: This study aimed to analyze the association between alcohol use disorder (AUD) and suicidal ideation (SI) in the general Korean population. Methods: The 2022 Mental Health Awareness Survey was collected from the Chungcheongnam-do Mental Health Welfare Center (CHMHC). Before Propensity Score Matching [...] Read more.

Objectives: This study aimed to analyze the association between alcohol use disorder (AUD) and suicidal ideation (SI) in the general Korean population. Methods: The 2022 Mental Health Awareness Survey was collected from the Chungcheongnam-do Mental Health Welfare Center (CHMHC). Before Propensity Score Matching (PSM), 823 participants were included in this study. After 1:4 PSM, the 255 participants were analyzed using the chi-square test and matched conditional logistic regression. Results: The AUD group had higher odds of experiencing SI than the non-AUD (adjusted odds ratio [AOR]: 2.40, 95% confidence intervals [CI]: 1.10–5.22). Stratified matched conditional logistic regression showed that, among the female, <40 years and single group, the AUD group was more likely to experience SI compared with the non-AUD, respectively (AOR:3.53, 95% CI: 1.20–10.44/AOR:3.45, 95% CI: 1.03–11.55/AOR:4.83, 95% CI: 1.18–19.69). However, among the male, ≥40 years and married group, we discovered no association between AUD and SI. Conclusions: Through this study, we found a strong association between the AUD group and SI. This association was particularly strong among female, <40 years, and single groups. This study elucidates the relationship between AUD and SI in the Chungnam region, which had not been previously identified in Korea, and it is expected to serve as foundational data for reducing the high suicide rate in this region. However, due to the limitation of being a cross-sectional study, future longitudinal research is required. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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26 pages, 2343 KiB

Open AccessArticle

What We Don’t Know Really Will Hurt Us: Examining Trauma Awareness Knowledge, Strategies, and Training in Ireland’s Early Childhood Education and Care Profession

by Catherine Sheehan, Judith E. Butler and Cian O’Neill

Educ. Sci. 2024, 14(7), 704; https://doi.org/10.3390/educsci14070704 - 28 Jun 2024

Viewed by 1504

Abstract

Childhood trauma can exert a negative influence in the lives of young children. Yet, while Early Childhood Education and Care (ECEC) professionals are perfectly positioned to support children exposed to such trauma, extant research reports a scarcity of bespoke trauma awareness training for [...] Read more.

Childhood trauma can exert a negative influence in the lives of young children. Yet, while Early Childhood Education and Care (ECEC) professionals are perfectly positioned to support children exposed to such trauma, extant research reports a scarcity of bespoke trauma awareness training for the ECEC profession. The aim of the current study served to explore the trauma awareness knowledge, strategies, and training of the ECEC profession in the Republic of Ireland. A comprehensive survey instrument, comprising 45 items across 5 Thematic Domains related to trauma knowledge and training, was disseminated to ECEC professionals nationwide. With a response rate of 1053 participants, key findings revealed (i) a fragmented understanding of what constitutes childhood trauma, and (ii) a significant association between lower levels of educational attainment and trauma education (Initial Practitioner Education, p = 0.000; Continuous Professional Development, p = 0.039). Further, 95% of participants called for context-specific, trauma awareness training, substantiating the voracious appetite for this crucial cog in the ECEC learning continuum, and thus reflecting the need for urgent reform to address and support the complexities of childhood trauma in ECEC discourse. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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10 pages, 227 KiB

Open AccessArticle

Self-Assessed Educational Needs of Chinese Pediatric Clinicians Regarding Pediatric Palliative Care: A Cross-Sectional Investigation

by Xiaoxia Lu, Yanmei Wang, Jingke Li, Yue-Cune Chang and Niang-Huei Peng

Children 2024, 11(6), 730; https://doi.org/10.3390/children11060730 - 14 Jun 2024

Viewed by 770

Abstract

Background: An important first step in enhancing professional palliative care training is to investigate the educational needs of pediatric clinicians in this field. The aims of this research were to analyze the extent of end-of-life care experience of Chinese pediatric clinicians and identify [...] Read more.

Background: An important first step in enhancing professional palliative care training is to investigate the educational needs of pediatric clinicians in this field. The aims of this research were to analyze the extent of end-of-life care experience of Chinese pediatric clinicians and identify the differing educational needs of physicians and nurses as well as associated impact factors. Methods: A cross-sectional descriptive survey via a structural questionnaire was used in this research. Results: In total, 187 clinicians, comprising 52 physicians and 135 nurses, participated in this study. The topics “pain management”, “symptom management”, and “discussing the prognosis with family members” were the most expressed educational needs among both physicians and nurses. Compared to nurses, physicians placed greater emphasis on the importance of “communication” and “pain and symptom management” (p < 0.05). Clinicians with more extensive end-of-life care experience more strongly felt the importance of learning about pain management and communication regarding end-of-life care (p < 0.05). Conclusions: Research showed that the education currently provided to pediatric clinicians does not meet their distinctive needs. Future palliative care education must be a continuing multi-level, interdisciplinary program and different education should be provided to physicians and nurses based on their respective needs. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

11 pages, 237 KiB

Open AccessArticle

The Experiences of Young People with Intellectual Disability, Parents and Professionals in Relationships and Sexuality Education Programmes: Findings from a Qualitative Study

by Michael Brown, Mark Linden, Lynne Marsh, Maria Truesdale, Fintan Sheerin and Freda McCormick

Healthcare 2024, 12(11), 1105; https://doi.org/10.3390/healthcare12111105 - 28 May 2024

Viewed by 971

Abstract

People with intellectual disability want friendships and meaningful relationships, and some want intimacy. However, the expression of sexuality is an area where potential freedoms are often limited and restricted compared to their peers. While some relationships and sexuality education programmes do exist for [...] Read more.

People with intellectual disability want friendships and meaningful relationships, and some want intimacy. However, the expression of sexuality is an area where potential freedoms are often limited and restricted compared to their peers. While some relationships and sexuality education programmes do exist for this population, most focus on knowledge acquisition regarding sexuality and sex but lack in their focus on relationships, informed choices and decision-making. The aim of this study was to identify good practices and methods of delivery in relationships and sexuality education for children and young people with intellectual disability. A qualitative design was undertaken. Information about our study was distributed to eight special schools in the UK. Semi-structured interviews and focus groups were employed for data collection. Data from 37 pupils with intellectual disability, 11 parents and 16 healthcare and other professionals were thematically analysed. Following data analysis, three themes emerged: (i) seeking and sharing information; (ii) protecting and keeping safe; and (iii) learning for the future. The findings highlight that pupils are keen to learn about life changes and societal influences and want reliable information. Parents and professionals recognise that children and young people with intellectual disability will develop into adults and may be vulnerable when they leave the security of the school setting. They recognise that children and young people need to know about socialising, puberty, consent and contraception. Evidence-based programmes should be designed with these stakeholders to ensure children and young people with intellectual disability receive developmentally appropriate information to make happy and safe decisions about their relationships. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

16 pages, 557 KiB

Open AccessArticle

Role Perceptions of Teachers Concerning Student Mental Health in Higher Education

by Rynke Douwes, Janneke Metselaar, Hanke Korpershoek, Nynke Boonstra and Gerdina Hendrika Maria Pijnenborg

Educ. Sci. 2024, 14(4), 369; https://doi.org/10.3390/educsci14040369 - 3 Apr 2024

Viewed by 2104

Abstract

Student mental health is a relevant aspect of the current academic context due to concerns regarding escalating mental health issues and because of an increasingly holistic perspective on education, learning, and personal development. This research investigates the perceptions of teachers in higher education [...] Read more.

Student mental health is a relevant aspect of the current academic context due to concerns regarding escalating mental health issues and because of an increasingly holistic perspective on education, learning, and personal development. This research investigates the perceptions of teachers in higher education regarding their roles in promoting student mental health, explicitly focusing on teachers who hold a tutor position. After following a strict procedure, the Mentor-Q questionnaire was designed to measure respondents’ perceptions of their role. This questionnaire was administered online to all Dutch University of Applied Sciences teachers for the study; 180 teachers finished it. Results were discussed and validated using a member check (n = 10). Exploratory factor analysis identified four role perceptions: connector, awareness raiser, referrer, and guardian. While all teachers endorsed these roles, the three clusters that appeared in a latent class analysis varied in their agreement levels. No background variables were significantly related to the role perception profiles. It seems that supporting teachers in recognizing and maintaining boundaries in their role in student mental health is crucial. This study highlights the complexity of the teacher’s role in supporting the student’s mental health and has implications for aligning their responsibilities with higher education goals. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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16 pages, 1768 KiB

Open AccessArticle

An Interpretable Machine Learning Approach to Predict Sensory Processing Sensitivity Trait in Nursing Students

by Alicia Ponce-Valencia, Diana Jiménez-Rodríguez, Juan José Hernández Morante, Carlos Martínez Cortés, Horacio Pérez-Sánchez and Paloma Echevarría Pérez

Eur. J. Investig. Health Psychol. Educ. 2024, 14(4), 913-928; https://doi.org/10.3390/ejihpe14040059 - 2 Apr 2024

Cited by 2 | Viewed by 1255

Abstract

Sensory processing sensitivity (SPS) is a personality trait that makes certain individuals excessively sensitive to stimuli. People carrying this trait are defined as Highly Sensitive People (HSP). The SPS trait is notably prevalent among nursing students and nurse staff. Although there are HSP [...] Read more.

Sensory processing sensitivity (SPS) is a personality trait that makes certain individuals excessively sensitive to stimuli. People carrying this trait are defined as Highly Sensitive People (HSP). The SPS trait is notably prevalent among nursing students and nurse staff. Although there are HSP diagnostic tools, there is little information about early detection. Therefore, the aim of this work was to develop a prediction model to identify HSP and provide an individualized nursing assessment. A total of 672 nursing students completed all the evaluations. In addition to the HSP diagnosis, emotional intelligence, communication skills, and conflict styles were evaluated. An interpretable machine learning model was trained to predict the SPS trait. We observed a 33% prevalence of HSP, which was higher in women and people with previous health training. HSP were characterized by greater emotional repair (p = 0.033), empathy (p = 0.030), respect (p = 0.038), and global communication skills (p = 0.036). Overall, sex and emotional intelligence dimensions are important to detect this trait, although personal characteristics should be considered. The present individualized prediction model could help to predict the presence of the SPS trait in nursing students, which may be useful in conducting intervention strategies to avoid the negative consequences and reinforce the positive ones of this trait. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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26 pages, 925 KiB

Open AccessArticle

The Reflective Mind of the Anxious in Action: Metacognitive Beliefs and Maladaptive Emotional Regulation Strategies Constrain Working Memory Efficiency

by François-Xavier Cécillon, Martial Mermillod, Christophe Leys, Hippolyte Bastin, Jean-Philippe Lachaux and Rebecca Shankland

Eur. J. Investig. Health Psychol. Educ. 2024, 14(3), 505-530; https://doi.org/10.3390/ejihpe14030034 - 26 Feb 2024

Viewed by 2003

Abstract

The Attentional Control Theory (ACT) posits that, while trait anxiety may not directly impact performance, it can influence processing efficiency by prompting the use of compensatory mechanisms. The specific nature of these mechanisms, which might be reflective, is not detailed by the ACT. [...] Read more.

The Attentional Control Theory (ACT) posits that, while trait anxiety may not directly impact performance, it can influence processing efficiency by prompting the use of compensatory mechanisms. The specific nature of these mechanisms, which might be reflective, is not detailed by the ACT. In a study involving 110 students (M = 20.12; SD = 2.10), surveys were administered to assess the students’ metacognitive beliefs, trait anxiety, and emotion regulation strategies (ERSs). The participants engaged in two working memory exercises: the digit span task from the WAIS-IV and an emotional n-back task. The findings indicated that anxiety, metacognitive beliefs, and maladaptive ERSs did not affect task performance but were correlated with increased response times. Several regression analyses demonstrated that a lack of confidence in one’s cognitive abilities and maladaptive ERSs predict higher reaction times (RT) in the n-back task. Additionally, maladaptive ERSs also predict an increased use of strategies in the digit span task. Finally, two mediation analyses revealed that anxiety increases processing efficiency, and this relation is mediated by the use of maladaptive ERSs. These results underscore the importance of the reflective level in mediating the effects of trait anxiety on efficiency. They highlight the necessity of incorporating metacognitive beliefs and maladaptive emotion regulation strategies for a thorough comprehension of the Attentional Control Theory. Recognizing these factors offers valuable perspectives for enhancing cognitive capabilities and fostering academic achievement. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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17 pages, 578 KiB

Open AccessArticle

Improving Organizational Commitment among Healthcare Employees in Angola: The Role of Psychological Capital and Perceived Transformational Leadership

by Rosa Lutete Geremias, Miguel Pereira Lopes and Ana Maria Sotomayor

Healthcare 2024, 12(3), 326; https://doi.org/10.3390/healthcare12030326 - 26 Jan 2024

Cited by 3 | Viewed by 3564

Abstract

While previous studies conducted in sub-Saharan African countries have focused on verifying standards of clinical care and assessing challenges faced by healthcare professionals, the present study fills a gap in the literature in that it explores the factors that may drive the organizational [...] Read more.

While previous studies conducted in sub-Saharan African countries have focused on verifying standards of clinical care and assessing challenges faced by healthcare professionals, the present study fills a gap in the literature in that it explores the factors that may drive the organizational commitment of healthcare professionals in Angola. This study aimed to analyze the relationship between psychological capital and organizational commitment through perceived transformational leadership. Therefore, using the quantitative methodology, a self-report questionnaire was applied to 342 healthcare professionals (174 male, 168 female) from different public and private hospitals located in three large cities in Angola. The results confirmed that psychological capital is positively related to affective commitment and that perceived transformational leadership is a mediating variable of this relationship. Therefore, this study highlights the role of psychological capital and perceived transformational leadership in improving affective commitment in challenging environments. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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13 pages, 1134 KiB

Open AccessArticle

Analysis of Quality of Life of Autistic Students on the Canary Islands during the COVID-19 Pandemic and the Educational Response Offered

by María del Carmen Rodríguez-Jiménez, Irene Puerta-Araña, Ana Isabel González-Herrera and Miriam Catalina González-Afonso

Educ. Sci. 2024, 14(1), 111; https://doi.org/10.3390/educsci14010111 - 21 Jan 2024

Viewed by 1429

Abstract

The COVID-19 pandemic caused the closure of educational centers, forcing the teaching–learning process to become virtual at all levels of the educational system. The main objective of this study was to describe and analyze how students with autism spectrum disorder (ASD) and their [...] Read more.

The COVID-19 pandemic caused the closure of educational centers, forcing the teaching–learning process to become virtual at all levels of the educational system. The main objective of this study was to describe and analyze how students with autism spectrum disorder (ASD) and their parents perceived their quality of life and the educational response offered during the COVID-19 pandemic. This study was conducted with 50 students with grade 1 ASD, aged 8–11 years, and their parents. The methodology used was qualitative and descriptive, with semi-structured, individual interviews. The data were analyzed using the MAXQDA 2020 program. The results show that students with ASD state that they need social contact and that the fact of not experiencing it, as occurred during the COVID-19 situation, had a negative impact on their perception of their quality of life, as well as the perception of their parents, significantly affecting their emotional well-being. Likewise, it was detected that both students with ASD and their parents perceived that the educational response was inadequate during that period. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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17 pages, 1894 KiB

Open AccessSystematic Review

Psychological Intervention to Promote Resilience in Nurses: A Systematic Review and Meta-Analysis

by Suk-Jung Han and Young-Ran Yeun

Healthcare 2024, 12(1), 73; https://doi.org/10.3390/healthcare12010073 - 28 Dec 2023

Cited by 5 | Viewed by 2071

Abstract

Nurses primarily focus on caring for others, but they also require care and support to enhance their own resilience. Thus, this study aims to determine the effects of psychological interventions on nurses’ resilience support and to define the influence of moderating variables that [...] Read more.

Nurses primarily focus on caring for others, but they also require care and support to enhance their own resilience. Thus, this study aims to determine the effects of psychological interventions on nurses’ resilience support and to define the influence of moderating variables that can affect these effects. The literature search was conducted in 10 electronic databases, and 5 randomized controlled trials and 10 non-randomized controlled trials were finally selected for analysis (a total of 852 participants). Statistical analyses of the effect sizes and homogeneity of the intervention programs were conducted using RevMan 5.3 from the Cochrane Library and the R program. Publication bias in the retrieved studies was tested using contour-enhanced funnel plots. The meta-analysis found that psychological interventions were effective in improving nurses’ resilience immediately after the intervention (SMD = 0.59, 95% CI 0.31 to 0.86, Z = 4.18, p < 0.001) and in the short term within three months (SMD = 1.52, 95% CI 0.74 to 2.31, Z = 3.80, p < 0.001). Interventions using emotion regulation, relaxation, and self-compassion were particularly effective, and the intervention period was effective in both a short period of 1 day and a long period of more than 12 weeks. In addition, the optimal one-session time was 121–150 min, and offline interventions were more effective than online interventions. Furthermore, the effect size was affected by the intervention time for one session (QB = 12.02, df = 3, p = 0.007) and the on/offline intervention method (QB = 5.85, df = 1, p = 0.015). These findings may inform the development of targeted interventions and resilience support systems for nurses. However, in the future, more rigorous studies, such as randomized controlled trials, should be conducted to ensure strict control over the variables and to establish a stronger evidence base for the effectiveness of these interventions. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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12 pages, 1122 KiB

Open AccessArticle

The Association between Sleep Quality and Depressive Symptoms among Stroke Survivors and Caregivers

by Lisa A. Babkair, Hanadi Huri, Walaa Alharbi, Yara Turkistani, Ruba Alaslani, Nisreen Alandijani and Fatimah Hamad Hakami

Healthcare 2024, 12(1), 58; https://doi.org/10.3390/healthcare12010058 - 26 Dec 2023

Cited by 2 | Viewed by 1459

Abstract

Background: Stroke is a serious health problem that can lead to the development of depressive symptoms, sleep disturbances, and functional dependence in stroke survivors. The change in stroke survivors’ quality of life results in negative health outcomes for stroke survivors and caregivers. This [...] Read more.

Background: Stroke is a serious health problem that can lead to the development of depressive symptoms, sleep disturbances, and functional dependence in stroke survivors. The change in stroke survivors’ quality of life results in negative health outcomes for stroke survivors and caregivers. This study aims to investigate the association between sleep quality and depressive symptoms among stroke survivors and caregivers in Saudi Arabia. Methods: A cross-sectional design was used to collect data from 100 stroke survivors and 80 caregivers using the patient health questionnaire and Pittsburgh Sleep Quality Index. Results: 43% of the stroke survivors reported depressive symptoms and 65% had poor sleep quality; 21% of the caregivers reported depressive symptoms and 46% reported poor sleep quality. A strong association between sleep quality and depressive symptoms was detected for the stroke survivors and caregivers: (r = 0.885, p < 0.001); (r = 0.669, p < 0.001), respectively. A strong association was found between caregivers’ depressive symptoms and patient post-stroke depressive symptoms (r = 0.502, p < 0.001). A moderate association was found between stroke survivors’ sleep quality and caregivers’ sleep quality (r = 0.407, p < 0.001). There was a moderate association between stroke survivors’ depressive symptoms and caregivers’ sleep quality (r = 0.456, p < 0.001). Moreover, there was a moderate association between stroke survivors’ sleep quality and caregivers’ depressive symptoms (r = 0.492, p < 0.001). Conclusion: Poor sleep quality and depressive symptoms are common among stroke survivors and caregivers. This study found an association between the two variables. Therefore, depressive symptoms and sleep disturbances in stroke survivors and caregivers should receive more attention. Future research should focus on an interventional study to enhance sleep quality and decrease the risk of depressive symptoms. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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17 pages, 1966 KiB

Open AccessArticle

Academic Emotions and Regulation Strategies: Interaction with Higher Education Dropout Ideation

by Daniel Enguídanos, Javier Aroztegui, Manuel Iglesias-Soilán, Irene Sánchez-San-José and Juan Fernández

Educ. Sci. 2023, 13(11), 1152; https://doi.org/10.3390/educsci13111152 - 17 Nov 2023

Cited by 3 | Viewed by 1883

Abstract

(1) Introduction: This article addresses the relationship between students’ emotional experiences—mediated by their regulation strategies—and their intention of dropping out. (2) Materials and Methods: An ad hoc questionnaire was designed based on Pekrun’s Control-Value Theory of Achievement Emotions focusing on three different settings [...] Read more.

(1) Introduction: This article addresses the relationship between students’ emotional experiences—mediated by their regulation strategies—and their intention of dropping out. (2) Materials and Methods: An ad hoc questionnaire was designed based on Pekrun’s Control-Value Theory of Achievement Emotions focusing on three different settings (study, classroom, and exam). Data were collected from 2183 university students. Descriptive, frequency, and correlation analysis were conducted. Also, linear regression analyses and scatter plots were performed. A comparative regression analysis was used with the aim of facilitating the understanding of the mediating effect of emotional regulation strategies. (3) Results: Academic emotions were found to have a significant impact on dropout ideation. The effects of emotional regulation strategies as significant moderators in this relationship were observed, exhibiting variations depending on the context. (4) Discussion: Dropout ideation escalates in the presence of elevated levels of unpleasant emotions and diminished levels of pleasant emotions. The utility of possessing effective emotional regulation strategies becomes evident in mitigating dropout ideation during emotionally challenging academic situations. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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20 pages, 271 KiB

Open AccessArticle

The Influence of Student Diversity on Applying Cooperative Learning in Ethiopian Polytechnic Colleges

by Getachew Robo Gebremariam, Befekadu Zeleke Kidane and Robyn M. Gillies

Educ. Sci. 2023, 13(10), 1048; https://doi.org/10.3390/educsci13101048 - 19 Oct 2023

Viewed by 1930

Abstract

Cooperative learning is more effective in a well-managed classroom with diverse ethnic, linguistic, and religious backgrounds. To that end, this study examined the state of applications of cooperative learning and student diversity in polytechnic colleges in southwest Ethiopia. A qualitative research methodology, specifically [...] Read more.

Cooperative learning is more effective in a well-managed classroom with diverse ethnic, linguistic, and religious backgrounds. To that end, this study examined the state of applications of cooperative learning and student diversity in polytechnic colleges in southwest Ethiopia. A qualitative research methodology, specifically grounded theory design was employed to achieve the research purpose. The empirical data was gathered from 20 educational officials through in-depth interviews at sample polytechnic colleges. Student diversity found to have a significant influence on how cooperative learning is implemented. It has also been found that the perception of department heads towards diversity has a significant influence on the application of cooperative learning. The study’s findings also showed that managing diversity among students and interacting with peers within groups and from other groups has a positive influence on cooperative learning. In conclusion, the application of cooperative learning is affected by perceptional and structural factors of student diversity. Thus, this research recommends further study to be conducted on the relationship between diversity management and cooperative learning. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

14 pages, 726 KiB

Open AccessArticle

Religious Doubts and the Problem with Religious Pressures for Christian Students

by Andrea C. Walker, Andrew S. I. D. Lang and Ricky Munoz

Educ. Sci. 2023, 13(10), 975; https://doi.org/10.3390/educsci13100975 - 25 Sep 2023

Viewed by 2348

Abstract

Educational literature has underscored the importance of higher education attending to students’ religious development. For Christian students, environment plays a role. Recent Christian religious development literature focusing on environmental predictors of growth found that higher religious pressures, assumed to be a controller according [...] Read more.

Educational literature has underscored the importance of higher education attending to students’ religious development. For Christian students, environment plays a role. Recent Christian religious development literature focusing on environmental predictors of growth found that higher religious pressures, assumed to be a controller according to Self-Determination Theory, predicted religious growth for students. The current study examines this finding by considering the influence of religious pressures along with normative experiences of religious doubt on spiritual/religious development variables of relatedness and self-mastery. A web-based survey procured responses from a large sample of students from both Christian and public/secular institutions. Controlling for sex and institution, multiple linear regression modeling was used to develop a model hypothesizing that when religious doubts are high, greater pressure would result in lower levels of religious development. The model was supported for spiritual/religious self-mastery but not for relatedness. Students’ quotes were presented to illustrate the findings that emerged from the data analysis. Results clarify the deleterious role of religious pressures for Christians at certain developmental and situational milestones who are also simultaneously experiencing religious doubt and/or questioning their beliefs about God. Given past findings about the uncomfortable and unsatisfying, albeit necessary, role of engaging in some religious doubt and exploration, religious pressures can sabotage effective adaptation. The results underscore the importance of higher education administrators allowing space and support for religious questioning and doubt. Moreover, administrators in Christian universities should help facilitate the honest expression of their students’ doubts and questions and the minimization of environmental religious pressures. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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12 pages, 2488 KiB

Open AccessSystematic Review

Benefits of Adaptive Sport on Physical and Mental Quality of Life in People with Physical Disabilities: A Meta-Analysis

by Eva Isidoro-Cabañas, Francisco Javier Soto-Rodríguez, Francisco Manuel Morales-Rodríguez and José Manuel Pérez-Mármol

Healthcare 2023, 11(18), 2480; https://doi.org/10.3390/healthcare11182480 - 7 Sep 2023

Cited by 6 | Viewed by 3520

Abstract

Adaptive sports could produce multiple health benefits in people with physical disabilities. The aim is to evaluate if adaptive sports practice has an influence on physical and mental quality of life. A meta-analysis was performed using electronic databases and other sources. A within- [...] Read more.

Adaptive sports could produce multiple health benefits in people with physical disabilities. The aim is to evaluate if adaptive sports practice has an influence on physical and mental quality of life. A meta-analysis was performed using electronic databases and other sources. A within- and between-group analysis for physical and mental quality of life was conducted. Standardized mean difference (SMD) was used as a measure of the mean size effect. The statistical heterogeneity, the risk of bias, and the quality of evidence were evaluated. Eight studies met the inclusion criteria and four of them were included in the meta-analysis. In mental quality of life, significant differences were observed in the within-group analysis (SMD = 0.71, p < 0.001) and between people practicing adaptive sports and those not engaging in them (SMD = 0.62, p = 0.009). In physical quality of life, significant differences were also found between pre- and post-practice of adaptive sports (SMD = 1.03, p = 0.007). The engagement in adaptive sports showed a positive impact on the mental quality of life among adults with physical disabilities. However, the positive effect of adaptive sports practice on physical quality of life was shown only in the pre–post-test analysis. Further studies are required to validate the obtained findings. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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13 pages, 685 KiB

Open AccessArticle

The Association between Executive Function and Performing Instrumental Daily Activities in People with Intellectual Disabilities

by Beatriz García-Pintor, Francisco Manuel Morales-Rodríguez and José Manuel Pérez-Mármol

Healthcare 2023, 11(17), 2374; https://doi.org/10.3390/healthcare11172374 - 23 Aug 2023

Cited by 2 | Viewed by 1486

Abstract

Institutionalized individuals with intellectual disabilities have few opportunities to participate in instrumental activities of daily living (IADLs), which probably affects higher cognitive functions, or vice versa. The objectives of this study were to evaluate the possible difference in the ability to perform IADLs [...] Read more.

Institutionalized individuals with intellectual disabilities have few opportunities to participate in instrumental activities of daily living (IADLs), which probably affects higher cognitive functions, or vice versa. The objectives of this study were to evaluate the possible difference in the ability to perform IADLs and executive functioning between individuals with and without intellectual disabilities and to determine if executive functions are associated with the performance of IADLs in people with intellectual disabilities. This was a multi-center cross-sectional study, conducted between July 2019 and May 2020. Participants with intellectual disabilities were recruited from four centers for people with intellectual disabilities. Adults without these disabilities were gathered from several community centers. The sample consisted of 90 individuals with moderate intellectual disabilities and 79 individuals with no intellectual disability. Executive functions were evaluated using the Wechsler Adult Intelligence Scale—WAIS-IV, the INECO Frontal Screening test, the Semantic Verbal Fluency Test, and the Behavioural Assessment of the Dysexecutive Syndrome—BADS—Scale. The performance of the IADLs was assessed by the Lawton and Brody Scale. The results showed that the higher the function in instrumental activities, the lower the impairment of executive functions. Executive functions accounted for 81% of the total variance in the ability to perform the IADLs. In conclusion, individuals with moderate intellectual disabilities demonstrated limitations in executing the IADLs, which were partially associated with low performance in executive functions. This information could help in the development of evidence-based intervention programs and facilitate the formulation of appropriate support strategies to enhance participation in these activities. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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19 pages, 957 KiB

Open AccessArticle

Suicide Risk Analysis and Psycho-Emotional Risk Factors Using an Artificial Neural Network System

by Francisco Manuel Morales-Rodríguez, Juan Pedro Martínez-Ramón, José Miguel Giménez-Lozano and Ana María Morales Rodríguez

Healthcare 2023, 11(16), 2337; https://doi.org/10.3390/healthcare11162337 - 18 Aug 2023

Cited by 2 | Viewed by 1788

Abstract

Suicidal behavior among young people has become an increasingly relevant topic after the COVID-19 pandemic and constitutes a public health problem. This study aimed to examine the variables associated with suicide risk and determine their predictive capacity. The specific objectives were: (1) to [...] Read more.

Suicidal behavior among young people has become an increasingly relevant topic after the COVID-19 pandemic and constitutes a public health problem. This study aimed to examine the variables associated with suicide risk and determine their predictive capacity. The specific objectives were: (1) to analyze the relationship between suicide risk and model variables and (2) to design an artificial neural network (ANN) with predictive capacity for suicide risk. The sample comprised 337 youths aged 18–33 years. An ex post facto design was used. The results showed that emotional attention, followed by problem solving and perfectionism, were variables that contributed the most to the ANN’s predictive capacity. The ANN achieved a hit rate of 85.7%, which is much higher than chance, and with only 14.3% of incorrect cases. This study extracted relevant information on suicide risk and the related risk and protective factors via artificial intelligence. These data will be useful for diagnosis as well as for psycho-educational guidance and prevention. This study was one of the first to apply this innovative methodology based on an ANN design to study these variables. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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11 pages, 411 KiB

Open AccessBrief Report

Mental Wellbeing and Health-Risk Behaviours of University Students in Brunei: A Cross-Sectional Study during COVID-19 Pandemic

by Hanif Abdul Rahman, Nurul Nazurah Julaini, Siti Nurzaimah Nazhirah Zaim, Nurfatin Amalina Masri and Khadizah H. Abdul-Mumin

Healthcare 2023, 11(16), 2327; https://doi.org/10.3390/healthcare11162327 - 17 Aug 2023

Cited by 2 | Viewed by 1960

Abstract

Background: The coronavirus disease discovered in 2019 (COVID-19) has impacted the health behaviour of university students in a range of western nations and had a number of detrimental effects on their mental wellbeing. However, little is known about the impact on university [...] Read more.

Background: The coronavirus disease discovered in 2019 (COVID-19) has impacted the health behaviour of university students in a range of western nations and had a number of detrimental effects on their mental wellbeing. However, little is known about the impact on university students in Southeast Asia, particularly in Brunei. This study aims to estimate the prevalence and factors related to poor mental wellbeing and engaging in health-risk behaviors among university students in Brunei during the COVID-19 pandemic. Methods: A cross-sectional online survey of students in all public universities was conducted from March to June 2021. Warwick-Edinburgh Mental Well-being Scale, Global Physical Activity Questionnaire, and WHO STEPs questionnaires were used to measure mental wellbeing, physical activity, and health behaviors, respectively. Logistic regressions were applied. Results: A total of 1020 university students participated in this study (57% response rate). Prevalence of poor mental wellbeing and physical inactivity were 30% and 42.8%, respectively. Excessive snacking (89.7%), sugar intake (81.7%), and salt intake (53.8%) were the most prevalent health-risk behaviors. Body mass index and participating in sports activities were the most common factors related to mental wellbeing and health-risk behaviors. Conclusions: Participating in certain sports activities appears to have protective effects against study outcomes. However, a high prevalence of physical inactivity and unhealthy diet among university students is a concern, as it could be indicative of future non-communicable disease trends. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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22 pages, 2400 KiB

Open AccessArticle

The Why of the Teaching Profession: Validation of a Structural Model of Teacher Motivations

by Eligia Rosa Rodríguez-Rivero, Antonio Francisco Rodríguez Hernández, Carmen Mercedes Hernández-Jorge and Isabel Duarte-Lores

Educ. Sci. 2023, 13(8), 815; https://doi.org/10.3390/educsci13080815 - 9 Aug 2023

Viewed by 1738

Abstract

The aim of this work was to validate an empirical model that integrates the different motivational categories that explain the decision to become a teacher. This work provides empirical evidence of the psychometric quality of the instrument used, CUMODE. On the basis of [...] Read more.

The aim of this work was to validate an empirical model that integrates the different motivational categories that explain the decision to become a teacher. This work provides empirical evidence of the psychometric quality of the instrument used, CUMODE. On the basis of this instrument, a structural model is validated that integrates the different types of motivations associated with teaching. The participants in the study were 228 active teachers and 389 trainee teachers. An exploratory factor analysis (EFA) was applied to the data in order to extract their structure. Cronbach’s test was used to analyze the internal consistency of each item. The results showed an adequate KMO index of 0.907. The third refined model consisted of 14 items and obtained adequate fit indexes: χ² (df = 129) = 2.74, CFI = 0.94, GFI = 0.88, RMSEA = 0.09 (90% CI = 0.07–11), and SRMR = 0.07. Finally, a confirmatory factor analysis was applied with a sample of trainee teachers to validate the model. The model is equally valid for the sample of trainee teachers. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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14 pages, 297 KiB

Open AccessArticle

Absence of Transgender Identities in Primary Education Teachers’ Training and Its Implications in the Classroom: A Phenomenological Study

by Begoña Sánchez Torrejón, Alejandro Granero Andújar and Jesús Esteban Mora

Educ. Sci. 2023, 13(8), 809; https://doi.org/10.3390/educsci13080809 - 7 Aug 2023

Cited by 4 | Viewed by 1914

Abstract

The main objective of this article is to acquire in-depth knowledge of the training primary education teachers receive regarding transgender identities, as well as the resulting consequences in school realities. A phenomenological qualitative research approach was used to accomplish this purpose. The data [...] Read more.

The main objective of this article is to acquire in-depth knowledge of the training primary education teachers receive regarding transgender identities, as well as the resulting consequences in school realities. A phenomenological qualitative research approach was used to accomplish this purpose. The data were collected using a semi-structured interview technique. The participants were 38 primary education teachers from different public schools in the province of Cádiz, Spain. They acted as key informants, allowing us to gain knowledge, understanding, and meaning regarding our object of study. Among the results obtained, the absence of transgender identities in pre-service and in-service teacher training is observed. As a result, a severe lack of knowledge and confusion about the subject, as well as discriminatory values, are perceived in teachers. The need for transgender identities to be present in initial and continuous teacher training is stressed in order to see to the social and educational needs of transgender students in primary education and avoid reproducing the invisibility of transgender identities and the transmission of inegalitarian values. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

12 pages, 424 KiB

Open AccessArticle

Influence of Parenting Guilt on the Mental Health among Single-Parent Women: Multiple Additive Moderating Effect of Economic Well-Being and Level of Education

by Anna Kim, Sesong Jeon and Inah Park

Healthcare 2023, 11(13), 1814; https://doi.org/10.3390/healthcare11131814 - 21 Jun 2023

Viewed by 3657

Abstract

This study explored how the core problems (e.g., parenting, economy, and education level) of single-parent women affect their mental health. Although parenting guilt, economic well-being, and level of education are important variables that affect the mental health of single parents, there is no [...] Read more.

This study explored how the core problems (e.g., parenting, economy, and education level) of single-parent women affect their mental health. Although parenting guilt, economic well-being, and level of education are important variables that affect the mental health of single parents, there is no study that examines the interaction effect between them together. Therefore, this study examined the moderating effects of economic well-being and level of education on the relationship between parenting guilt and mental health in 419 single-parent women. In addition, it was verified whether there was a multiple additive modulation effect when they were put in at the same time. As a result, the higher the parenting guilt and the lower the economic well-being, the higher the level of mental health pain, but the level of education had no statistical significance. However, the interaction term between parenting guilt and education level had statistical significance, while the interaction term between parenting guilt and economic well-being did not produce significant results. These findings suggest the importance of education for single-parent women’s mental health as well as the need to establish policies that allow them to have sufficient time and room for child rearing. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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