Psychol. Int., Volume 7, Issue 2 (June 2025) – 28 articles

Addressing climate change requires deeper insight into the psychological drivers of pro-environmental behavior. This study investigates how personality traits, climate-related emotions, and demographic factors can predict sustainable consumption and climate action participation using a Bayesian regression approach. Drawing from the HEXACO personality model and key emotional predictors—Climate Change Worry (CCW) and environmental empathy (EE)—we analyzed data from 604 adults in Greece to assess both private and public climate-related behaviors. This research is novel in its integrative approach, combining dispositional traits and affective states within a Bayesian analytical framework to simultaneously predict both sustainable consumption and climate action. Bayesian model testing highlighted education as the most powerful and reliable predictor of sustainable consumption, with increasing levels—namely Doctoral education—linked to more environmentally responsible action. CCW produced small but reliable effects, supporting hypotheses that moderate emotional concern will lead to sustainable behavior when linked to efficacy belief. The majority of HEXACO traits, e.g., Honesty–Humility and Conscientiousness, produced limited predictive power. This indicates in this case that structural and emotional considerations were stronger than dispositional personality traits. For climate action involvement, Bayesian logistic models found no considerable evidence of any predictor, corroborating the perspective that public participation in high effort action is most likely to rely on contextual enablers instead of internal sentiments or attributes. A significant interaction effect between education and gender also indicated that the sustainability effect of education is moderated by sociocultural identity. Methodologically, this research demonstrates the strengths of Bayesian analysis in sustainability science to make sensitive inference and model comparison possible. The results highlight the importance of affect-related structural variables in behavioral models and have applied implications for theory-informed and targeted climate education and communication interventions to enable different populations to act sustainably. Full article

This mixed-methods study examined the influence of physical activity on mental health and sleep quality among 78 long-distance South Asian caregivers of older adults. As caregiving demands grow globally, long-distance caregivers face unique stressors intensified by cultural obligations and geographic separation. Quantitative analyses revealed a significant inverse relationship between depressive symptoms and sleep quality (p < 0.001), with caregivers experiencing frequent depressive feelings and reporting fewer hours of sleep. Although the relationship between physical activity and sleep did not reach statistical significance (p = 0.0903), a positive trend was observed: caregivers engaging in regular activity (≥5 days/week) reported better sleep. Depressive symptoms were also significantly associated with reduced physical activity (p = 0.0378). Qualitative findings enriched these results, illustrating how walking, yoga, and community sports were used to manage stress, enhance mood, and promote sleep. Participants emphasized the therapeutic value of outdoor environments and culturally familiar activities in coping with emotional strain. The findings suggest that physical activity plays an independent and protective role in caregiver well-being. Culturally responsive interventions that promote accessible physical activity may enhance mental health and sleep outcomes in this population, supporting sustainable caregiving and informing policy development for underrepresented caregiver groups. Full article

The COVID-19 pandemic necessitated an urgent shift to emergency remote learning, significantly affecting the education of bilingual students. This study examines the use of technology-enhanced drama-based methods, specifically digital Readers Theater, as an emergency measure to enhance reading literacy and psychosocial support during the pandemic amid multiple concurrent crises. Using an action research approach, 37 Greek teachers implemented remote literacy activities involving digital drama in their virtual classrooms over a period of four weeks. Data were collected from semi-structured interviews, teachers’ reflective journals, and student participation and were analyzed through Ajzen’s Theory of Planned Behavior. The findings indicate that, despite technological challenges and adaptation difficulties, the creative use of digital drama activities contributed to improvements in students’ reading skills, motivation, and engagement. The intervention also fostered students’ emotional expression and social connection, contributing to their psychosocial support during the disruption. This study highlights the dual role of technology as both an enabler and a barrier, emphasizing the need for better digital infrastructure and comprehensive teacher training for effective emergency response. The results stress the value of technology-supported, arts-based approaches in maintaining student engagement and promoting bilingual literacy in crisis contexts. These findings provide useful guidance for teachers and school leaders on how to support students’ learning and well-being, both during crises and in everyday practice. Full article

Previous research has linked Big Five personality traits—agreeableness, openness to experience, neuroticism, extraversion, and conscientiousness—to relationship initiation in speed dating and relationship quality in long-term relationships. However, little is known about their role in matchmaking, where a matchmaker selects potential partners based on individual preferences and guides the dating process. This study examined whether the Big Five personality traits predict relationship formation in a matchmaking context. The sample included 1704 participants (48.5% men, 51.5% women; mean age = 62.5 years) living in the Netherlands. Personality was measured at baseline using the NEO-FFI questionnaire. Relationship formation success was defined as being in a relationship for at least three months. None of the Big Five traits predicted matchmaking success. Personality traits did not significantly predict relationship success in professionally guided matchmaking, suggesting that personality may play a limited role in this particular dating context. Full article

This study explored the role of positive education practices in predicting teacher well-being, life satisfaction, and self-efficacy. Background:Drawing on positive psychology principles, positive education integrates evidence-based strategies aimed at fostering emotional resilience, engagement, and flourishing in educational settings. Methods: A cross-sectional quantitative design was employed. A total of 175 primary and secondary school teachers using validated instruments, including the Positive Education Practice Scale (PEPS), PERMA (Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment) Profiler, Satisfaction with Life Scale (SWLS), and Teachers’ Sense of Efficacy Scale (TSES), participated. Results: Factorial ANOVA results indicated that training background, rather than years of experience, significantly influenced the extent of PEPS implementation, with specialised training showing the strongest effects. Spearman’s correlations revealed that PEPS scores were positively associated with PERMA, life satisfaction, and teacher self-efficacy. Hierarchical regression analyses further demonstrated that PEPS significantly predicted PERMA, life satisfaction, and self-efficacy beyond demographic and professional factors. Conclusions: The findings highlighted the importance of positive education in enhancing teacher well-being and professional efficacy. This research underscored the need for targeted teacher training in positive psychology approaches to foster supportive and thriving school environments. Full article

Background: Adverse childhood experiences (ACEs) are linked to increased risk of deliberate self-harm (DSH), yet little is known about how women in forensic inpatient settings with histories of childhood abuse understand their self-harm. This study aimed to explore how such women make sense of their self-harm, including perceived contributing and protective factors. Methods: Semi-structured interviews were conducted with six female psychiatric inpatients (aged 22–38) detained in a low-secure forensic hospital in the north of England. All had a history of ACEs and DSH. Interpretative phenomenological analysis (IPA) was used to analyse the data. Results: Three overarching themes were identified: (1) Journey of self-harm, (2) reasons for self-harm, and (3) relationships and self-harm. Participants described self-harm as a method of emotional regulation, a way to regain control, or a means of feeling something. Protective factors included supportive relationships, self-awareness, and having meaningful goals. The findings reflect complex, evolving understandings of self-harm shaped by personal histories and relational dynamics. Conclusions: This study highlights the persistent and multifaceted nature of self-harm among women in forensic settings. The findings support the need for trauma-informed interventions that address emotion regulation, relational support, and personal empowerment. Implications for clinical practice and directions for future research are discussed. Full article

Traditionally, disaster research has focused on well-being consequences or socio-economic effects, often overlooking the association between disaster-brought life changes (i.e., transition) and mental health. Therefore, in this online longitudinal survey, we aimed to evaluate the long-term transitional impact of the flood in Western Germany and the wildfire in British Columbia, Canada, both of which happened during the summer of 2021. Additionally, we aimed to examine the relationships among these disaster-specific transitions and mental health, as well as feelings of being abandoned by the community and government. In this multi-site, multi-disaster study, 48 BC and 41 Western Germany adults were first assessed in 2021, then reassessed in 2022. During both waves, respondents completed the 12-item TIS, the 21-item DASS, the 8-item PCL, and the 2-item feeling of abandonment instrument (community and government). Results indicated that (a) the Germany flood produced higher material and psychological change in 2021 than in 2022; (b) the BC fire produced higher psychological change in 2021 than 2022, but produced modest material change in both time points; (c) the BC-fire group reported greater mental distress in 2021 than 2022, the Germany-flood group reported moderate-to-severe mental distress in both waves, and neither group experienced PTSD-like symptoms; (d) in both groups, evacuees experienced more change and distress than non-evacuees; (e) BC-fire evacuees and Germany-flood non-evacuees indicated that they felt more abandoned by their community than their government; and (f) over time, only psychological changes were reliably associated with distress in both groups. We speculated that following disasters, people’s mental health was largely shaped by the levels of disaster-induced life changes, particularly psychological changes that unfold over time. Full article

Dealing with mathematics can induce significant anxiety, affecting academic performance: this phenomenon is known as Math Anxiety (MA). While math anxiety scales were mostly developed in English, some have been translated and validated for Italian populations (e.g., the Abbreviated Math Anxiety Scale). This study translated the 3-factor MAS-UK scale into Italian, producing a new tool, MAS-IT, which was validated in a sample of 324 Italian psychology undergraduates. Confirmatory Factor Analysis (CFA) tested the original MAS-UK 3-factor model and revealed that it did not fit the MAS-IT data. A subsequent Exploratory Graph Analysis (EGA) identified four distinct factors of math anxiety in MAS-IT. The “Passive Observation MA” factor remained stable across the analyses, whereas the “Evaluation MA” and “Everyday/Social MA” items showed poor stability. These quantitative findings suggest potential cultural or contextual differences in the expression of math anxiety among today’s psychology undergraduates, highlighting the need for more appropriate assessment tools tailored to this population. Full article

Intensive parenting is a parenting style in which parents, especially mothers, devote significant portions of their time, money, and energy to their children. An intensive parenting attitude questionnaire has been developed that assesses five dimensions of intensive parenting attitude: (1) Essentialism, (2) Fulfillment, (3) Challenging, (4) Stimulation, and (5) Child-centered. Psychologists suggest this attitude can negatively impact maternal mental health or well-being, with the impact varying according to cultural and societal values or socioeconomic and occupational status. There is a need to investigate the effect of intensive parenting attitude on mothers with a focus on a specific culture and maternal background, especially in societies with strongly gendered division of labor. The questionnaire survey examined whether housewives with at least one infant or preschool-aged child (n = 467) and part-time working mothers (n = 148) were affected by intensive parenting attitude in Japan, where there is strongly gendered division of labor and mothers usually take on the burden of housework and childcare responsibilities. In this study, the effects of maternal socioeconomic status and perceived social support were controlled for in order to elucidate the link between intensive parenting attitudes and maternal well-being and self-efficacy. Results showed that, when controlling for socioeconomic status and perceived social support, each dimension of intensive parenting attitude was significantly associated with perceived maternal stress, general life satisfaction, and self-efficacy. Most surprisingly, Essentialism was negatively associated with perceived stress and positively associated with self-efficacy. These findings suggest that the effects of intensive parenting attitude on mothers depend on current child-rearing circumstances and societal or country values. Future research on intensive parenting attitude should consider social variables of mothers. Full article

This study explored innovative methods for teaching mathematics to seventh-grade students with persistently low performance by using an AI-driven neural network approach, specifically focusing on solving first-degree inequalities. Guided by the Response to Intervention (RTI) framework, the intervention aimed to reduce math anxiety and build academic resilience through the development of cognitive and metacognitive strategies. A rigorous pre- and post-test design was employed to evaluate changes in performance, anxiety levels, and resilience. Fifty-six students participated in the 12-week program, receiving personalized instruction tailored to their individual needs. The AI tool provided real-time feedback and adaptive problem-solving tasks, ensuring students worked at an appropriate level of challenge. Results indicated a marked decrease in math anxiety alongside significant gains in cognitive skills such as problem-solving and numerical reasoning. Students also demonstrated enhanced metacognitive abilities, including self-monitoring and goal setting. These improvements translated into higher academic performance, particularly in the area of inequalities, and greater resilience, highlighting the effectiveness of AI-based strategies in supporting learners who struggle persistently in mathematics. Overall, the findings underscore how AI-driven teaching approaches can address both the cognitive and emotional dimensions of mathematics learning. By offering targeted, adaptive support, educators can foster a learning environment that reduces stress, promotes engagement, and facilitates long-term academic success for students with persistently low performance in mathematics. Full article

Background: Phenylketonuria (PKU) is a rare metabolic disorder requiring lifelong dietary treatment. Adolescents and young adults face unique challenges in managing the condition, often compromising adherence and psychological well-being. This study aimed to explore coping strategies used by patients to manage their condition and their associations with dietary adherence, PKU-related symptoms, and quality of life (QoL) in young individuals with PKU. Methods: A cross-sectional study was conducted with 21 adolescents and young adults (13–25 years) with classical PKU, followed at the Unit of Inherited Metabolic Diseases in Padua, Italy. Participants completed questionnaires assessing dietary adherence, QoL, and coping. Biochemical data were collected from medical records. Results: Only 57.1% fully adhered to the diet; social barriers like embarrassment and school/work environments hindered adherence. Adolescents reported more irritability and concentration difficulties, while young adults reported greater fatigue. QoL was moderately impacted. Avoidance coping was more frequent in young adults and correlated with irritability and lower QoL. Transcendence-oriented coping was linked to fewer insomnia symptoms. Conclusions: Coping strategies influence symptom experience and QoL in PKU. Integrating psychological support and personalized care into routine treatment is essential to improve adherence and support patients through the transition to adulthood. Full article

“Sharenting” appears to have become a common practice among families, who tend to normalise the posting of children’s content on social media, which can raise concerns about the privacy, safety, and mental health of exposed children. This study examines the perceptions and practices of sharenting among families in Asunción (Paraguay). A survey of 73 parents analysed posting habits, knowledge of risks, and possible influencing factors on parental digital behaviour. Data analysis techniques such as descriptive statistics and correlation analysis were used to examine the associations between the key variables. The results reveal that 72.60% of respondents publish content about their children on social networks, while 95.89% recognise that they are concerned about the risks associated with this practice. In addition, 58.90% of the participants indicated that they were unaware of the term sharenting. The analysis suggests that there is no significant association between knowing one’s social media contacts and the decision to post information about one’s children, indicating that perceived privacy may not directly influence the practice of sharenting. This highlights the need to educate families and promote awareness of the risks of children’s exposure to digital platforms. Full article

The deployment of emotion-recognition technologies expands across healthcare education and gaming sectors to improve human–computer interaction. These systems examine facial expressions together with vocal tone and physiological signals, which include pupil size and electroencephalogram (EEG), to detect emotional states and deliver customized responses. The technology provides benefits through accessibility, responsiveness, and adaptability but generates multiple complex ethical issues. The combination of emotional profiling with biased algorithmic interpretations of culturally diverse expressions and affective data collection without meaningful consent presents major ethical concerns. The increased presence of these systems in classrooms, therapy sessions, and personal devices makes the potential for misuse or misinterpretation more critical. The paper integrates findings from literature review and initial emotion-recognition studies to create a conceptual framework that prioritizes data dignity, algorithmic accountability, and user agency and presents a conceptual framework that addresses these risks and includes safeguards for participants’ emotional well-being. The framework introduces structural safeguards which include data minimization, adaptive consent mechanisms, and transparent model logic as a more complete solution than privacy or fairness approaches. The authors present functional recommendations that guide developers to create ethically robust systems that match user principles and regulatory requirements. The development of real-time feedback loops for user awareness should be combined with clear disclosures about data use and participatory design practices. The successful oversight of these systems requires interdisciplinary work between researchers, policymakers, designers, and ethicists. The paper provides practical ethical recommendations for developing affective computing systems that advance the field while maintaining responsible deployment and governance in academic research and industry settings. The findings hold particular importance for high-stakes applications including healthcare, education, and workplace monitoring systems that use emotion-recognition technology. Full article

When children are raised in environments that lack important elements of supportive care needed for developing a healthy identity, it results in a kind of “loss” of what is archetypally expected but never received. This category of loss, which I call estranged sorrow, is not accounted for in the current literature of loss related to grief related to known losses. Most approaches to trauma are similar in emphasizing what happens based on events and neglecting on the trauma that results from developing in an environment without emotionally available caregivers. In this article, a theoretical essay, I work within the framework of depth psychology to trace how estranged sorrows might originate in our culture. I then use the method of amplification to provide three different ways that the productive imagination can be harnessed as a vital resource: narrative amplification, imaginal amplification, and mythic amplification. I explore how the imagination enables a grieving process that connects sorrow with words and images that can then be processed as a conscious experience, and ultimately allowed to become part of the biographical past rather than an unvoiced present. Full article

The Reading the Mind in the Eyes Test (RMET) is widely regarded as the primary instrument for measuring the Theory of Mind (ToM). However, its reliability, validity, and administration procedures, particularly across the lifespan and within adolescence, have been a subject of controversy. This study addresses these concerns using the Spanish version of the RMET with a Spanish sample of 162 late adolescents (93 women). The main findings indicate low reliability and questionable validity, casting doubt on the RMET’s suitability for assessing ToM during adolescence. The study discusses the administration of the instrument as a potential factor contributing to its psychometric deficiencies. Furthermore, it posits that the assumption of ToM as a singular, unitary construct may compromise the validity of the instrument. Full article

Cognitive Load Theory (CLT) and the Cognitive Theory of Multimedia Learning (CTML) have long served as foundational frameworks in instructional design. However, their applicability to contemporary, technologically mediated learning environments remains under-theorized. This review critically examines CLT and CTML, focusing on their assumptions, empirical contributions, and current limitations in addressing the complexities of dynamic, AI-enhanced educational settings. The discussion is further enriched through engagement with complementary perspectives, including self-regulated learning, dual process theory, and connectivism. These frameworks illuminate conceptual convergences but also expose theoretical tensions, particularly regarding unresolved constructs such as germane cognitive load and the methodological challenges associated with real-time cognitive load measurement. In response to these gaps, this paper proposes the Cognitive Load-Aware Modulation (CLAM) strategy—a conceptual model designed to extend cognitive load principles in adaptive, ethically responsive learning environments. Synthesizing insights from cognitive psychology, educational technology, and affective computing, CLAM supports the design of personalized, data-driven instructional systems attuned to learners’ cognitive and emotional states. The model emerges not merely as a theoretical contribution, but as a future-oriented framework rooted in the critical synthesis of the reviewed literature. Its practical applications for real-world educational settings are outlined, and its empirical validation constitutes the next phase of our ongoing research project. Full article

Background: research shows that university students’ academic engagement and performance can be usefully predicted by academic behavioural confidence (ABC), a set of self-beliefs in study-focused behaviours. While demographic and institutional variations in ABC are often reported, less is known about its psychosocial or behavioural correlates. Methods: A total of 328 students in 16 English universities completed an online survey with measures of ABC, self-esteem, ethnic identity, peer pressure, social support, and substance dependence and theirs and their tutor’s demographics. Results: Aspects of ABC differed by student gender (ps < 0.01), university (modern/traditional; ps < 0.01), and degree (nonvocational/vocational; p < 0.01) types and correlated with self-esteem, social support, peer pressure, drug dependence, and, for ethnic minority students, ethnic identity. Hierarchical regression analyses identified gender (β = 0.14–0.25), age (β = −0.16–0.12), self-esteem (β = 0.22–0.46), peer pressure (β = −0.15–−0.17), and drug dependence (β = −0.15–−0.21) as consistent predictors across ABC components. Conclusions: The findings highlight the importance of individual factors and social networks for academic self-efficacy. Recommendations for monitoring ABC and its contributors for targeted study and pastoral support are made. Full article

Academic success in medical education is shaped by a complex interaction of biological predispositions, lifestyle choices, and mental health status. Understanding these factors is essential for student-centered educational reform and well-being support systems. This study investigates the association between biological traits, lifestyle behaviors, psychological stress, and academic outcomes among Vietnamese medical students. A cross-sectional survey of 1227 students from a Vietnamese medical university was conducted, with valid GPA data from 1038 participants. Data on biological (age, sex, BMI, blood group), lifestyle (diet, sleep, exercise, screen time, self-study), stress-related (DASS-21 scores, life domain-specific stressors), and social–academic factors (major, year, roommates) were collected. Linear regression models were applied to explore relationships with GPA. Lifestyle factors (R² = 0.032, p = 0.001) such as eating dinner (p = 0.001), self-study hours (p = 0.005), and having breakfast (p = 0.046) were positively associated with GPA. Biological variables had a smaller impact (R² = 0.013), with age showing a modest positive association (p = 0.001). Mental health scores (DASS-21) explained 1.2% of GPA variance (p = 0.007), with depression positively and stress negatively influencing performance. Academic year was a consistent predictor across models (p = 0.001), and multivariate regression combining all categories (R² = 0.048, p < 0.001) confirmed these relationships. In conclusion, regular mealtime patterns, particularly having breakfast and dinner, and consistent self-study routines are stronger predictors of GPA than biological or general stress markers. Educational institutions should promote healthy daily routines and academic mentoring. Full article

Swearing, a highly emotive form of expression, has recently attracted growing interest from researchers. Yet, swearing is still largely unexamined as a form of self-talk among professional athletes, coaches, and casual exercisers. This study aims to fill that gap by creating and validating the Use of Swear Words in Sport and Exercise Questionnaire (USWSEQ), an innovative instrument intended to assess how often athletes, coaches, and recreational exercisers utilize common swear words. The questionnaire was administered to 513 participants and underwent exploratory (n = 333) and confirmatory (n = 180) factor analyses to evaluate its content structure, reliability, and validity. Results confirmed a robust two-factor model: (1) Self/Other Degradation, and (2) Situational Swearing. Notably, the study emphasizes the complexity involved in researching language, because swear words can be semantically ambiguous, pragmatically flexible, and deeply embedded in culture. These attributes present challenges for conventional psychometric methods and highlight the importance of function-based and context-aware frameworks. Full article

Enhancing mathematical achievement has been identified as a pivotal issue in school education, extending beyond mathematics education alone. However, research comprehensively examining the relationship between multiple affective variables and learning and mathematics achievement is limited. The present study examines the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and mathematics achievement among students in Japan. Moreover, this study examines whether there are any differences in this relationship according to gender and socio-economic status (SES). A path analysis using the data from students in Japan (n = 5760) in the PISA 2022 dataset revealed that (1) self-efficacy for formal and applied mathematics was significantly negatively related to mathematics anxiety and significantly positively related to behavioural engagement and mathematics achievement, (2) self-efficacy for mathematical reasoning and 21st-century mathematics was found to be significantly negatively associated with mathematics anxiety and positively associated with behavioural engagement, and (3) while a negative correlation was observed between mathematics anxiety and behavioural engagement, a significant relationship was not identified between the two and mathematics achievement. Furthermore, the multiple-group structural equation modelling, with gender and SES as the grouping variable, demonstrated no differences in gender and SES in the relationship between self-efficacy, mathematics anxiety, behavioural engagement, and math achievement. Full article

Previous research on immigrant integration indicates that contextual factors, such as access to health services, often lead to varying levels of immigrant incorporation and feelings of inclusion. Research has demonstrated the link between inclusion and physical health but less is known about the connection between mental health and immigrant inclusion. In this study, we examine the impact of the prevalence of mental health issues at the county level on immigrants’ perceptions of inclusion. We propose that a lower prevalence of mental health issues at the county level is associated with improved perceptions of inclusion among immigrants. To explore this relationship, we analyze data from the Kaiser Family Foundation, which covers feelings of immigrant inclusion from a racially and geographically diverse sample of immigrants across the United States. We pair these data with CDC PLACES data on the crude prevalence of mental health issues at the county level. Our findings reveal an association between the crude prevalence of mental health issues at the county level and immigrants’ feelings of inclusion. Through this analysis, we underscore the significance of understanding the contextual determinants that shape migrants’ perceptions of inclusion. Full article

Objective: Psychological resilience, defined as one’s self-reported ability to bounce back from stress, is understudied in young African American women (YAAW). Guided by community feedback, this study examined the associations between resilience and the following three constructs from Staudinger’s 2015 resilience and aging model: perceived stress, non-psychological resources, and psychological resources. We aimed to identify cultural resources that can enhance resilience in the face of unique stressors. Methods: A cross-sectional survey was administered to 512 self-identified YAAW aged 18–35 years. Resilience was measured by the Brief Resilience Scale, ranging from one to five, with higher scores indicating greater resilience. We employed linear regression to examine the relationships among stressors, resources, and resilience, and then used elastic net (EN) regularization to identify the resources most strongly associated with resilience after adjusting for age and stressors. Data were analyzed using SAS version 9.4. Results: YAAW with higher resilience experienced fewer stressors and reported greater access to both non-psychological and psychological resources. In the adjusted EN model, perceived stress (β = −0.16), internalized racism (β = −0.06), and adverse childhood experiences (β = −0.03) demonstrated the strongest associations with lower resilience. Conversely, improvisational skills (β = 0.23), (emotional stability or the absence of) neurotic personality traits, β = −0.22), presence of conscientious personality traits (β = 0.08), and not expressing anger to cope with discrimination (β = −0.04) had the strongest associations with higher resilience. Notably, high improvisation skills and low levels of neuroticism were identified as key resilience resources. Conclusion: Stress reduction techniques that focus on addressing racial trauma and highlight the health-promoting aspects of AA cultural identity, such as improvisation, may play an important role in fostering resilience among YAAW. Further research is needed to validate these findings and to help inform the development of effective intervention strategies in this group. Full article

Background: The Coronavirus disease (COVID-19) pandemic profoundly impacted education, causing uncertainty and constant changes for teachers, including new teaching modalities, increased workloads, and limited rest periods. Global studies have reported mental health issues such as anxiety and depression among educators during and after the pandemic, primarily in Asia, Europe, and North America. However, these existing studies often show increased anxiety and depression rather than considering school-based predictors that may contribute to increasing rates. Aims: Despite these global findings, there are few investigations of the impact of COVID-19 on teachers in Latin America and Spain. To address these notable global and regional research gaps, this study examined the prevalence and predictors of depression and anxiety symptoms among teachers in Latin America and Spain. Method: An online survey collected data on demographics, work-related characteristics, COVID-19 experiences, and measures of mental health from teachers in 19 Latin American countries and Spain using a snowball sampling approach. The sample comprised 2004 teachers, with 81.8% female participants and a mean age of 44.46 years (SD = 9.8). Descriptive statistics and hierarchical multiple linear regressions were conducted with depression and anxiety as outcome variables. Results: Consistent predictors of increased anxiety and depression symptomology included being female or transgender, being younger, having lower socioeconomic status, having pre-existing mental health conditions or chronic illness, having increased workload during the pandemic, being dissatisfied with teaching resources, and having negative changes in relationships with students, parents, or colleagues. The predictors collectively explained 16.4% of the variance in depression and 17.5% of the variance in anxiety symptoms. Conclusions: The significant mental health needs of teachers in Latin America and Spain during the COVID-19 pandemic highlight the pressing necessity of prioritizing the mental health needs of educators to improve their psychological health and children’s educational environments. These results also suggest the practical need to provide teachers with additional school-based supports and resources for future transitions to online learning or disruptions to traditional instruction. Full article

This study aimed to assess the feasibility and acceptability of the online delivery of a spiritual–mind–body (SMB) wellness intervention previously delivered and validated in person, Awakened Awareness for Adolescents (AA-A), designed for spiritual individuation among emerging-adult undergraduates. Undergraduates aged 18–25 (N = 39) participated in an open trial study. Enrollment, retention, and engagement rates were calculated to assess the feasibility of delivering AA-A online. Thematic analysis on qualitative feedback was conducted to assess acceptability. Clinical and spiritual well-being were assessed before and after AA-A delivery using self-report measures and pre-to-post-intervention changes examined. Results were compared to previous findings from AA-A delivered in person. Interactions between sexual and gender minority (SGM) status and AA-A delivery method on spiritual well-being change scores were explored. Significant improvements were seen in anxiety and post-traumatic stress symptoms and spiritual well-being. Affordances and constraints of the online format were identified across three themes. SGM students showed significantly greater improvements than non-SGM students in depression and anxiety symptoms and spiritual well-being. AA-A is feasible and acceptable in an online format and can support students’ spiritual individuation and mental health in a way that is comparable to its in-person format. Furthermore, the online format may be particularly beneficial for SGM students to actively participate and engage. Full article

Functional somatic symptoms (FSSs) in children—such as headaches, stomachaches, and muscle pain without clear medical explanations—pose a significant clinical challenge, often leading to repeated healthcare visits and impairments in daily functioning. While the role of parental psychological factors in shaping children’s FSSs has been suggested, empirical evidence remains limited and fragmented. This study addresses this gap by systematically examining the associations between parents’ reflective functioning, emotion regulation, alexithymia, and physical and mental health, and the frequency and severity of children’s FSSs. A total of 339 parents of children aged 6–12 completed surveys assessing their capacity to understand mental states, regulate emotions, and identify or describe feelings, as well as their self-reported physical and mental health. They also indicated whether their child experienced FSSs (e.g., headaches, stomachaches) more than once per week. Results revealed that parents of children with FSSs reported significantly lower levels of reflective functioning (lower certainty, higher uncertainty), higher alexithymic traits, and greater emotion regulation difficulties, alongside poorer physical and mental health indices. Logistic regression analyses demonstrated that emotion regulation difficulties and poorer mental health significantly increased the likelihood of a child exhibiting FSSs, while lower reflective functioning also emerged as a significant predictor. Furthermore, multiple linear regression indicated that emotion regulation challenges and poor mental health predicted greater severity of FSSs. These findings offer novel insights into how parents’ psychological and health characteristics can shape children’s somatic symptom expression, highlighting the need for family-focused interventions. By identifying and addressing parental emotional and cognitive difficulties, clinicians may be able to mitigate the intergenerational transmission of maladaptive stress responses, ultimately reducing the burden of FSSs in children. Full article

Despite expanded mental health services and outreach within the military, most active-duty members who endorse mental health problems do not seek services. Little is known about why this is the case, but cognitions may play a key role. In this study, cognitions relevant to service seeking were compared among three subgroups of active-duty members: those who endorse one or more mental health problems and sought services, those who endorse problems and do not seek services, and those who do not endorse problems. To examine differences and similarities among these groups, a stratified random sample of 162,340 was drawn from all active-duty members of the U.S. Department of the Air Force serving at 91 installations around the world. Each selected member was invited to anonymously complete the Air Force Community Assessment, and 63,227 members (39% of those invited) participated. Of these, one in five reported at least one mental health problem, and one in three reported receiving services within the past two years. Participants reporting problems and who had not sought services perceived more peer and institutional stigma, reported more knowledge and logistic barriers, reported more negative attitudes towards mental health services, and reported fewer attractors to mental health services compared with those who did not report problems. Those who reported problems and sought services reported more problems and more negative attitudes than those reporting problems who had not sought services. Nine of ten who reported problems but had not received services indicated they had no intention to seek them. Full article

Background: The present research seeks to understand the impact of emotional intelligence on the psychological well-being of young graduates Well-being is closely linked to happiness and life satisfaction and occurs when individuals possess adequate psychological, social, and physical resources to manage life’s challenges. Emotional Intelligence, defined as the ability to recognize, understand, and regulate emotions, has been identified as a key factor influencing psychological well-being. Research highlights that individuals with higher emotional intelligence tend to experience greater life satisfaction, lower stress levels, and improved mental health. However, the specific impact of emotional intelligence on the psychological well-being of young graduates remains underexplored, particularly in the Portuguese context, making this study highly relevant. Methods:To investigate this impact, a questionnaire was administered to a sample of 209 young graduates in Portugal, which included emotional intelligence and psychological well-being items and a multiple regression model was used. Results: the results obtained indicate that emotional intelligence has a statistically significant influence on psychological well-being, where young people with higher levels of emotional intelligence showed higher levels of psychological well-being. Regarding age and sex, our data did not show a statistically significant relationship with emotional intelligence or psychological well-being. Conclusions: In summary, this study confirmed that young people with greater ability to manage their own emotions are more likely to experience higher psychological well-being. Full article

Background: Street harassment is a widespread issue affecting women’s freedom and well-being. While research has explored its impact on victims, little is known about individual factors influencing societal tolerance of such behaviour. This study examined the relationships of cognitive empathy and social dominance orientation (SDO) to street harassment tolerance among heterosexual men in two European cultures. Methods: A total of 136 Italian and 113 British heterosexual men completed measures of SDO and street harassment tolerance before and after watching a video depicting a woman experiencing harassment. Cognitive empathy was assessed through participants’ ability to recognise the victim’s emotional responses in the video. Results: Higher tolerances of street harassment before and after viewing the video were associated with lower cognitive empathy and higher SDO in both countries. Exposure to the video reduced street harassment tolerance in British participants but had no significant effect in the Italian sample. Conclusions: These findings highlight cognitive empathy and SDO as correlates of street harassment tolerance, suggesting their potential relevance for interventions to shift street harassment attitudes. The differing impact of the video between countries highlight the potential importance of cultural context for developing street harassment prevention strategies. Future research should further explore these relationships to inform targeted interventions. Full article