Research

Jump to: Other

14 pages, 1070 KiB

Open AccessArticle

Chinese Virtues and Resilience among Students in Hong Kong

by Xiaoxue Kuang, John Chi-Kin Lee and Junjun Chen

Int. J. Environ. Res. Public Health 2023, 20(4), 3769; https://doi.org/10.3390/ijerph20043769 - 20 Feb 2023

Cited by 1 | Viewed by 1922

Character strengths and training have a great impact on students’ whole-person development. This study examined the applicability of the Chinese virtues questionnaire (CVQ) and the relationships between students’ perceptions of virtues and resilience in Hong Kong, SAR, China. A total of 2468 pupils [...] Read more.

Character strengths and training have a great impact on students’ whole-person development. This study examined the applicability of the Chinese virtues questionnaire (CVQ) and the relationships between students’ perceptions of virtues and resilience in Hong Kong, SAR, China. A total of 2468 pupils from primary and secondary schools in Hong Kong were recruited as the sample for this study. The results of confirmatory factor analysis (CFA) supported a measurement model of Chinese virtues, and the results of structural equation modeling (SEM) suggested that Chinese virtues were positively related to positive resilience and succumbing. Significant relationships were found between gender and students’ positive resilience, and school grade level showed a significant impact on the Chinese virtues, which in turn affect resilience. Student resilience could be enhanced by nurturing virtues and related character strengths, keeping in mind the role of gender and grade level. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

► Show Figures

Figure 1

17 pages, 1137 KiB

Open AccessArticle

The Shifting Public Health Landscape and Virtual Learning Environment: The Effectiveness of Practice-Based Teaching Delivered In-Person, Virtual, and Hybrid

by Stacey Cunnington, Alyson Codner, Eva Nelson, Donna McGrath and Jacey A. Greece

Int. J. Environ. Res. Public Health 2023, 20(4), 2867; https://doi.org/10.3390/ijerph20042867 - 06 Feb 2023

Cited by 2 | Viewed by 1645

Abstract

The pandemic necessitated teaching competencies that allow public health (PH) students to be immediately workforce ready. The shift to virtual learning provided an ideal time to consider pedagogies focused on applied learning opportunities, such as practice-based teaching (PBT). This multi-year, post-test evaluation of [...] Read more.

The pandemic necessitated teaching competencies that allow public health (PH) students to be immediately workforce ready. The shift to virtual learning provided an ideal time to consider pedagogies focused on applied learning opportunities, such as practice-based teaching (PBT). This multi-year, post-test evaluation of one PBT course explored differences in students’ competency achievement immediately post-course with different modalities of delivery: fall 2019 in-person (n = 16), summer 2020 virtual (n = 8), and fall 2020 hybrid (n = 15). Using a variety of methods to assess across semesters, the study found virtual and hybrid learning environments resulted in equally high levels of competency achievement as in-person delivery. Regardless of course delivery, students reported, with no difference across semesters, PBT directly contributed to their workforce readiness, helped with acquisition of essential workforce skills such as problem-solving, leadership, and teamwork, and led to skill and knowledge acquisition they would not have achieved in a non-PBT course. The increased emphasis on virtual learning changed the higher education landscape and the need for students to be workforce-ready with the technical and professional skills demanded by the field and offered opportunity to redesign courses with an emphasis on applied opportunities. Virtually delivered PBT is an effective, adaptable, and sustainable pedagogy worth the investment. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

► Show Figures

Figure 1

18 pages, 923 KiB

Open AccessArticle

Teacher Well-Being in Chinese Universities: Examining the Relationship between Challenge—Hindrance Stressors, Job Satisfaction, and Teaching Engagement

by Lan Xu, Jing Guo, Longzhao Zheng and Qiaoping Zhang

Int. J. Environ. Res. Public Health 2023, 20(2), 1523; https://doi.org/10.3390/ijerph20021523 - 14 Jan 2023

Cited by 5 | Viewed by 3156

Abstract

Improving teacher well-being at work is a great challenge worldwide. Understanding the stressors of Chinese university teachers in teaching activities is critical for shedding light on well-being in the midst of the rapid expansion of the higher education system and the quest to [...] Read more.

Improving teacher well-being at work is a great challenge worldwide. Understanding the stressors of Chinese university teachers in teaching activities is critical for shedding light on well-being in the midst of the rapid expansion of the higher education system and the quest to rise in world rankings. This study integrates the well-being perspective and the transactional model of stress and coping to investigate the mechanisms underlying the effect of challenge—hindrance stressors on teacher engagement. Data were collected through the online platform SoJump in mainland China (N = 7743), and structural equation modeling was used to test the relationship between challenge—hindrance stressors and teaching engagement. The statistical results revealed the following: (1) challenge stressors had a significant positive effect on teaching engagement, while hindrance stressors were negatively related to teaching engagement; (2) challenge and hindrance stressors were significant negative predictors of teacher job satisfaction; (3) teacher job satisfaction suppressed the impact of challenge stressors on teaching engagement and partially mediated the process by which hindrance stressors impact teaching engagement. The findings suggest that the theoretically opposing effects of the two stressors are not absolute and that special consideration should be given to teachers’ job satisfaction in relation to stress management for university teachers. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

► Show Figures

Figure 1

15 pages, 954 KiB

Open AccessArticle

Deciding Alone or with Others: Employment Anxiety and Social Distance Predict Intuitiveness in Career Decision Making

by Xiaoli Shu, Jun Peng and Guilin Wang

Int. J. Environ. Res. Public Health 2023, 20(2), 1484; https://doi.org/10.3390/ijerph20021484 - 13 Jan 2023

Cited by 1 | Viewed by 1591

Abstract

Intuitive career decisions can influence people’s career choices and subsequent job competencies, which are related to their development and happiness. There is evidence that both anxiety and social distance influence intuitive career decisions individually, but it is unclear how employment anxiety and social [...] Read more.

Intuitive career decisions can influence people’s career choices and subsequent job competencies, which are related to their development and happiness. There is evidence that both anxiety and social distance influence intuitive career decisions individually, but it is unclear how employment anxiety and social distance influence intuitive career decisions individually and how they interact to influence intuitive career decisions. Drawing on the cognitive–emotional dual-system model, in this study, 298 college students and 386 senior job-seeking students were tested through behavioral experiments and questionnaires, respectively. The results showed that employment anxious individuals have a higher intuitive level in career decision making, and they also have a higher intuitive level when making career decisions for others at a far social distance. In addition, employment anxiety and social distance interact to influence the intuitiveness of career decision making. When making career decisions for themselves and those who are close to them, the increase in employment anxiety will increase the intuitive level. Therefore, in a non-anxious situation, you can make career decisions on your own or get help from someone close to you, but in anxious situations, you can turn to others who are at a far social distance to help make decisions. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

► Show Figures

Figure 1

15 pages, 342 KiB

Open AccessArticle

Perception of Current Educational Environment, Clinical Competency, and Depression among Malaysian Medical Students in Clinical Clerkship: A Cross-Sectional Study

by Rosnaini Sudi, Wai Leng Chang, Nur Hidayah Arshad, Syasya Nabilah Zainal Abidin, Ulyssies Suderman and Luke Sy-Cherng Woon

Int. J. Environ. Res. Public Health 2022, 19(23), 16274; https://doi.org/10.3390/ijerph192316274 - 05 Dec 2022

Viewed by 1320

Abstract

The COVID-19 pandemic has altered the educational environment of medical students in clinical clerkship, with potential impacts on clinical competency and reported increased prevalence of depression. This study aimed to determine the relationship between the perception of the educational environment, self-perceived clinical competency, [...] Read more.

The COVID-19 pandemic has altered the educational environment of medical students in clinical clerkship, with potential impacts on clinical competency and reported increased prevalence of depression. This study aimed to determine the relationship between the perception of the educational environment, self-perceived clinical competency, and depression among them. Subjects (N = 196) at the National University of Malaysia participated through convenience sampling in an online survey including sociodemographic data, COVID-19-related stressors, Dundee Ready Education Environment Measure (DREEM), self-perceived clinical competency, and Patient Health Questionnaire (PHQ-9). The cut-off point for depression was a PHQ-9 score ≥ 15. Multiple logistic regression followed bivariate analyses to identify factors for depression. The participants (mean age: 23.2 years, SD ± 0.98 years) were mainly female (71.9%) and Malay (59.2%). The prevalence of depression was 17.4% (95% CI: 12.3–23.4%). Most participants perceived the educational environment positively. In logistic regression, ethnicity (Adjusted OR = 3.1, 95% CI: 1.2–8.1) and DREEM score were significantly associated with depression, whereas self-perceived clinical competency was not. A higher DREEM score indicating a better perception of the educational environment was linked to a lower likelihood of depression (p = 0.046). Besides ethnicity, perception of the educational environment emerged as a factor associated with depression. This relationship between the educational environment and mental well-being warrants further exploration. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

15 pages, 759 KiB

Open AccessArticle

A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being: The Role of Emotion Regulation

by Xin Zheng, Qinyuan Dan, Zhimin Wu, Shengquan Luo and Xinying Peng

Int. J. Environ. Res. Public Health 2022, 19(22), 15030; https://doi.org/10.3390/ijerph192215030 - 15 Nov 2022

Cited by 5 | Viewed by 1609

Abstract

The position of school principal is emotionally demanding. Principals’ occupational well-being (OWB) can be influenced by their emotional work characteristics, and their emotional regulation plays a critical role. Based on the job demands–resources (JD-R) model, this study investigated the relationships between kindergarten principals’ [...] Read more.

The position of school principal is emotionally demanding. Principals’ occupational well-being (OWB) can be influenced by their emotional work characteristics, and their emotional regulation plays a critical role. Based on the job demands–resources (JD-R) model, this study investigated the relationships between kindergarten principals’ OWB and its complex antecedents. Specifically, the study examined the influences among emotional job demands and trust in colleagues on kindergarten principals’ OWB factors (job satisfaction and emotional exhaustion), with a particular focus on the role of their emotion regulation strategies. Through an investigation of 618 kindergarten principals in China, the results showed that emotional job demands and trust in colleagues had different influences on principals’ OWB dimensions. Emotional job demands can enhance both principals’ suppression and reappraisal strategies, and trust in colleagues functions as an interpersonal resource for reappraisal. Principals’ emotion regulation strategies mediated the influence of work characteristics on OWB. Reappraisal is an important personal resource that can buffer the influence of work demands on OWB. The results may extend our understanding of principals’ emotional work. The implications on principals’ work and emotion regulation were further discussed. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

► Show Figures

Figure 1

Other

Jump to: Research

22 pages, 884 KiB

Open AccessSystematic Review

Efficacy and Effectiveness of Universal School-Based Wellbeing Interventions in Australia: A Systematic Review

by Harshi Gunawardena, Alexander Voukelatos, Sham Nair, Shane Cross and Ian B. Hickie

Int. J. Environ. Res. Public Health 2023, 20(15), 6508; https://doi.org/10.3390/ijerph20156508 - 02 Aug 2023

Cited by 1 | Viewed by 1883

Abstract

The World Health Organisation defines health in terms of wellbeing, and wellbeing has become both a construct and a measure of impact in early intervention and prevention programs in schools. In Australia, schools report on their wellbeing initiatives and there is a plethora [...] Read more.

The World Health Organisation defines health in terms of wellbeing, and wellbeing has become both a construct and a measure of impact in early intervention and prevention programs in schools. In Australia, schools report on their wellbeing initiatives and there is a plethora of government-funded wellbeing programs already in place in schools. However, education systems and stakeholders worldwide are facing significant challenges with mixed evaluation results of program impact and intervention effect. To better support students, schools, school-based healthcare workers, and community, it is important to know about the effectiveness of school-based programs; yet in the last decade, there has been no national appraisal of these programs in Australia. This systematic review aims to report on the effectiveness of Australian school-based wellbeing programs through a search of 13 databases. Out of 2888 articles, 29 met inclusion criteria. The results found that seventeen interventions comprising 80% of the total number of participants reported no statistically significant intervention effect on wellbeing outcomes. We argue that supporting wellbeing through robust program intervention is important as wellbeing presents both an indication of later onset of more serious mental health issues, and an opportunity for early intervention to break the trajectory leading to full disorder. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

► Show Figures

Figure 1

17 pages, 1294 KiB

Open AccessCase Report

Well-Being amongst College Students during COVID-19 Pandemic: Evidence from a Developing Country

by Lina Martinez, Lina Sofia Valenzuela and Victoria Eugenia Soto

Int. J. Environ. Res. Public Health 2022, 19(24), 16745; https://doi.org/10.3390/ijerph192416745 - 13 Dec 2022

Cited by 2 | Viewed by 1605

Abstract

College students face unique challenges that the consequences of COVID-19 might aggravate. To explore the pandemic’s consequences on college students’ well-being, we conducted an online survey with 634 students from a private university in Cali, Colombia. The study sought to assess students’ well-being [...] Read more.

College students face unique challenges that the consequences of COVID-19 might aggravate. To explore the pandemic’s consequences on college students’ well-being, we conducted an online survey with 634 students from a private university in Cali, Colombia. The study sought to assess students’ well-being due to COVID-19, and to explore the mediating effects of optimism, gratitude, and emotional closeness on college students’ well-being. Results showed that COVID-19 affected students’ mental health and well-being. Being optimistic and grateful mediated with life satisfaction and happiness. Optimism, emotional closeness, and gratitude also mediated the negative effect of fear of infection and the pandemic’s impact on students’ academic performance. The results of this analysis will promote discussion of the implementation of coping strategies to help students thrive, promote resilience, and contribute to students’ well-being and better mental health. Full article

(This article belongs to the Special Issue Well-Being and Health in Education: Challenges, Chances, and Change)

► Show Figures