International Journal of Environmental Research and Public Health

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18 pages, 686 KiB

Open AccessArticle

Association between Urban Educational Policies and Migrant Children’s Social Integration in China: Mediated by Psychological Capital

by Cixian Lv, Peijin Yang, Jingjing Xu, Jia Sun, Yuelong Ming, Xiaotong Zhi and Xinghua Wang

Int. J. Environ. Res. Public Health 2023, 20(4), 3047; https://doi.org/10.3390/ijerph20043047 - 9 Feb 2023

Cited by 2 | Viewed by 2190

Abstract

China’s urban educational policies have been established to solve the problems of potential discrimination and inequitable access to education, disrupting migrant children who move from rural areas to urban cities and who tend to suffer from a range of mental health issues. However, [...] Read more.

China’s urban educational policies have been established to solve the problems of potential discrimination and inequitable access to education, disrupting migrant children who move from rural areas to urban cities and who tend to suffer from a range of mental health issues. However, little is known regarding how China’s urban educational policies affect migrant children’s psychological capital and social integration. This paper aims to explore the effect of urban education policies on improving migrant children’s psychological capital level in China. The second objective of this paper is to examine whether policies can encourage them to integrate into urban society in a positive way. This paper thoroughly analyzes the impact of China’s urban educational policies on three dimensions of social integration of migrant children (identification, acculturation, and psychological integration), and also verifies the mediating effects of psychological capital on the relationships between these variables. The subjects of this study are 1770 migrant children in grades 8–12, who are sourced from seven coastal cities in China. Multiple regression analysis and mediation effect tests are employed to analyze the data. This study reveals that migrant children’s identification with educational policies has a significant positive impact on their psychological capital. Psychological capital has partial mediating effects on the relationship between identification with educational policies and the three dimensions of social integration. In other words, identification with educational policies indirectly affects the process of social integration of migrant children through psychological capital. Based on this, for the purpose of promoting the positive impacts of educational policies of inflow cities on the social integration of migrant children, this study makes the following recommendations: (a) at the micro-level, the psychological capital of individual migrant children should be enhanced; (b) at the meso-level, the partnerships between migrant children and urban children should be taken seriously; and (c) at the macro-level, the urban educational policies related to migrant children should be improved. This paper not only makes policy recommendations for improving the educational policies of inflow cities, but also offers a Chinese perspective on the research related to the tricky issue facing all countries around the world, the social integration of migrant children. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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16 pages, 370 KiB

Open AccessFeature PaperArticle

Psychological Resilience and Coping Strategies with Anxiety among Malaysian Medical Students during the COVID-19 Pandemic

by Bentham Liang Sen Teh, Jin Kiat Ang, Eugene Boon Yau Koh and Nicholas Tze Ping Pang

Int. J. Environ. Res. Public Health 2023, 20(3), 1894; https://doi.org/10.3390/ijerph20031894 - 19 Jan 2023

Cited by 11 | Viewed by 3732

Abstract

Coronavirus Disease 2019 (COVID-19) swept the world by storm and caused a myriad of devastating consequences, particularly disruptions in medical education. This study aims to examine the association between sociodemographic factors, psychological factors, coping strategies and anxiety among medical students, as well as [...] Read more.

Coronavirus Disease 2019 (COVID-19) swept the world by storm and caused a myriad of devastating consequences, particularly disruptions in medical education. This study aims to examine the association between sociodemographic factors, psychological factors, coping strategies and anxiety among medical students, as well as to identify the predictors of anxiety among them. A cross-sectional study design was used. Self-rated Rosenberg Self-Esteem Scale (RSES), General Self-Efficacy Scale (GSES), Brief Coping Orientation to Problems Experienced Scale (Brief COPE), and General Anxiety Disorder-7 Scale (GAD-7) were used. A total of 371 respondents from a tertiary education center were recruited. The prevalence of anxiety was 37% which corresponded to 21.6% and 15.4% for moderate and severe anxiety, respectively. Sociodemographic factors such as age group and academic year were significantly associated with anxiety, while those with higher self-esteem (r_s = −0.487), self-competence (r_s = −0.407), self-liking (r_s = −0.499), and self-efficacy (r_s = −0.245) had lower anxiety. Inversely, those who adopted emotion-focused (r_s = 0.130) and dysfunctional coping styles (r_s = 0.559) showed higher anxiety. The main predictors of anxiety were self-liking as a protective factor (aOR = 0.81) and dysfunctional coping as a risk factor (aOR = 1.16). Therefore, resilience building and inculcating positive coping strategies are imperative in equipping our budding healthcare providers to weather through future unforeseeable disasters. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

21 pages, 1401 KiB

Open AccessArticle

Enhancing Foreign Language Enjoyment through Online Cooperative Learning: A Longitudinal Study of EFL Learners

by Songyun Zheng and Xiang Zhou

Int. J. Environ. Res. Public Health 2023, 20(1), 611; https://doi.org/10.3390/ijerph20010611 - 29 Dec 2022

Cited by 13 | Viewed by 3755

Abstract

This study examines university students’ foreign language enjoyment (FLE) in an online cooperative learning (CL) context and explores, taking a positive psychology approach, how and why CL may shape FLE. To this end, 98 Chinese university students studying English as a foreign language [...] Read more.

This study examines university students’ foreign language enjoyment (FLE) in an online cooperative learning (CL) context and explores, taking a positive psychology approach, how and why CL may shape FLE. To this end, 98 Chinese university students studying English as a foreign language (EFL) were assigned into experimental (n = 49) and control groups (n = 49). Both groups completed a short-form foreign language enjoyment (FLE) scale before and after a 3-month intervention. The students in the experimental group were assigned with tasks that needed to be accomplished by teamwork. Moreover, each team was also requested to reflect upon their cooperation experiences and to self-assess their performance of these tasks. The results show that the overall FLE of the experimental group increased remarkably, whereas that of the control group fluctuated considerably. Furthermore, analyses of experimental group students’ self-appraisal comments revealed that students with pleasant cooperation experiences usually experience high FLE, give satisfactory marks on their performance, and feel confident about achieving better FL performance in the future. The findings and implications provide meaningful insights into how online FLE can be boosted through CL so as to promote positive mental health of students in a technology-assisted language learning (TALL) context. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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10 pages, 618 KiB

Open AccessArticle

The Moderating Role of Family Functionality in Prosocial Behaviour and School Climate in Adolescence

by Alba González Moreno and María del Mar Molero Jurado

Int. J. Environ. Res. Public Health 2023, 20(1), 590; https://doi.org/10.3390/ijerph20010590 - 29 Dec 2022

Cited by 14 | Viewed by 3152

Abstract

Adolescence entails a series of changes in young people who need to adopt socially positive behaviours and have a beneficial family and school environment. The main objective of this research is to analyse the relationships established between the variables of prosocial behaviour and [...] Read more.

Adolescence entails a series of changes in young people who need to adopt socially positive behaviours and have a beneficial family and school environment. The main objective of this research is to analyse the relationships established between the variables of prosocial behaviour and school climate, as well as to check whether family functionality plays a moderating role in this relationship. The participants were a total of 743 adolescent students between 14 and 19 years of age from different schools in the province of Almería (Spain). The instruments used to evaluate the young people were the APGAR family functioning scale, the Prosocial Behavior Questionnaire (CCP) and the School Social Climate Questionnaire (CECSCE). The data analysed showed a positive correlation between all the variables analysed: family functioning, prosocial behaviour and school climate. Gender differences were found, with adolescent girls showing higher levels of empathy and respect, while boys scored higher in social relations and school climate. The results indicate that family functioning plays a moderating role in some dimensions of prosocial behaviours and school climate. The importance of attending to these types of variables in adolescent students to foster optimal youth development and promote their personal well-being is discussed. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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14 pages, 373 KiB

Open AccessArticle

Factors Associated with Engagement in University Life, and Help Seeking Attitudes and Behaviour in First Year Undergraduate Students

by Amelia Gulliver, Taliah Wysoke, Alison L. Calear and Louise M. Farrer

Int. J. Environ. Res. Public Health 2023, 20(1), 120; https://doi.org/10.3390/ijerph20010120 - 22 Dec 2022

Cited by 4 | Viewed by 3316

Abstract

Students transitioning from secondary school to university may experience unique issues that impact their mental health. There is limited research, however, on what drives first year students to seek professional help for mental health problems. There is also a current lack of knowledge [...] Read more.

Students transitioning from secondary school to university may experience unique issues that impact their mental health. There is limited research, however, on what drives first year students to seek professional help for mental health problems. There is also a current lack of knowledge about the factors that may be associated with engagement with university life in students transitioning to university, and how engagement may be related to help seeking attitudes and behaviours in a first year university population. Data (N = 165) were drawn from two waves (Wave 1, February 2021, and Wave 4, June 2021) of a longitudinal study of Australian university students commencing study for the first time, which included measures of engagement, belonging, stigma and help seeking intentions and behaviours. The results showed that students with higher levels of depression stigma prior to commencing university at Wave 1 had less positive attitudes towards help seeking at Wave 4. Students had increased odds of seeking help for a mental health problem in Wave 4 if they had moved away for university, reported higher levels of mental health literacy or willingness to disclose, had lower levels of engagement with university life and were experiencing higher levels of general psychological distress. Students experiencing higher thwarted belongingness were also found to have lower levels of engagement with university at Wave 4. Both thwarted belongingness and stigma were found to be associated with engagement with university and help seeking behaviours and should be examined further. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

14 pages, 337 KiB

Open AccessArticle

Negative Impacts of School Class Segregation on Migrant Children’s Education Expectations and the Associated Mitigating Mechanism

by Cixian Lv, Xiaotong Zhi, Jingjing Xu, Peijin Yang and Xinghua Wang

Int. J. Environ. Res. Public Health 2022, 19(22), 14882; https://doi.org/10.3390/ijerph192214882 - 12 Nov 2022

Cited by 3 | Viewed by 1874

Abstract

This study thoroughly analyzes the impacts of school class segregation on the four dimensions of educational expectations of migrant children, and verifies the moderating effects of migrant children’s identification with the college entrance examination policy on the relationship between the two. A total [...] Read more.

This study thoroughly analyzes the impacts of school class segregation on the four dimensions of educational expectations of migrant children, and verifies the moderating effects of migrant children’s identification with the college entrance examination policy on the relationship between the two. A total of 1770 questionnaires were collected for this study. Through multiple regression analysis and moderating effect tests on the data, this study reveals that school class segregation has a significant negative impact on the educational expectations of migrant children; the migrant children’s identification with the college entrance examination policy also partially moderates the impacts of school class segregation on the academic achievement expectations and interpersonal expectations of migrant children. Informed by these results, this study proposes the following three mechanisms that can be used to mitigate the negative impacts of school class segregation on migrant children’s educational expectations: (a) an institutional mechanism involving the “unified urban–rural household registration”; (b) a cultural mechanism involving “promoting learning through examinations”; (c) a compensation mechanism involving the “principle of justice”. This paper provides a Chinese perspective on the issue of school class segregation by offering a policy reference for the improvement of the college entrance examination policy for migrant children and the reform of the household registration system. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

21 pages, 3398 KiB

Open AccessArticle

Feasibility and Acceptability of a School-Based Emotion Regulation Prevention Intervention (READY-Nepal) for Secondary School Students in Post-Earthquake Nepal

by Megan K. Ramaiya, Caitlin L. McLean, Manjila Pokharel, Kiran Thapa, M. Andi Schmidt, Martha Berg, Jane M. Simoni, Deepa Rao and Brandon A. Kohrt

Int. J. Environ. Res. Public Health 2022, 19(21), 14497; https://doi.org/10.3390/ijerph192114497 - 4 Nov 2022

Cited by 3 | Viewed by 3720

Abstract

Background: Child and adolescent mental health problems are major contributors to the global burden of disease in low- and middle-income country (LMIC) settings. To advance the evidence base for adolescent mental health interventions in LMICs, we evaluated the feasibility and acceptability of a [...] Read more.

Background: Child and adolescent mental health problems are major contributors to the global burden of disease in low- and middle-income country (LMIC) settings. To advance the evidence base for adolescent mental health interventions in LMICs, we evaluated the feasibility and acceptability of a school-based emotion regulation prevention intervention (READY-Nepal) for adolescents who had a recent exposure to a humanitarian disaster. Methods: A mixed-method, non-randomized controlled trial was conducted with Nepali secondary school students in one heavily affected post-earthquake district. Students (N = 102; aged 13 to 17 years) were enrolled in the intervention (n = 42) and waitlist control (n = 60) conditions. Feasibility and acceptability were examined via attendance, and by qualitative interviews with a subset of students (n = 15), teachers (n = 2), and caregivers (n = 3). Preliminary efficacy was examined on primary outcome (emotion regulation) and secondary outcomes (anxiety symptoms, posttraumatic stress symptoms, functional impairment, resilience, coping skills), which were measured at baseline and post-intervention (four weeks). Results: Delivering the intervention was feasible and acceptable, as demonstrated by low dropout (8%) and high program attendance (6.7 of 8 sessions). Qualitative data suggested high uptake of anger regulation skills, but lower uptake of mindfulness skills. Despite this, there were no significant differences by condition on primary or secondary outcomes at four-week follow-up. Students provided suggestions for improvement of the program. Conclusion: Further research on longitudinal outcome measurement, use of alternatives to retrospective self-report data, and rigorous development of culturally grounded models of emotion regulation is necessary to explore the utility of school-based emotion regulation interventions in Nepal and other LMICs. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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15 pages, 1796 KiB

Open AccessArticle

Positive Influence of Cooperative Learning and Emotion Regulation on EFL Learners’ Foreign Language Enjoyment

by Songyun Zheng and Xiang Zhou

Int. J. Environ. Res. Public Health 2022, 19(19), 12604; https://doi.org/10.3390/ijerph191912604 - 2 Oct 2022

Cited by 25 | Viewed by 5229

Abstract

This study approaches foreign language enjoyment (FLE) through the lenses of positive psychology, and in particular, examines how enjoyment is affected by emotion regulation (ER) and two factors concerning cooperative learning (CL) in a classroom climate, namely positive goal interdependence (PGI) and peer [...] Read more.

This study approaches foreign language enjoyment (FLE) through the lenses of positive psychology, and in particular, examines how enjoyment is affected by emotion regulation (ER) and two factors concerning cooperative learning (CL) in a classroom climate, namely positive goal interdependence (PGI) and peer personal support (PPS). To achieve this goal, 115 Chinese university freshmen (male 47; female 68) aged between 18 to 20 (M = 18.69; SD = 0.65) were invited to complete a questionnaire. Regression analyses revealed a clear three-factor structure determining the FLE of students learning English as a foreign language (EFL), which are ER, PGI that highlights cooperation, and PPS that emphasizes the interpersonal relationship between peers. It also showed that PGI and PPS significantly influence each other while positively and jointly shaping FLE. The findings suggest that university EFL students with higher ER abilities are more likely to obtain enjoyment in the learning process and that positive interdependence and interpersonal support during CL also play an effective role in deciding students’ FLE. The study not only confirms the importance of ER and CL which may lead to high-level learning enjoyment, but also provides practical implications for the realization of an enjoyable second language acquisition (SLA) experience. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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12 pages, 638 KiB

Open AccessArticle

The Influence of Technostress on Cyberslacking of College Students in Technology-Enhanced Learning: Mediating Effects of Deficient Self-Control and Burnout

by Xinghua Li and Dehua Liu

Int. J. Environ. Res. Public Health 2022, 19(18), 11800; https://doi.org/10.3390/ijerph191811800 - 19 Sep 2022

Cited by 6 | Viewed by 3965

Abstract

College students frequently experience technostress and engage in cyberslacking whilst participating in technology-enhanced learning (TEL). This research aimed to investigate the influence mechanism of technostress on college students’ cyberslacking. This research recruited 634 students from two Chinese colleges to complete a web-based questionnaire [...] Read more.

College students frequently experience technostress and engage in cyberslacking whilst participating in technology-enhanced learning (TEL). This research aimed to investigate the influence mechanism of technostress on college students’ cyberslacking. This research recruited 634 students from two Chinese colleges to complete a web-based questionnaire adapted from previous research. Structural equation modelling was adopted and the research results showed that: in TEL (1) college students’ technostress significantly and positively affected cyberslacking; (2) deficient self-control partially mediated college students’ technostress and cyberslacking; (3) burnout partially mediated college students’ technostress and cyberslacking; and (4) deficient self-control and burnout played a chain mediating role between college students’ technostress and cyberslacking. These findings improve our understanding of the influence college students’ technostress has on cyberslacking in TEL, and several suggestions to reduce college students’ cyberslacking in TEL are proposed. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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16 pages, 378 KiB

Open AccessArticle

Resilience and Experience of the COVID-19 Pandemic among Italian University Students: A Mixed-Method Study

by Firas Mourad, Sonia Mangialavori and Antonella Delle Fave

Int. J. Environ. Res. Public Health 2022, 19(18), 11714; https://doi.org/10.3390/ijerph191811714 - 16 Sep 2022

Cited by 7 | Viewed by 2202

Abstract

A vast amount of literature has highlighted that restrictions imposed by the COVID-19 pandemic, such as lockdowns and the resulting interruption of face-to-face academic activities, strongly disrupted students’ daily routine and undermined their well-being. Through a mixed method approach, this study was aimed [...] Read more.

A vast amount of literature has highlighted that restrictions imposed by the COVID-19 pandemic, such as lockdowns and the resulting interruption of face-to-face academic activities, strongly disrupted students’ daily routine and undermined their well-being. Through a mixed method approach, this study was aimed at investigating the association between students’ experience of the health emergency and their resilience levels during the first pandemic outbreak. Between April and May 2020, 421 Italian university students attending Health Sciences, Humanities, and Political Sciences courses completed the Resilience Scale for Adults (RSA), provided narratives about the emergency by answering an open-ended question, and filled out a demographic questionnaire. Results showed that narratives about community/society issues were by far the most recurrent ones across disciplinary areas, while a significantly higher percentage of students from Humanities focused on study/university. Health Sciences students were more likely to provide narratives concerning social commitment, and they reported significantly higher resilience levels than Humanities students. A higher percentage of students with moderate resilience focused their narratives on the study/university domain, compared to students with high resilience. Findings suggest the importance of supporting students’ resilience to counterbalance their academic concerns in both times of crisis and ordinary times. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

15 pages, 408 KiB

Open AccessArticle

Students’ Burnout at University: The Role of Gender and Worker Status

by Caterina Fiorilli, Daniela Barni, Claudia Russo, Vanessa Marchetti, Giacomo Angelini and Luciano Romano

Int. J. Environ. Res. Public Health 2022, 19(18), 11341; https://doi.org/10.3390/ijerph191811341 - 9 Sep 2022

Cited by 35 | Viewed by 8649

Abstract

Students’ burnout has been widely investigated in recent decades, mainly showing a higher risk for female students across academic levels. To our knowledge, few studies have investigated whether employed students experience higher academic burnout risks. In this regard, previous findings have shown mixed [...] Read more.

Students’ burnout has been widely investigated in recent decades, mainly showing a higher risk for female students across academic levels. To our knowledge, few studies have investigated whether employed students experience higher academic burnout risks. In this regard, previous findings have shown mixed results. The current study investigated the differences in burnout experience based on students’ gender and worker status. We expected to find differences among study groups in their burnout levels. The participants were 494 Italian university students (49.6% female students; 49.4% working students) who completed the short version of the Burnout Assessment Tool Core dimensions (BAT-C). Firstly, we investigated the BAT-C measurement invariance across gender and worker status subgroups. Secondly, a multivariate analysis of variance (MANOVA) showed significant gender differences in burnout levels. Specifically, female students showed higher levels of exhaustion, cognitive impairment, and emotional impairment than male students. Nevertheless, no interactive effects between gender and worker status were observed in the current sample. To sum up, gender is a key factor for understanding several BAT symptoms, and it should be considered by academic staff interested in preventing burnout at university and its dropout consequences. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

15 pages, 623 KiB

Open AccessArticle

Promoting University Students’ Mental Health through an Online Multicomponent Intervention during the COVID-19 Pandemic

by Anne Theurel, Arnaud Witt and Rebecca Shankland

Int. J. Environ. Res. Public Health 2022, 19(16), 10442; https://doi.org/10.3390/ijerph191610442 - 22 Aug 2022

Cited by 10 | Viewed by 5576

Abstract

The mental health of university students is a serious public health issue. The alarming trend of high levels of untreated psychological distress observed during the COVID-19 pandemic highlights the need for prevention programs. Digital tools are a promising means of delivering such programs. [...] Read more.

The mental health of university students is a serious public health issue. The alarming trend of high levels of untreated psychological distress observed during the COVID-19 pandemic highlights the need for prevention programs. Digital tools are a promising means of delivering such programs. Web-based programs are acceptable and effective at improving mental health problems and general mental well-being. However, the usefulness of such digital prevention approaches to address the multiple issues raised by the COVID-19 pandemic needs to be tested. The current study assessed the effectiveness of an 8-week online intervention, integrating a variety of evidence-based strategies for improving French university students’ mental health. Students were assigned to: (1) the online self-help program ETUCARE (n = 53), or (2) the control condition (n = 50). All the participants completed pre- and post-intervention questionnaires that assessed mental health problems and psychological well-being. The findings revealed that, compared to the control group, participation in the online program was associated with higher levels of psychological well-being post-test and fewer clinical symptoms of psychological distress, anxiety, and alcohol consumption. These preliminary findings suggest that the ETUCARE program is a promising multicomponent intervention to buffer the mental health consequences of the COVID-19 pandemic in French university students. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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13 pages, 626 KiB

Open AccessArticle

Evaluation of Coping Strategies among Students with Type D Personality

by Alexey N. Sumin, Ingrid Yu. Prokashko and Anna V. Shcheglova

Int. J. Environ. Res. Public Health 2022, 19(8), 4918; https://doi.org/10.3390/ijerph19084918 - 18 Apr 2022

Cited by 13 | Viewed by 3040

Abstract

Objective: Personality type D may be associated with a predisposition to develop stress under external adverse influences, for example, in the COVID-19 pandemic. Likewise, type D personality is associated with higher burnout levels; thus, it may contribute to the development of diseases symptoms. [...] Read more.

Objective: Personality type D may be associated with a predisposition to develop stress under external adverse influences, for example, in the COVID-19 pandemic. Likewise, type D personality is associated with higher burnout levels; thus, it may contribute to the development of diseases symptoms. The current study was designed to examine the coping strategies in young healthy persons with personality type D. Methods: The study included 98 medical students, with 30 being males. The participants completed questionnaires to identify personality type D (DS-14) and the coping strategies. Depending on the results of the DS-14 questionnaire, four subgroups were distinguished with different levels of points on the NA and SI subscales. Results: For persons with type D personality, the escape–avoidance strategy was used more often, the accepting responsibility and self-controlling strategies were less common compared with non-type-D individuals. When type D was adjusted for the NA and SI subscales, the correlation remained only with escape–avoidance strategy. We did not find a synergistic effect of the NA and SI subscales in regard to coping. Conclusions: This study demonstrated a link between personality type D and maladaptive coping strategies. The predominance of the maladaptive coping strategy in type D is a possible point of application for psychosocial training in such individuals that requires further research. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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13 pages, 703 KiB

Open AccessArticle

The Impact of Negative Affectivity on Teacher Burnout

by Philippe A. Genoud and Elisabeth L. Waroux

Int. J. Environ. Res. Public Health 2021, 18(24), 13124; https://doi.org/10.3390/ijerph182413124 - 13 Dec 2021

Cited by 18 | Viewed by 5500

Abstract

Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities [...] Read more.

Teachers’ well-being, including burnout, impacts the stress and well-being of students. Understanding the development of burnout requires not only an examination of stressors, but also a consideration of personality factors. While teachers are subject to many pressures in their profession, they have personalities that make them more or less vulnerable. Our research with 470 secondary school teachers reveals four distinct negative affectivity profiles. Our results show that negative affectivity (tendency to feel depression, anxiety, or stress) plays a role in the development of burnout. However, while teachers with a more anxious profile experience greater emotional exhaustion, those with a depressive profile have more difficulty developing a strong sense of personal accomplishment. The findings highlight the need to take into account the various facets of negative affectivity, particularly in order to be able to propose prevention and intervention approaches adapted to these specific profiles. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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17 pages, 903 KiB

Open AccessFeature PaperArticle

The Achilles Heel of Technology: How Does Technostress Affect University Students’ Wellbeing and Technology-Enhanced Learning

by Xinghua Wang, Zhenyu Li, Zhangdong Ouyang and Yanping Xu

Int. J. Environ. Res. Public Health 2021, 18(23), 12322; https://doi.org/10.3390/ijerph182312322 - 24 Nov 2021

Cited by 20 | Viewed by 6051

Abstract

This study investigated the effect of technostress on university students’ wellbeing and technology-enhanced learning (TEL) through the stressor-strain-outcome model. Interviews were first used to contextualize and inform the development of the survey instrument. Then, survey data from 796 participants were collected and analyzed [...] Read more.

This study investigated the effect of technostress on university students’ wellbeing and technology-enhanced learning (TEL) through the stressor-strain-outcome model. Interviews were first used to contextualize and inform the development of the survey instrument. Then, survey data from 796 participants were collected and analyzed using partial least squares structural equation modeling. The findings indicate that technostress creators, including techno-complexity, techno-insecurity, and techno-uncertainty, were significantly associated with students’ burnout in TEL, which in turn was negatively associated with their self-regulation, learning agency, and persistence in TEL. Group comparison analyses based on gender, academic disciplines, and willingness to join TEL show that the negative associations between burnout and self-regulation, learning agency, and persistence in TEL were significantly stronger for male students than female students. Similar findings were also found for students joining TEL willingly and unwillingly, with the latter being more strongly affected by burnout. In addition, the positive association between techno-complexity and burnout was greater for students from social sciences than those from engineering and natural sciences. The findings of this study can inform future implementation decisions of TEL in higher education and strategies to preserve university students’ wellbeing. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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12 pages, 959 KiB

Open AccessArticle

Striving to Avoid Inferiority and Procrastination among University Students: The Mediating Roles of Stress and Self-Control

by Peter-Yee-Lap To, Barbara-Chuen-Yee Lo, Ting-Kin Ng, Bernard-Pak-Ho Wong and Anna-Wai-Man Choi

Int. J. Environ. Res. Public Health 2021, 18(11), 5570; https://doi.org/10.3390/ijerph18115570 - 23 May 2021

Cited by 10 | Viewed by 6971

Abstract

The current study intended to examine whether the relationship between university students’ striving to avoid inferiority (SAI) and procrastination was serially mediated by stress and self-control. The sample consisted of 154 Hong Kong university students. Their levels of striving to avoid inferiority, stress, [...] Read more.

The current study intended to examine whether the relationship between university students’ striving to avoid inferiority (SAI) and procrastination was serially mediated by stress and self-control. The sample consisted of 154 Hong Kong university students. Their levels of striving to avoid inferiority, stress, self-control, and procrastination were measured by the Striving to Avoid Inferiority Scale (SAIS), the stress subscale of the Depression Anxiety Stress Scales (DASS-21), the Short Self-Regulation Questionnaire (SSRQ), and the General Procrastination Scale (GPS), respectively. The results of structural equation modeling revealed that SAI positively predicted stress, stress negatively predicted self-control, and self-control negatively predicted procrastination. SAI did not directly predict procrastination. The results of bootstrapping analyses supported the hypotheses that the effect of stress on procrastination was mediated by self-control, the effect of SAI on self-control was mediated by stress, and more importantly, the effect of SAI on procrastination was serially mediated by stress and self-control. Further research is suggested to investigate the thoughts and feelings pertinent to procrastination and the actual duration of procrastination among university students. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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15 pages, 706 KiB

Open AccessSystematic Review

Interventional Strategies to Reduce Test Anxiety among Nursing Students: A Systematic Review

by Manjit Kaur Khaira, Raja Lexshimi Raja Gopal, Suriati Mohamed Saini and Zaleha Md Isa

Int. J. Environ. Res. Public Health 2023, 20(2), 1233; https://doi.org/10.3390/ijerph20021233 - 10 Jan 2023

Cited by 18 | Viewed by 12474

Abstract

Nursing students are reported to have moderate to high test anxiety, leading to reduced academic performance, poor self-esteem, and failure to complete the program and practice nursing. This review aims to examine the interventions for test anxiety reduction in nursing students. Following the [...] Read more.

Nursing students are reported to have moderate to high test anxiety, leading to reduced academic performance, poor self-esteem, and failure to complete the program and practice nursing. This review aims to examine the interventions for test anxiety reduction in nursing students. Following the PRISMA guidelines, peer-reviewed experimental studies published in English between 2016 and 2021 from four databases, EBSCOhost, PubMed, Science Direct, and Scopus, were systematically searched. The findings were presented in tabular and narrative form. Among the 722 studies retrieved, 14 selected studies were critically appraised, guided by the Joanna Briggs checklist for Randomized Controlled Trials and the checklist for Quasi-Experimental Studies, resulting in 11 studies for inclusion in the systematic review. Test anxiety was assessed by different scales. Aromatherapy hand massage, aromatherapy using a diffuser in combination with music therapy, confidence training for test relaxation, coping program, music therapy, emotional freedom technique, animal-assisted intervention, and guided imagery were all found to be effective in reducing test anxiety. In conclusion, while numerous interventions to reduce test anxiety in nursing students were found to be effective, the quality of the studies investigating these interventions was varied with generally small sample sizes and limited follow-up. Future research should be conducted, and the same interventions should be carried out using a larger sample size to strengthen the body of evidence. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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12 pages, 1123 KiB

Open AccessOpinion

Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications

by Philippe Gay, Slavka Pogranova, Laetitia Mauroux, Estelle Trisconi, Emily Rankin and Rebecca Shankland

Int. J. Environ. Res. Public Health 2022, 19(11), 6469; https://doi.org/10.3390/ijerph19116469 - 26 May 2022

Cited by 2 | Viewed by 2776

Abstract

Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and [...] Read more.

Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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8 pages, 307 KiB

Open AccessBrief Report

Recreational Screen Time and Anxiety among College Athletes: Findings from Shanghai

by Yu Gao, Ning Fu, Yuping Mao and Lu Shi

Int. J. Environ. Res. Public Health 2021, 18(14), 7470; https://doi.org/10.3390/ijerph18147470 - 13 Jul 2021

Cited by 11 | Viewed by 5432

Abstract

To better understand the behavioral factors contributing to the mental health status among student athletes, we examined the link between recreational screen time and college student athlete’s anxieties. This cross-sectional study was conducted among 278 college student athletes from Shanghai, China, aged between [...] Read more.

To better understand the behavioral factors contributing to the mental health status among student athletes, we examined the link between recreational screen time and college student athlete’s anxieties. This cross-sectional study was conducted among 278 college student athletes from Shanghai, China, aged between 17 and 25 years old (M = 19.4, SD = 1.5). Multivariate regression analyses, controlled for age, gender, rural vs. urban residency, and individual vs. team sports factors, were performed to analyze the association between their average daily recreational screen time in a week and their dispositional anxiety, pre-competition anxiety, and anxiety during competition, which were measured by the Chinese version of validated psychometric scales among athlete population. Significant results were found in both dispositional anxiety and situational anxiety in relation to recreational screen time among college athletes. Conclusions: Our findings indicate that excessive recreational screen time is a risk indicator of college student athletes’ dispositional anxiety, pre-competition anxiety, and anxiety during competition. Full article

(This article belongs to the Special Issue Students' Adjustment and Mental Health)

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