European Journal of Investigation in Health Psychology and Education最新文献

Background: Ghosting, the sudden cessation of communication without explanation, is a growing phenomenon in digital interactions.

Objective: This study translated and validated the Ghosting Questionnaire (GHOST) into French to address the lack of a culturally appropriate tool for French-speaking populations.

Methods: Using a cross-sectional design, we followed rigorous translation protocols, including forward and back translation, expert review, and pilot testing. A diverse group of 274 French-speaking adults participated in a multisite study in Bahrain and Tunisia by completing the French language GHOST and the Romantic Ghosting Scale (RG-C).

Results: Psychometric analyses revealed strong reliability (Cronbach's α = 0.880, test-retest ICC = 0.920) and a unidimensional structure (CFI = 0.963, RMSEA = 0.058). Convergent validity was confirmed through significant correlations with RG-C subscales: Role of Aggressor (r = 0.899), Role of Victim (r = 0.829), and Emotional Impact (r = 0.632, all p < 0.001). Item response theory analysis demonstrated proper category functioning and meaningful item hierarchy across ghosting severity levels.

Conclusions: The French GHOST offers a robust instrument for researchers and clinicians to explore ghosting's psychological impacts in French-speaking communities.

Background: In a context of profound transformation within Public Administration, the growing generational diversity of the workforce poses critical challenges to organisational well-being. While ageism is a known risk, the intersectionality of age and gender-manifesting as gendered ageism-remains an under-explored area that can significantly undermine job satisfaction and employee health.

Objective: This study aimed to explore the subjective work experience of public sector employees, specifically focusing on intergenerational relations and the impact of gendered ageism.

Methods: A qualitative study was conducted involving 30 employees of the Italian Public Administration, recruited via purposive sampling. Data were collected through semi-structured interviews lasting approximately 38 min and analysed using a thematic analysis of elementary contexts via T-Lab software.

Results: The analysis revealed four distinct thematic clusters positioned along two main factor axes (Individual/Organisation and Difficulties/Potential). The results show a dichotomy: while positive relationships with colleagues (Cluster 1) and the drive for change (Cluster 4) act as potential resources, the experience is marred by significant difficulties. These include organisational imbalances (Cluster 3) and, crucially, specific experiences of gendered ageism (Cluster 2), manifesting as stereotypes, pressure on women's physical appearance, and exclusionary dynamics.

Conclusions: The findings highlight that gendered ageism is a distinct stressor impacting workforce sustainability. Combating intersectional discrimination represents a strategic priority to safeguard well-being, retain skills, and build a healthy, resilient, and productive working environment.

Autism spectrum disorder (ASD) and intellectual disability (ID) frequently coexist and share heterogeneous cognitive manifestations, yet their specific performance patterns on Wechsler scales remain poorly systematized. This meta-analysis synthesized data from 31 studies using the WISC-IV, WISC-V, WAIS-III, and WAIS-IV to compare cognitive index profiles in individuals with ASD, ID and ASD+ID. Standardized mean differences (Hedges' g) were calculated using random-effects models, adopting a normative reference of mean 100 and SD 15. Results showed a distinct profile for ASD, with greater impairments in the Processing Speed Index (PSI) and Working Memory Index (WMI), while the Vocabulary Comprehension Index (VCI), Perceptual/Fluid Reasoning Index (PRI/FRI), and Visual Processing Index (VPI) remained close to normative scores. In contrast, ID and ASD+ID exhibited generalized deficits across all indices, with the lowest scores in Full-Scale IQ (FSIQ) and broad effects above g = -2.5. No significant differences emerged between Wechsler versions or age-based test types. Heterogeneity was high in ASD and ID across outcomes, but negligible in ASD+ID due to reduced k. These findings reinforce that ASD presents a specific cognitive pattern, whereas ID and ASD+ID display diffuse impairment, and that Wechsler scales are consistent across versions for identifying these profiles.

The rapid digitalization of healthcare has led to the widespread availability of mobile health (mHealth) applications, including those aimed at mental health and well-being. The present study followed the PRISMA guidelines and systematically reviewed English and/or German mental health apps available in the Google Play Store to evaluate their functional quality and behavior-change potential. It utilized the Mobile App Rating Scale (MARS) to assess app quality, including engagement, functionality, esthetics, and information quality, and the App Behavior Change Scale (ABACUS) to evaluate the potential for behavior change by inclusion of behavior change techniques (BCTs). A total of 77 apps were reviewed, with findings indicating an average functional quality and moderate behavior-change potential, as the reviewed apps only utilized a limited amount of BCTs. Notably, only a small fraction of apps had been evaluated in randomized controlled trials (RCTs). Further analysis showed that MARS and ABACUS scores had limited predictive power regarding app popularity as measured by stars awarded by users and number of user ratings in the Google Play Store. The study highlights the need for more rigorous testing of mHealth apps and suggests that factors beyond those measured by MARS and ABACUS may influence app popularity. In addition to the scientific value, this review provides insights for both users interested in mental health support via apps and developers aiming to enhance the quality and impact of mental health applications.

Job satisfaction is a key component of organizational well-being and performance. This study explores the relationship between job characteristics (demands and resources), organizational and group identification, and affective job satisfaction, drawing on the Job Demands-Resources model and social identity theory.

Methods: A cross-sectional design was used with a sample of 420 employed individuals (49% men and 51% women), with a mean age of 41.58 years (SD = 9.95). Participants completed an online questionnaire assessing job demands (quantity and complexity), job resources (competency development, use of competencies, and decision latitude), and identification (organizational and group). Most participants held a university degree (48.1%) and had a permanent contract (79.8%). A MIMIC model was applied to test the hypothesized relationships.

Results: Job demands defined by quantity were inversely associated with job satisfaction, while competency development and use were positively associated. Organizational and group identification also showed significant positive relationships with job satisfaction. However, task complexity and decision latitude were not significant predictors.

Discussion: These findings underscore the importance of integrating both job design and social identity factors to enhance job satisfaction and inform organizational strategies aimed at promoting employee well-being.

(1) Background: Perinatal loss is a deeply painful and often invisible experience, with a significant impact on mental health. This study aimed to assess levels of psychopathological symptoms, shame, and perceived social support according to the type of perinatal loss; explore the relationships between these variables; and analyze the mediating effect of perceived social support on the relationship between shame and symptoms, as well as the moderating effect of the type of loss. (2) Methods: A total of 501 Portuguese women who had experienced perinatal loss participated in the study, recruited through an online questionnaire. Psychopathological symptoms, shame, perceived social support, and type of loss were assessed. Analyses included descriptive statistics, Spearman correlations, normality and homogeneity of variances tests, and mediation and moderation models with PROCESS. (3) Results: The results revealed high levels of anxiety and depression, and moderate levels of shame. Perceived social support, especially from partners and family members, was high. Shame correlated positively with symptoms and negatively with social support. Only social support from friends significantly mediated the relationship between shame and psychological distress. (4) Conclusions: These results reinforce the protective role of support networks and the importance of clinical interventions focused on reducing shame.

University students worldwide experience considerable health challenges. We examined health inequalities in a nationwide, gender-balanced sample of 1105 German students, considering negative (stress, depression, burnout) and positive health outcomes (self-rated health [SRH], well-being) alongside vertical (subjective social status [SSS], parental academic background) and horizontal (gender) determinants. Analyses used bivariate statistics, multivariate regressions, and interaction terms. Higher SSS was associated with better SRH (β = 0.322) and well-being (β = 0.355), and lower stress (β = -0.154), depression (β = -0.127), and burnout (β = -0.219). First-generation students reported highly significant poorer SRH and well-being than students with one (β = 0.114; β = 0.112) or two academic parents (β = 0.162; β = 0.192). Students with two academic parents showed lower stress (β = -0.087, p = 0.007) and burnout (β = -0.099, p = 0.002). Interactions suggest a protective effect of higher SSS on depression (β = -0.219, p = 0.026) and burnout (β = -0.264, p = 0.006), more pronounced among male students, who additionally benefited more from an academic household regarding SRH (β = 0.100, p = 0.044). These findings underscore intersectional and multifaceted inequalities among German students and the need for interventions.

(1) Background: The present study aimed to develop and validate the Scale for the Identification of Emotional Resilience in Children (SIER-C), a psychometric instrument designed to assess key dimensions of emotional intelligence and resilience among children aged 6 to 12 years. (2) Methods: The sample comprised 367 participants (52.3% male, 47.7% female) drawn from both urban and rural educational settings across Romania, selected through stratified random sampling to ensure demographic representativeness. The SIER-C consists of 30 items distributed across six subscales: Recognition and Understanding of Emotions (RUE), Emotion Regulation (ER), Empathy (E), Attitude Toward Failure (ATF), Coping Strategies (CS), and Perseverance and Self-Motivation (PSM), with items rated on a 5-point Likert scale. An Exploratory Factor Analysis (EFA) was initially conducted to examine the underlying factor structure, followed by Confirmatory Factor Analysis (CFA) to validate the model. (3) Results: The EFA suggested a six-factor structure consistent with the intended subscales, which was subsequently confirmed by CFA, demonstrating satisfactory model fit indices and confirming the scale's construct validity. Internal consistency indices and composite reliability coefficients further indicated robust psychometric properties across subscales. (4) Conclusions: The findings underscore the relevance of SIER-C as a reliable and valid tool for identifying nuanced profiles of emotional intelligence and resilience in children. These profiles provide valuable insights for early detection of emotional and adaptive vulnerabilities and for the design of targeted interventions within educational and clinical frameworks. Future research should explore the longitudinal stability of these constructs and examine the integration of SIER-C within social-emotional learning programs to support the development of emotional competencies from a preventive and developmental perspective.

Cyberbullying generally reveals two leading players: the attacker side (perpetrator) and the victim side; each side has its distinctive social and psychological dynamics. In most prior empirical studies, the victim side is pivotal, as it bears the direct psychological and emotional consequences of online aggression. Recently, cyberbullying victimisation has been elevated as a main psychological concern among university students. Nevertheless, the moderating role of family support remained untested, particularly in a collectivist cultural context such as the Kingdom of Saudi Arabia (KSA). This study tested the impacts of cyberbullying victimisation on mental health consequences (anxiety, stress, and depression) among KSA university students. The study further tested family support as a moderator in these relationships. Data was collected from 650 students employing a self-structured survey. The data obtained was analyzed using "Partial Least Squares Structural Equation Modelling" (PLS-SEM). The findings revealed that cyberbullying-victimization can significantly raise students' anxiety, stress, and depressive signs, supporting its place as a critical psychological risk factor. Contrary to the "traditional stress-buffering theory", family support failed to alleviate the influence of cyberbullying-victimization on anxiety and stress, and unexpectedly, higher levels of family support were related to higher depressive levels, suggesting a reverse-buffering impact. These results highlighted the complicated relationships between family support and emotional outcomes in the context of digital threats. The study stressed the urgent need for culturally delicate mediations, such as training sessions for digital resilience, and colleague-based supportive systems to successfully deal with the mental health consequences of cybervictimization.

Eco-anxiety-emotional distress arising from awareness of environmental collapse-has become a critical dimension of social sustainability, linking mental well-being, professional functioning, institutional trust, and climate governance. This study investigates how higher education professionals (HEPs) experience and interpret eco-anxiety within their professional contexts, situating it as a lens on institutional legitimacy from the perspective of those who produce, teach, and steward climate knowledge. A cross-sectional mixed-methods survey of 556 HEPs was conducted across a month in 2023, combining an adapted climate anxiety scale with open-ended narratives. Quantitative analyses identified perceived governmental inadequacy as the strongest correlate of climate worry (β = 0.48, p < 0.001), accounting for 26% of the variance, whereas institutional inadequacy had a weaker effect. Qualitative findings revealed pervasive emotions of moral injury, solastalgia, and exhaustion when sustainability rhetoric outpaced genuine action, with many respondents describing governmental and institutional "betrayal." Integrating Cognitive Appraisal Theory with concepts of moral legitimacy, the study conceptualises eco-anxiety as a relational and ethically grounded emotion reflecting the perceived misalignment between knowledge and governance. Addressing it requires transparent climate leadership, participatory governance, and organisational care infrastructures to sustain motivation and trust within universities. Eco-anxiety thus may function not only as a personal pathology but also as a psychosocial response that can illuminate HEPs' perceptions of institutional misalignment with sustainability commitments, with implications for higher education's contribution to the Sustainable Development Goals.