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

Given the scarcity of specific instruments to assess parental education in pediatric physiotherapy, this study developed the Parental Education in Physiotherapy Scale (Spanish acronym, EPF) and calculated its preliminary psychometric properties, acceptability, and feasibility. A cross-sectional instrumental study was conducted: the EPF was designed based on a specifications matrix and validated by expert judges in two phases. Then it was administered digitally to 63 physiotherapists experienced in treating children under six years of age. They rated it on a 4-point Likert response scale, and qualitative observations on its clarity, usefulness, and acceptability were collected. The validation showed adequate content validity (I-CVI ≥ 0.86; 31/32 items had I-CVI = 1.00) and high inter-judge agreement (global W = 0.659; p < 0.001). In the pilot study, exploratory factor analysis identified three factors (Collaboration, Capacity-Building, and Reflection) that explained 59% of the variance. After refining it, the final version comprised 18 items, showing high internal consistency (ordinal α = 0.944, ω = 0.934). Acceptability was high (100% found it useful; 98.4% said it facilitated reflection; 95.2% found it clear). Overall, the EPF provides preliminary evidence of validity, internal consistency, acceptability, and feasibility, although larger samples and additional analyses are required for its consolidation.

(1) Background: Understanding suicide risk across cultures requires examining both universal and culturally specific factors that inform assessment and intervention. This study explores the influence of interpersonal variables-such as interpersonal competence, perceived social support, and constructs from the Interpersonal Theory of Suicide (ITS)-on suicidal behaviour in two culturally distinct samples: young adults from Spain and Japan. (2) Methods: A total of [437] participants (Spanish sample: n = 260; Japanese sample: n = 177) completed validated measures assessing suicide risk, depression, perceived burdensomeness, thwarted belongingness, acquired capability for suicide, interpersonal competence, and perceived social support. Moderated mediation and SEM comparative analyses were conducted to identify predictors of suicide risk in each cultural context. (3) Results: Social support was a consistent protective factor against depression and suicidal ideation, and interpersonal competence showed more contextual protective effects, significant only in the Japanese sample. Perceived burdensomeness stood out as a robust predictor of depression and suicidal ideation in both samples, and suicidal ideation was strongly associated with suicidal behaviour, while acquired capability for suicide and interpersonal competence did not show a direct association with it. (4) Conclusions: The findings highlight the protective role of interpersonal competence and perceived social support in the progression to suicidal behavior, suggesting cultural similarities and differences in how these factors operate.

University years represent a period of major transition during which health-related behaviors, such as sleep and physical activity, may influence students' academic functioning. This cross-sectional, single-center study, conducted at an Italian university, examined the associations between sleep, physical activity, and academic well-being. Students completed an online survey assessing sleep, physical activity, and several indicators of academic functioning (i.e., academic stress, self-efficacy, dropout intention, and motivation). Nonparametric tests (Kruskal-Wallis, Jonckheere-Terpstra) were used to explore differences in these indicators across sleep quality and physical activity categories, while linear regressions tested associations between sleep duration and Metabolic Equivalent of Task-minutes/week with the same academic outcomes. A total of 2192 students (15.55%) accessed the survey, and 1246 (8.84%) completed all questionnaires. Most participants were female (62.7%) and Italian (94.5%). Both sleep and physical activity showed significant but small associations with academic stress, dropout intention, and self-efficacy, whereas associations with academic motivation were weaker. These findings suggest that maintaining regular physical activity and healthy sleep habits may contribute to students' academic adjustment, although the cross-sectional design limits causal interpretation and underscores the need for integrative models to better understand the underlying psychological mechanisms.

(1) Background: Mental health disparities persist across culturally diverse populations despite robust cognitive-behavioral therapy (CBT) efficacy evidence. Cultural neuroscience suggests that neurobiological processes underlying therapeutic mechanisms may exhibit culturally variable patterns, yet integration of neuroscientific frameworks into culturally adapted interventions remains limited. (2) Methods: Following PRISMA 2020 guidelines, we systematically searched PubMed/MEDLINE, PsycINFO, Scopus, and Web of Science (January 2014-December 2024) for peer-reviewed studies examining CBT interventions targeting depression, anxiety, PTSD, or psychological distress in culturally diverse populations. Ninety-four studies were synthesized using narrative methods; methodological heterogeneity precluded meta-analytic pooling. (3) Results: Culturally adapted CBT interventions consistently demonstrated superior outcomes compared to standard protocols across diverse populations. Group formats showed exceptional retention in collectivistic cultures, while hybrid technology-enhanced models achieved strong completion rates across contexts. Cultural adaptation enhanced engagement (e.g., 84% vs. 52% retention in refugee populations) and maintenance of treatment gains. Individual studies reported effect sizes ranging from d = 0.29 to d = 2.4; substantial within-group variability was observed, and identified patterns likely reflect learned cultural adaptations rather than inherent biological differences. Direct neuroimaging evidence within included studies remained limited (13.8%). (4) Conclusions: The evidence supports culturally adapted interventions as essential for equitable mental health outcomes. Cultural experiences may influence therapeutic processes, suggesting potential benefit from considering culturally variable processing patterns alongside universal mechanisms. However, conclusions regarding specific neural pathways remain preliminary, and individual assessment remains paramount, with cultural background representing one factor among many in treatment planning.

The Japanese version of the eHealth Literacy Scale (J-eHEALS) measure has primarily been applied to younger populations; however, the psychometric properties of the J-eHEALS in older adults have not been investigated. Therefore, in this cross-sectional study, we aimed to evaluate the psychometric properties of the J-eHEALS in community-dwelling older adults. A total of 553 adults aged ≥ 65 years (mean age, 73.5 years) attending routine health checkups in a single Japanese municipality completed the J-eHEALS and the Japanese version of the 12-item Health Literacy Scale (J-HLS-Q12). We examined internal consistency, item characteristics, factorial validity using exploratory and confirmatory factor analyses, measurement invariance by sex, and convergent and criterion-related validity with general health literacy. The J-eHEALS scores indicated moderate to slightly low perceived eHealth literacy in this population. The scale demonstrated excellent internal consistency (Cronbach's α = 0.94), a stable unidimensional factor structure with acceptable model fit across sexes, and moderate positive associations with general health literacy. Overall, these findings support the J-eHEALS as a reliable and valid instrument for assessing perceived eHealth literacy in older Japanese adults and its suitability for use in research and practice.

Brain rot refers to the cognitive decline and mental exhaustion resulting from excessive consumption of low-quality, short-form digital content, particularly affecting Generation Alpha and Generation Z. This study developed and validated the Brain Rot Scale (BRS) to assess digital content overconsumption among digital natives aged 8-24 years. A two-phase design employed separate Egyptian samples for exploratory factor analysis (EFA; n = 403) and confirmatory factor analysis (CFA; n = 897). The initial 21-item Arabic scale underwent principal axis factoring with promax rotation, guided by parallel analysis. Following iterative item deletion, a 14-item scale (BRS-14) emerged with three factors: Attention Dysregulation (6 items), Digital Compulsivity (5 items), and Cognitive Dependency (3 items), accounting for 35.114% of common variance. Confirmatory factor analysis demonstrated excellent fit (CFI = 0.988; TLI = 0.985; RMSEA = 0.031 [0.023, 0.039]; SRMR = 0.040), with standardized loadings ranging from 0.667 to 0.758 (p < 0.001). The scale showed excellent reliability (ω = 0.900, α = 0.899), with subscale reliabilities from 0.759 to 0.857. Convergent validity was established (CR > 0.70, AVE > 0.50). Factor intercorrelations (0.636-0.671) supported a hierarchical model where a general Brain Rot factor explained 62.9-69.9% of first-order variance. The BRS-14 provides a psychometrically sound instrument for assessing problematic digital consumption patterns among contemporary youth populations.

Gambling participation among women and older adults has increased, yet research on the psychosocial determinants of gambling in these groups remains limited. This study explored sex- and age-related differences in gambling frequency, the influence of psychosocial factors such as perceived social support, psychological well-being, social connectedness, perceived social approval, and exposure to gambling within one's network, and how these factors interact with perceptions of the social environment. A community-based sample of 634 adults (69.1% women; 28.7% aged ≥ 60; mean age = 45.7 ± 18.4) completed a survey assessing gambling behaviours and psychosocial variables. Descriptive statistics, bivariate correlations, and binary logistic regression were conducted. Regular gambling was reported by 12% of participants and was significantly more frequent among older adults and men. Higher psychosocial well-being was associated with reduced odds of regular gambling, while being female was also associated with a lower likelihood of regular gambling. Conversely, perceived social approval and an idealized view of the social environment were associated with higher odds of regular gambling, particularly among younger adults. Findings highlight the need for age- and gender-sensitive prevention strategies that strengthen meaningful social connections.

This study examines the relationship between school stress and school well-being, focusing on the mediating and moderating role of self-regulation. This cross-sectional study uses hierarchical linear modeling to assess how two aspects of school stress-perceived school stress at the individual level (students' subjective appraisal of how stressful specific school demands are) and classroom stressor exposure at the group level (the aggregated frequency of stressful events occurring in each classroom)-are linked to student school well-being. The sample included 702 Polish primary school students (Grades 4, 6, and 8, approx. ages 10-15). Results indicate that while higher perceived school stress is associated with lower well-being, classroom-level stressor exposure also contributes to variations in student well-being. Self-regulation was positively associated with school well-being and partly accounted for the association between perceived stress and well-being. However, no significant moderating effect of self-regulation was found, suggesting that while self-regulation helps explain the link between stress and well-being, it does not necessarily attenuate the association between stress and well-being. These findings highlight the importance of both individual self-regulation skills and structural interventions aimed at reducing classroom stressors to promote student well-being.

Objectives: This systematic review and meta-analysis investigated whether salivary cortisol and alpha-amylase levels differ between patients with anorexia nervosa (AN) and healthy controls. Methods: A systematic literature search was conducted in PubMed, ScienceDirect, SpringerLink, and Scopus for relevant studies published up to December 2024. Standardized mean differences (SMDs) and 95% confidence intervals (CIs) were calculated using a random-effects model. Statistical heterogeneity was assessed using Cochran's Q and the I² statistic. Results: Data on salivary alpha-amylase were extracted from six studies including 218 patients with AN and 220 healthy controls. No significant group difference was observed (SMD = -0.48; 95% CI, -1.05 to 0.10; I² = 86%), though sensitivity analysis indicated significantly lower levels in AN (SMD = -1.12; 95% CI, -2.16 to -0.09; I² = 82%). Salivary cortisol was assessed in 24 reports from 17 studies (517 patients with AN, 672 controls), revealing significantly higher levels in AN (SMD = 0.69; 95% CI, 0.54-0.85; I² = 30%). Sensitivity analyses showed stable effect sizes. Meta-regression indicated that neither age nor body mass index significantly moderated the results. Conclusions: Salivary cortisol may serve as a reliable, noninvasive biomarker for AN, with potential utility in early identification and prevention of disease progression.

Background/objectives: ICD-11 classifies burnout as a work-related issue arising from chronic workplace stress that has not been successfully managed. According to the Job Demands/Resources Model, job demands represent sources of stress and job resources may buffer the impact of job demands on job strain. Since every profession has its specific spectre of work demands/resources related to stress development, the aim of this study was to examine a model predicting workplace burnout dimensions (emotional exhaustion-EE, depersonalisation-DP, personal accomplishment-PA) in special educational needs (SEN) and general education (GE) teachers, with job demands representing potential "risk factors" and job resources potential "protective factors".

Methods: The study involved 116 SEN teachers from eight primary schools for children with learning difficulties and a sample of 145 teachers from general primary schools in the Belgrade region, which was balanced according to the representation of the main demographic variables in the SEN group. The Maslach Burnout Inventory and Job Characteristics Questionnaire were the instruments employed.

Results: No difference was found between SEN and GE teachers in the intensity of burnout dimensions. In the SEN group, Changes were the predictors of all three burnout dimensions, Work environment for EE and DP, Emotional demands and Support from colleagues for EE, Cognitive/Quantitative for PA, and Job control for PA. Concerning the GE group, Support from colleagues predicted all three dimensions, Job control EE and DP, Cognitive/Quantitative DP and PA, Changes DP, and Role conflict and Seniority EE.

Conclusions: The results of the study provide a foundation for further testing of a hypothetical predictive model of burnout with job demands as direct predictor and job resources as mediators of this relation.