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

Individuals who have faced childhood emotional abuse (CEA) may develop vulnerable narcissistic tendencies and experience difficulties in regulating their emotions. These psychological vulnerabilities can contribute to the adoption of binge watching as a maladaptive coping mechanism. The present study aimed to investigate the potential mediating role of vulnerable narcissism and emotion dysregulation in the relationship between CEA and binge watching. Additionally, this study examined whether this model was gender-invariant. A sample of 1082 emerging adults, aged 18 to 25 (50% women), completed self-report questionnaires. The results revealed significant direct and indirect relationships among all the variables of interest, and the model was found to be invariant across genders. Notably, both men and women who experienced CEA and exhibited higher levels of vulnerable narcissism and emotion dysregulation reported engaging in higher levels of binge watching. These findings highlight the importance of the early identification of CEA, the implementation of targeted interventions, and the provision of trauma-informed care to address the negative consequences of CEA and mitigate the development of binge-watching behaviors. Moreover, the results emphasize the need for tailored prevention and intervention programs that address vulnerable narcissism and emotion dysregulation as potential pathways to inform effective therapeutic strategies.

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families' experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children's social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.

The discussion around integrating AI technologies into educational practice is current among scholars and in sociopolitical circles. This study examines the factors influencing teachers' acceptance of educational AI tool (EAIT) use, aiming to inform the development of a pedagogical framework for the responsible integration of AI tools in education. A conceptual model was developed by amalgamating constructs of TAM (perceived usefulness and perceived ease of use) and UTAUT (social influence and facilitating conditions) while integrating the variables of perceived trust and personal innovativeness and considering the impact of teachers' pedagogical beliefs. A total of 342 Greek teachers participated in the quantitative survey conducted. The proposed model was evaluated using partial least squares structural equation modelling (PLS-SEM). The findings illuminated perceived usefulness as the most significant predictor of teachers' behavioural intention to use EAIT. The research also revealed that social influence and personal innovativeness exert considerable influence. While constructivist pedagogical beliefs were found to have no direct impact on EAIT acceptance, the results indicated that educators who embrace those teaching methods exhibit a high propensity to perceive EAIT as useful and trustworthy. Furthermore, the study's analysis demonstrated that trust had a significantly positive effect on usefulness, and innovativeness influences positively and significantly both usefulness and ease of use.

Previous studies have focused on the design of video lectures to improve students' social presence by enhancing instructor presence for learners in lecture-based online courses; however, there has been limited emphasis on the peer presence in which learning from video lectures takes place. This study's first objective is to develop a social presence (SP)-based teaching strategy to design online learning activities aimed at improving students' social presence by providing social clues about peer presence and encouraging peer communication. The second objective is to compare students' social presence, social interaction, and academic performance from lecture-based online learning supported by either a conventional teaching strategy or an SP-based teaching strategy. Using a quasi-experiment, we selected 81 Chinese university students to participate in a ten-week online course. The participants were randomly assigned to either an experimental group (EG) (N = 43) or a control group (CG) (N = 38). This study revealed that the SP-based strategy enhanced EG members' social presence in online learning and that EG members achieved better academic performance than CG members. A significant correlation was found between the EG members' academic performance and their social presence. The researchers also identified more concentrated social network sociograms with more cohesive subgroups in the EG members' online interactions. The results indicate the necessity of applying an SP-based teaching strategy in lecture-based online courses to promote students' social presence, social interaction, and academic performance.

The present study assessed the validity of one of the first autism-specific anxiety measures, the Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD), and compared its ability to predict parent-reported clinical anxiety to a 'traditional' anxiety measure, the Spence Children's Anxiety Scale (SCAS). Whether the inclusion of the child form for each measure improved the predictive ability of the parent forms was also examined. Eighty-seven parents of autistic children, aged 8-12 years, completed the ASC-ASD, the SCAS, and the Social Communication Questionnaire (SCQ), a screener for autism characteristics. Of these parents, 56 had their child complete the ASC-ASD and SCAS. The children with a reported anxiety diagnosis were rated significantly higher by their parents on both the SCAS and the ASC-ASD compared to the non-anxious children. Pearson's correlation coefficients indicated that the ASC-ASD had good divergent and convergent validity, as demonstrated by a poor, non-significant correlation with the SCQ and a strong, significant correlation with the SCAS. Regression analyses indicated that while the ASC-ASD was a significant predictor of parent-reported clinical anxiety in autistic children, the SCAS was not. Neither model was improved with the inclusion of the respective child form. This study is the first to demonstrate the ability of the ASC-ASD to predict child clinical anxiety disorder status and adds to the growing body of evidence for the validity of this measure. The findings also suggest that parent reports of anxiety may be sufficient to identify autistic children warranting further clinical investigation of anxiety in this age group.

Emerging adulthood represents a critical stage characterized by heightened risks for anxiety, depression, and somatization symptoms development. Research has shown that difficulties in emotional identification, expression, and processing, as well as dysfunctional parenting styles, may exacerbate symptoms in emerging adults. The present study aimed at examining the interplay between mentalized affectivity (i.e., emotional identification, processing, and expression), helicopter parenting, and psychopathological risk in 913 Italian cisgender emerging adults (M = 24.34, SD = 2.81; 71.20% assigned female at birth), using network analysis. The results indicated moderate to strong associations between psychopathological symptoms, with emotional processing difficulties significantly associated with general anxiety, depression, and, to a lesser extent, somatization. Additionally, increased degrees of helicopter parenting from mothers were linked to increased psychopathology and higher emotional processing difficulties. These findings emphasize the importance of addressing the interconnection between symptoms and emotional processing to prevent and treat psychopathological risks in emerging adults. Moreover, interventions targeting intrusive and overprotecting parenting behaviors may promote well-being among emerging adults.

The present study aimed to examine how parents' psychological characteristics and positive beliefs about multilingualism predict children's emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress. They also completed the Strengths and Difficulties Questionnaire (SDQ), which assessed their children's socio-emotional and behavioral characteristics. The results from regression analyses showed that parents' depressive symptoms were significant concurrent predictors of children's conduct problems. In contrast, higher acculturation stress was associated with more emotional problems and better prosociality in children, although the stronger predictor for the latter variable was parents' self-efficacy. Positive beliefs about bilingualism were not related to children's well-being. The discussion highlights the importance of targeting parents' depressive traits and acculturation stress as possible risk factors for children's emotional and behavioral problems. Conversely, fostering parental self-efficacy may promote children's prosociality.

Workshops or training sessions on medical writing and publishing exist worldwide. We aimed to evaluate published articles about such workshops and examine both the content and teaching strategies employed. We searched ISI Web of Science, Ovid EMBASE, ERIC, Ovid Medline, and the grey literature. We considered no language, geographical location, or time period limitations. We included randomized controlled trials, before-after studies, surveys, cohort studies, and program evaluation and development studies. We descriptively reported the results. Out of 222 articles that underwent a full-text review, 30 were deemed eligible. The educational sessions were sporadic, with researchers often developing their own content and methods. Fifteen articles reported teaching the standard structure of medical articles, ten articles reported on teaching optimal English language use for writing articles, nine articles discussed publication ethics issues, and three articles discussed publication strategies to enhance the chance of publication. Most reports lacked in-depth descriptions of the content and strategies used, and the approach to those topics was relatively superficial. Existing workshops have covered topics such as the standard structure of articles, publication ethics, techniques for improving publication rates, and how to use the English language. However, many other topics are left uncovered. The reports and practice of academic-teaching courses should be improved.

The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ² = 30.902, df = 21, p-value = 0.0753, χ²/df = 1.472; root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker-Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.

Obstructive sleep apnea (OSA) often goes unrecognized despite common symptoms, such as excessive daytime sleepiness, fatigue, and impaired quality of life (QoL). Continuous positive airway pressure (CPAP) is the gold standard treatment for OSA, but optimal daily usage and time needed for observable effects remain unclear. This study aimed to investigate the short-term effects of CPAP on daytime sleepiness and QoL in patients with severe OSA. Medical records were collected from 87 patients with severe OSA who initiated CPAP therapy. Also, validated questionnaires were used before and after one month of CPAP to analyze QoL-the Calgary Sleep Apnea Quality of Life Index (SAQLI), the Cues to CPAP Use Questionnaire (CCUQ), and daytime sleepiness-the Epworth Sleepiness Scale (ESS). Multiple regression analysis was conducted to identify predictors of CPAP usage. Of the total participants aged 55.6 ± 12.5, 77% were males, and 62% were CPAP adherent. Reductions in daytime sleepiness (ESS) were noted, as well as improvements in both overall QoL (SAQLI) and specifically in the domains of daily functioning, social interactions, emotional well-being, and symptom perception. Important cues for CPAP usage recognized by patients were physicians' instructions and physicians' concern regarding their patients' condition. Furthermore, multiple regression revealed higher SAQLI scores and lower ESS scores as positive predictors of CPAP usage, along with lower AHI after one month of CPAP being associated with sufficient adherence.