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

Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK, PK, CK, PCK, TCK, TPK, TPACK). The study was based on a mixed methodology approach, and the study sample included 70 prospective teachers who were distributed into an experimental group and a control group. Data were collected using the TPACK questionnaire and semi-structured interviews with 10 participants. The quantitative and qualitative results showed that prospective teachers in the experimental group significantly and positively impacted TPACK and its seven domains. The results of the study indicated that digital video recordings allowed prospective teachers to reflect and ponder on their teaching skills, content delivery, and the appropriate use of technology and its relevant tools in the educational process to identify strengths for development and weaknesses for improvement. Therefore, the results of the current study provide concrete evidence for the need to use DVRs as a promising educational approach in future professional preparation and to develop prospective teachers' technological pedagogical content knowledge (TPACK).

Studies with adults and school children have shown that placebos can enhance motivation and performance in physical activities. This study aimed to investigate whether similar effects are present in kindergarten-aged children. A total of 101 children (58 girls, 43 boys) aged 3 to 6 years were randomly assigned to one of two groups that either received a deceptive placebo (DP: "magic potion") or a nondeceptive placebo (NDP: "water") to enhance physical abilities. Each child completed three tasks (sprinting; balancing: standing on a balance board; strength: using a handheld dynamometer) both with and without the placebo. The variables assessed included task performance, enjoyment, and expected and perceived placebo efficacy (measured with nonverbal pictorial rating scales). Results showed that both the DP and NDP increased speed. For strength, balance, and task enjoyment (which was very high), no placebo-induced changes were observed. Expected efficacy was higher for the DP; perceived efficacy did not differ between DP and NDP. In conclusion, reported outcome expectations indicated that kindergarten-aged children were already able to differentiate between the two types of placebos which exhibited positive effects concerning running performance. This encourages further research on using nondeceptive placebos to enhance physical activity, which is crucial for children's overall health.

This study investigates the role of social capital within the university context in retaining working students. It specifically examines the effects of university social capital factors-such as teacher-student relationships, peer networks, and support services-on the dropout intentions of working students, emphasizing the mediating role of employability trust. Using a sample of 1902 working students from the Eurostudent VII survey, this study employed factor analysis techniques and structural equation modeling to derive its findings. The results indicated that university social capital significantly reduces dropout intentions among working students. Strong teacher-student relationships, satisfaction with support services, robust peer networks, and high employability trust positively influence this social capital. There is a statistically significant negative association between teacher-student relationships, peer networks, employability trust, and dropout intentions. Furthermore, the findings reveal that without enhancing students' employability trust, the effectiveness of support services might be limited. These findings not only contribute to the discourse on student retention and the development of university social capital but also provide practical insights for higher education strategies aimed at supporting working students.

Emotional dysregulation involving anger can have severe consequences on the individual's psychosocial and emotional functioning. This study aimed to investigate the role that the companion animal bond and the personality dimension of trait anger play in explaining affective dysregulation. A cross-sectional online survey was administered to 365 participants. Using the PROCESS macro for SPSS, a moderated model was tested to analyze the hypothesis that affective dysregulation depends on trait anger and that the companion animal bond moderates the relationship between trait anger and affective dysregulation. The results showed that the effect of trait anger on affective dysregulation increases especially when the degree of bonding to an animal companion is low, suggesting that a strong bond to a companion animal may protect individuals with trait anger from the likelihood of experiencing affective regulation problems. The psychological, health-related, and educational implications of the current anthrozoological study include the potential of the human-animal bond in acting as a facilitator of adaptive affective regulation processes, which can reduce the levels of uncontrolled anger-related emotions and the subsequent risk of out-of-control behaviors.

Background: This study aimed to investigate the prevalence of social anxiety symptoms (SASs) and its associated factors among middle-aged teachers in secondary education schools.

Methods: A cross-sectional survey was conducted from December 2023 to March 2024 among 341 secondary education schoolteachers aged 45-59 in Chiang Mai, Thailand, involving an online survey. Effects of psychosocial variables on SASs were investigated, including attachment anxiety, attachment avoidance, neuroticism and extraversion personality traits, loneliness, perceived social stress, job burnout, and anxiety and depression. Multiple linear regression was used to identify predictors of SASs.

Results: This study found that 98 out of 341 (28.7%) teachers presented SASs. Multiple linear regression analysis showed that marital status (β = 0.103, 95% CI [0.437, 3.404]), income (β = 0.087, 95% CI [0.049, 3.758]), extraversion (β = -0.179, 95% CI [-0.573, -0.198]), attachment anxiety (β = 0.165, 95% CI [0.106, 0.359]), attachment avoidance (β = 0.145, 95% CI [0.066, 0.243]), depression (β = 0.242, 95% CI [0.248, 0.862]), loneliness (β = 0.182, 95% CI [0.099, 0.580]), and perceived social stress (β = 0.235, 95% CI [0.131, 0.373]) were significant predictors of SASs, explaining 51.1% of the variance.

Conclusion: This study discovered a relatively high prevalence of SASs among middle-aged secondary schoolteachers.

Children's mental health symptoms' development can be characterized by both continuity and discontinuity. However, existing studies ignore the potential discontinuity in children's internalizing symptoms' development. Hence, the current study examines continuous and discontinuous developmental trajectories using representative data from a sample of 2792 children (49.10% females) from the Growing Up in Australia cohort assessed seven times (ages 4, 6, 8, 10, 12, 14, 16). Longitudinal measurement invariance analyses revealed that internalizing symptoms were comparable over time. Linear, quadratic, and piecewise latent growth curve models were deployed to estimate the trajectory of internalizing symptoms from early childhood to late adolescence. The analyses showed that internalizing symptoms were characterized by a quadratic-quadratic piecewise growth curve comprising two distinct phases of upward concave growth. Internalizing scores reduced steadily between ages 4 and 8 years but exhibited a slight upward curvature between ages 8 and 10 years. By age 14 years, the trajectory remained relatively stable but spiked between age 14 and 16 years. The two phases of internalizing symptoms' development were largely unrelated. Overall, the study adds to the knowledge about the development of internalizing mental health from early childhood to late adolescence and highlights the need for additional support in late adolescence.

This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023-2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The "Artificial Intelligence Awareness Scale", developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.

Cultural teaching is the underlying core component of English as Foreign Language (EFL) education. Although the previous literature has intensely studied this theme, a comprehensive bibliometric analysis of research characteristics and trends in this field is still lacking regarding cultural teaching in EFL education. This study aims to explore the research distribution, research hot topics, and research the trends of EFL cultural teaching by conducting a bibliometric analysis of 358 articles on Web of Science using CiteSpace. The analysis leads to the following three findings: (a) The countries that teach EFL prevail in terms of number of publications but lag behind in terms of research influence, and a global academic community has not taken shape. (b) Interculturality is the central theme, encompassing a range of related topics such as intercultural competence, intercultural communication, and cultural awareness, with key teachers, learners, and textbooks as research perspectives. (c) Multilingual turn has emerged as a prominent new trend, which emphasizes the importance of cultural diversity and pays more attention to source/native languages and cultures. Furthermore, possible measures of promoting interculturality were discussed on the basis of relevant literature studies. In addition, scholars are suggested to pay more academic attention to the research and practices of EFL countries.

(1) Background: A low socioeconomic status significantly increases the risk of hypertension and its associated cardiovascular diseases due to limited access to healthcare and may be even more accentuated by the presence of unhealthy lifestyle habits. The aim of the present research was to study if associations exist between having a family income under the poverty threshold and having an unhealthy diet, being physically inactive, being an alcohol drinker, perceiving one's own health as bad, and suffering from congestive heart failure, coronary heart disease, angina pectoris, heart attack, or stroke. Additionally, the odds ratios of having these unhealthy habits and of suffering from the abovementioned cardiac complications of participants under the poverty threshold were calculated. (2) Methods: This cross-sectional study was based on the National Health and Nutrition Examination Survey (NHANES) 2011-2020. The sample comprised 6120 adults with hypertension (3188 males and 2932 females). A descriptive analysis and non-parametric chi-squared tests were used to study the associations. A binary logistic regression model and backward LR method were used to calculate the odds ratios, normalized by age and sex. (3) Results: The chi-squared test showed associations between having a family income under the poverty threshold and being physically inactive (p < 0.001), having an unhealthy diet (p < 0.001), being an alcohol drinker (p < 0.001), perceiving one's own health as bad (p < 0.001), and suffering from congestive heart failure (p = 0.002), heart attack (p = 0.001), or stroke (p = 0.02). A significantly increased odds ratio for these unhealthy habits and cardiac complications, and also for having coronary heart disease and angina pectoris, were found for hypertension sufferers under the poverty threshold. (4) Conclusions: It was confirmed that having a family income under the poverty threshold is associated with perceiving one's own health as bad, having a series of negative habits in terms of physical activity, diet, and alcohol consumption, and with suffering from congestive heart failure, heart attack, or stroke. Increased odds ratios for these unhealthy habits and these conditions, plus coronary heart disease and angina pectoris, were found for hypertension sufferers under the poverty threshold.

The fulfillment of rights to maternal healthcare is a key factor for the wellbeing of women. However, there is a lack of an instrument to ascertain the experience of women during maternity to enable adequate monitoring. The aim of this study was to validate a new instrument to measure women's perception of the fulfillment of rights during healthcare in pregnancy and childbirth and immediately postpartum. The initial version of the instrument consists of 50 items and was validated using exploratory factor analysis. Additionally, the final version of the instrument consists of 29 items and was validated by confirmatory factor analysis and known-group validity. The instrument was applied to 185 Spanish women. The global Aiken's V of the initial instrument proposal was 0.89. The process resulted in an instrument with five factors (information, privacy, consent, support, and participation) that explained the 60% of the total variance. The score of the instrument was correlated with resilience, maternity beliefs, and positive and negative affect. External validation showed relations with age, gravida, and the number of times a woman has been in labor. Additionally, the Cronbach's α reliability was 0.93 [0.91; 0.94]. In conclusion, the instrument developed is consistent and has appropriate psychometric properties for assessing the fulfillment rights of maternity healthcare.