Creativity has long been consistently assessed as a fundamental aspect of educational psychology and has been treated with much devotion by scholars. In this study, intricate relationship patterns between creativity, emotional intelligence, and personality traits were examined. The Marmara Creative Thinking Dispositions Scale, Trait Emotional Intelligence Questionnaire‐Short Form (TEIQue‐SF), and The Ten‐Item Personality Inventory (TIPI) were administered to a cohort of 297 university students attending a university in İstanbul. The findings unveiled important insights into how these components interact. Employing correlational analysis to examine the relationships among the variables, it was found that while agreeableness did not exhibit a significant correlation with creativity, the remaining traits within the Big Five personality dimensions—openness to experience (r = .63), emotional stability (r = .29), conscientiousness (r = .38), and extraversion (r = .49)—displayed positively significant associations with creativity (p < .01), suggesting that individuals characterized by greater openness to experience, emotional stability, conscientiousness, and extraversion tend to exhibit higher levels of creativity in academic settings. That the link between emotional intelligence and creativity highlights a noteworthy association implies that individuals possessing higher levels of emotional intelligence are more likely to excel in creative endeavors. Regression analysis was employed to determine the specific contributions of each personality characteristic to creativity. Interestingly, when examining the predictive value of these factors, conscientiousness did not emerge as a statistically significant predictor of creativity. In contrast, both openness to experiences and extraversion exhibited strong predictive power, significantly influencing creativity. Similarly, emotional intelligence continued to be a significant predictor of creativity, reinforcing its role as a catalyst for innovative thinking. The results imply that individuals with higher levels of openness to experience, emotional stability, conscientiousness, and extraversion tend to be more creative in academic settings, highlighting the significance of emotional intelligence in promoting creative thinking and points out its potential to support creative endeavors.
{"title":"Does creativity matter in personality traits and emotional intelligence?","authors":"Uğur Akpur","doi":"10.1002/pits.23245","DOIUrl":"https://doi.org/10.1002/pits.23245","url":null,"abstract":"Creativity has long been consistently assessed as a fundamental aspect of educational psychology and has been treated with much devotion by scholars. In this study, intricate relationship patterns between creativity, emotional intelligence, and personality traits were examined. The Marmara Creative Thinking Dispositions Scale, Trait Emotional Intelligence Questionnaire‐Short Form (TEIQue‐SF), and The Ten‐Item Personality Inventory (TIPI) were administered to a cohort of 297 university students attending a university in İstanbul. The findings unveiled important insights into how these components interact. Employing correlational analysis to examine the relationships among the variables, it was found that while agreeableness did not exhibit a significant correlation with creativity, the remaining traits within the Big Five personality dimensions—openness to experience (<jats:italic>r</jats:italic> = .63), emotional stability (<jats:italic>r</jats:italic> = .29), conscientiousness (<jats:italic>r</jats:italic> = .38), and extraversion (<jats:italic>r</jats:italic> = .49)—displayed positively significant associations with creativity (<jats:italic>p</jats:italic> < .01), suggesting that individuals characterized by greater openness to experience, emotional stability, conscientiousness, and extraversion tend to exhibit higher levels of creativity in academic settings. That the link between emotional intelligence and creativity highlights a noteworthy association implies that individuals possessing higher levels of emotional intelligence are more likely to excel in creative endeavors. Regression analysis was employed to determine the specific contributions of each personality characteristic to creativity. Interestingly, when examining the predictive value of these factors, conscientiousness did not emerge as a statistically significant predictor of creativity. In contrast, both openness to experiences and extraversion exhibited strong predictive power, significantly influencing creativity. Similarly, emotional intelligence continued to be a significant predictor of creativity, reinforcing its role as a catalyst for innovative thinking. The results imply that individuals with higher levels of openness to experience, emotional stability, conscientiousness, and extraversion tend to be more creative in academic settings, highlighting the significance of emotional intelligence in promoting creative thinking and points out its potential to support creative endeavors.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"52 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141167215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Correction to “Using a brief web‐based, on demand training to improve pre‐service knowledge of attention deficit hyperactivity disorder”","authors":"","doi":"10.1002/pits.23196","DOIUrl":"https://doi.org/10.1002/pits.23196","url":null,"abstract":"","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"99 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes the development and validation process of a scale designed to assess the assistive technology (AT) knowledge of preservice special education teachers related to visual impairment (VI). The scale was administered to two groups of preservice special education teachers, and data from the first group (N = 291) were subjected to an exploratory factor analysis (EFA). The results of the EFA revealed that the scale had a five‐factor structure, which included “braille technologies,” “accessibility for documents and software,” “AT for diverse needs,” “AT for accessing print,” and “AT for transforming content into accessible digital format.” Based on the findings of the EFA, the researchers revised the scale and applied it to the second group of preservice teachers (N = 119) to confirm the five‐factor structure through a confirmatory factor analysis (CFA). The fit indices calculated during the CFA indicated a good model fit. By following a systematic approach, a valid 23‐item scale for assessing AT knowledge related to VI was developed. This study offers a useful assessment tool and knowledge constructs for designing AT courses.
本文介绍了一个量表的开发和验证过程，该量表旨在评估职前特殊教育教师与视力障碍（VI）相关的辅助技术（AT）知识。该量表对两组职前特殊教育教师进行了施测，并对第一组（N = 291）的数据进行了探索性因子分析（EFA）。探索性因子分析的结果显示，量表具有五因子结构，包括 "盲文技术"、"文件和软件的无障碍性"、"满足不同需求的辅助技术"、"获取印刷品的辅助技术 "和 "将内容转化为无障碍数字格式的辅助技术"。根据 EFA 的结果，研究人员对量表进行了修订，并将其应用于第二组职前教师（N=119），通过确认性因素分析（CFA）确认了五因素结构。CFA 计算得出的拟合指数表明模型拟合良好。通过系统化的方法，开发了一个有效的 23 个项目的量表，用于评估与 VI 相关的 AT 知识。这项研究为设计视障人士课程提供了有用的评估工具和知识建构。
{"title":"Assistive technologies for visual impairments: Development and validation of self‐efficacy scale for preservice teachers","authors":"Derya Baser, Tugba Kamali‐Arslantas","doi":"10.1002/pits.23225","DOIUrl":"https://doi.org/10.1002/pits.23225","url":null,"abstract":"This article describes the development and validation process of a scale designed to assess the assistive technology (AT) knowledge of preservice special education teachers related to visual impairment (VI). The scale was administered to two groups of preservice special education teachers, and data from the first group (<jats:italic>N</jats:italic> = 291) were subjected to an exploratory factor analysis (EFA). The results of the EFA revealed that the scale had a five‐factor structure, which included “braille technologies,” “accessibility for documents and software,” “AT for diverse needs,” “AT for accessing print,” and “AT for transforming content into accessible digital format.” Based on the findings of the EFA, the researchers revised the scale and applied it to the second group of preservice teachers (<jats:italic>N</jats:italic> = 119) to confirm the five‐factor structure through a confirmatory factor analysis (CFA). The fit indices calculated during the CFA indicated a good model fit. By following a systematic approach, a valid 23‐item scale for assessing AT knowledge related to VI was developed. This study offers a useful assessment tool and knowledge constructs for designing AT courses.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Past studies indicate that feeling related to specific social agents such as parents, teachers, and peers can facilitate domain‐general academic engagement. However, there is scarce research on how relatedness may be associated with engagement in specific academic subjects. This cross‐sectional study explores the associations of sense of relatedness to mother, father, science teachers, friends, classmates, and neighbors with behavioral, cognitive, emotional, and social engagement in science. Four hundred and thirty‐eight high school students completed an online survey that included scales to assess demographic information, relatedness, and science engagement. Only relatedness to science teacher positively predicted behavioral, cognitive, and emotional engagement in science when controlling for other relatedness dimensions, age, gender, year in school, parental educational attainment, and daily allowance. Although further research that can uncover causal conclusions is needed, these findings suggest the importance of science teacher relatedness for students' science engagement.
{"title":"Sense of relatedness and science engagement among Filipino high school students","authors":"Jesus Alfonso D. Datu, Amity Noltemeyer","doi":"10.1002/pits.23224","DOIUrl":"https://doi.org/10.1002/pits.23224","url":null,"abstract":"Past studies indicate that feeling related to specific social agents such as parents, teachers, and peers can facilitate domain‐general academic engagement. However, there is scarce research on how relatedness may be associated with engagement in specific academic subjects. This cross‐sectional study explores the associations of sense of relatedness to mother, father, science teachers, friends, classmates, and neighbors with behavioral, cognitive, emotional, and social engagement in science. Four hundred and thirty‐eight high school students completed an online survey that included scales to assess demographic information, relatedness, and science engagement. Only relatedness to science teacher positively predicted behavioral, cognitive, and emotional engagement in science when controlling for other relatedness dimensions, age, gender, year in school, parental educational attainment, and daily allowance. Although further research that can uncover causal conclusions is needed, these findings suggest the importance of science teacher relatedness for students' science engagement.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"89 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stress is an omnipresent psychological force impacting many aspects of life. Although a moderate amount of stress is attributed to better performance, an excessive amount of stress can inhibit executive functioning abilities. Adolescents encounter numerous stressors that they must overcome. Self‐control, according to the ego depletion theory, has limited source and can diminish when individuals are overwhelmed. In this study, we collected data from 616 adolescents to ascertain the impact of stress on self‐control and procrastination. Specifically, we aimed to see if increased stress would decrease self‐control, which, in turn, would increase procrastination. The mediation analysis supported the above hypothesis, and the model explained 39% of the variance in procrastination scores. 61.30% of this relationship was explained by the indirect effect (i.e., stress increases procrastination through reduced self‐control). Our results support the existence of the debated ego‐depletion theory in the context of procrastination and self‐control.
{"title":"The mediating role of self‐control between stress and procrastination among adolescents: Examining the ego depletion theory","authors":"Zeynep Şimşir Gökalp, Abdulkadir Haktanir","doi":"10.1002/pits.23217","DOIUrl":"https://doi.org/10.1002/pits.23217","url":null,"abstract":"Stress is an omnipresent psychological force impacting many aspects of life. Although a moderate amount of stress is attributed to better performance, an excessive amount of stress can inhibit executive functioning abilities. Adolescents encounter numerous stressors that they must overcome. Self‐control, according to the ego depletion theory, has limited source and can diminish when individuals are overwhelmed. In this study, we collected data from 616 adolescents to ascertain the impact of stress on self‐control and procrastination. Specifically, we aimed to see if increased stress would decrease self‐control, which, in turn, would increase procrastination. The mediation analysis supported the above hypothesis, and the model explained 39% of the variance in procrastination scores. 61.30% of this relationship was explained by the indirect effect (i.e., stress increases procrastination through reduced self‐control). Our results support the existence of the debated ego‐depletion theory in the context of procrastination and self‐control.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"16 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ali Syed, Hugo A. E. Morandini, Parma Barbaro, Prue Watson, Pradeep Rao
Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children and adolescents (CAA) and its treatment plan includes a multimodal approach. Psychoeducation is a potential therapeutic modality in the multimodal treatment of ADHD. Psychoeducation intervention generally consists of single or multiple sessions providing education to the recipient regarding ADHD with the aim to facilitate an informed, self‐responsible management of the disorder and to improve the quality of life of patients and their families. Previous reviews have highlighted the positive effects of parental psychoeducation on ADHD symptoms, behavioral problems and social skills of CAA with ADHD. However, the effects of child only and combined parental and CAA psychoeducation interventions are unclear and under investigated. In the current paper, for the first time, we review, individually, the outcomes of parent only psychoeducation, child only psychoeducation and combined parental and CAA psychoeducation across a range of domains in CAA with ADHD. The findings reveal that including psychoeducation in the treatment of ADHD may improve clinical symptoms, social skills, functioning and family relationships in CAA with ADHD.
{"title":"A narrative review of the effects of psychoeducation on children and adolescents with attention deficit hyperactivity disorder","authors":"Ali Syed, Hugo A. E. Morandini, Parma Barbaro, Prue Watson, Pradeep Rao","doi":"10.1002/pits.23228","DOIUrl":"https://doi.org/10.1002/pits.23228","url":null,"abstract":"Attention deficit hyperactivity disorder (ADHD) is one of the most prevalent neurodevelopmental disorders in children and adolescents (CAA) and its treatment plan includes a multimodal approach. Psychoeducation is a potential therapeutic modality in the multimodal treatment of ADHD. Psychoeducation intervention generally consists of single or multiple sessions providing education to the recipient regarding ADHD with the aim to facilitate an informed, self‐responsible management of the disorder and to improve the quality of life of patients and their families. Previous reviews have highlighted the positive effects of parental psychoeducation on ADHD symptoms, behavioral problems and social skills of CAA with ADHD. However, the effects of child only and combined parental and CAA psychoeducation interventions are unclear and under investigated. In the current paper, for the first time, we review, individually, the outcomes of parent only psychoeducation, child only psychoeducation and combined parental and CAA psychoeducation across a range of domains in CAA with ADHD. The findings reveal that including psychoeducation in the treatment of ADHD may improve clinical symptoms, social skills, functioning and family relationships in CAA with ADHD.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"15 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140841826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ibrahim Arpaci, Kasım Karataş, Feyza Gün, Sedef Süer
This study aims to investigate the predictive role of cultural intelligence, motivation to teach, and “culturally responsive classroom management self‐efficacy” (CRCMSE) in teachers’ sense of efficacy. The study utilized a combination of “structural equation modeling” (SEM), deep learning, and “artificial neural network” (ANN) to analyze data collected from 1061 preservice teachers. The SEM analysis indicated that cultural intelligence, motivation to teach, and CRCMSE significantly predicted the sense of efficacy of the teacher candidates, accounting for 59% of the variance. Additionally, the ANN model accurately predicted the teachers’ sense of efficacy with 75.71% and 75.17% accuracy for training and testing, respectively. The sensitivity analysis revealed that CRCMSE played the most crucial role in predicting the preservice teachers’ sense of efficacy. The deep learning model also predicted the sense of efficacy with an overall accuracy of 74.18%. The utilization of a multimodal analysis approach facilitated the identification of both linear and nonlinear relationships between the constructs.
{"title":"Predicting teachers’ sense of efficacy: A multimodal analysis integrating SEM, deep learning, and ANN","authors":"Ibrahim Arpaci, Kasım Karataş, Feyza Gün, Sedef Süer","doi":"10.1002/pits.23222","DOIUrl":"https://doi.org/10.1002/pits.23222","url":null,"abstract":"This study aims to investigate the predictive role of cultural intelligence, motivation to teach, and “culturally responsive classroom management self‐efficacy” (CRCMSE) in teachers’ sense of efficacy. The study utilized a combination of “structural equation modeling” (SEM), deep learning, and “artificial neural network” (ANN) to analyze data collected from 1061 preservice teachers. The SEM analysis indicated that cultural intelligence, motivation to teach, and CRCMSE significantly predicted the sense of efficacy of the teacher candidates, accounting for 59% of the variance. Additionally, the ANN model accurately predicted the teachers’ sense of efficacy with 75.71% and 75.17% accuracy for training and testing, respectively. The sensitivity analysis revealed that CRCMSE played the most crucial role in predicting the preservice teachers’ sense of efficacy. The deep learning model also predicted the sense of efficacy with an overall accuracy of 74.18%. The utilization of a multimodal analysis approach facilitated the identification of both linear and nonlinear relationships between the constructs.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"29 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140841830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Effective mathematics interventions should be explicit and include students’ active involvement with multiple representations of the mathematical concept. The concrete‐representational‐abstract‐integrated (CRA‐I) sequence includes these characteristics and has been shown as an effective practice for students who struggle in mathematics. The purpose of the current study was to use CRA‐I, to teach the partial products algorithm. Three fifth‐grade students receiving Tier 3 instruction within a multi‐tiered system of support participated in the study, using base 10 blocks, number lines, and arrays. The researchers used a multiple probe across students design and collected data regarding students’ progress, mastery, and conceptual understanding. There were functional relations between CRA‐I and each of the skills related to progress, mastery, and conceptual understanding. Implications and conclusions will be discussed.
{"title":"Teaching the partial products multiplication algorithm to students who struggle using CRA‐I","authors":"Vanessa M. Hinton, Margaret M. Flores","doi":"10.1002/pits.23219","DOIUrl":"https://doi.org/10.1002/pits.23219","url":null,"abstract":"Effective mathematics interventions should be explicit and include students’ active involvement with multiple representations of the mathematical concept. The concrete‐representational‐abstract‐integrated (CRA‐I) sequence includes these characteristics and has been shown as an effective practice for students who struggle in mathematics. The purpose of the current study was to use CRA‐I, to teach the partial products algorithm. Three fifth‐grade students receiving Tier 3 instruction within a multi‐tiered system of support participated in the study, using base 10 blocks, number lines, and arrays. The researchers used a multiple probe across students design and collected data regarding students’ progress, mastery, and conceptual understanding. There were functional relations between CRA‐I and each of the skills related to progress, mastery, and conceptual understanding. Implications and conclusions will be discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"14 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self‐care is proactive action that involves a repertoire of practices aimed at developing, maintaining and improving physical health and mental well‐being. Although there is a growing number of studies on mindfulness in a variety of academic fields, there is a dearth of studies that look at academics' mindful self‐care in relation to job insecurity and work passion in the higher education institutions. This study aims to examine how job insecurity is related to academic staff's work passion in Ethiopia. It also looks at the role of mindful self‐care in lessening the impact of job insecurity. A cross‐sectional study was carried out, and snowball sampling was used to collect data from a total of 251 academics, ranging in age from 23 to 66 years, who voluntarily consented to participate in the self‐report survey. Job insecurity was inversely related to passion for work and mindful self‐care. Mindful self‐care was a mediator in the link between job insecurity and passion for work. The study encourages workplace mental health professionals to consider the role of mindful self‐care in their psychological intervention programs aimed at minimizing job insecurity and increasing passion for work.
{"title":"Linking perceived job insecurity and work passion: The mediating role of mindful self‐care in academic staff","authors":"Aman S. Elemo, Abdulatif H. Ahmed, Ergün Kara","doi":"10.1002/pits.23220","DOIUrl":"https://doi.org/10.1002/pits.23220","url":null,"abstract":"Self‐care is proactive action that involves a repertoire of practices aimed at developing, maintaining and improving physical health and mental well‐being. Although there is a growing number of studies on mindfulness in a variety of academic fields, there is a dearth of studies that look at academics' mindful self‐care in relation to job insecurity and work passion in the higher education institutions. This study aims to examine how job insecurity is related to academic staff's work passion in Ethiopia. It also looks at the role of mindful self‐care in lessening the impact of job insecurity. A cross‐sectional study was carried out, and snowball sampling was used to collect data from a total of 251 academics, ranging in age from 23 to 66 years, who voluntarily consented to participate in the self‐report survey. Job insecurity was inversely related to passion for work and mindful self‐care. Mindful self‐care was a mediator in the link between job insecurity and passion for work. The study encourages workplace mental health professionals to consider the role of mindful self‐care in their psychological intervention programs aimed at minimizing job insecurity and increasing passion for work.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"221 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Latent profiles of bullying victimization were examined to determine membership information and distinctive buffering roles of meaning in life between bullying victimization groups and life satisfaction. The PISA data set (n = 4695) of 15‐year‐old young adolescents was analyzed. Static predictors of membership consist of gender, immigrant status, parental education, and grade repetition. Latent profile analysis, analysis of variance, multiple logistic regression, and multivariable regression were utilized for a comprehensive understanding of bullying victimization memberships and related outcomes. Three distinctive latent profiles emerged: (a) Stable & Resilient (SR) (75.6%); (b) Mild & Internal (MI) (18.4%); and (c) Severe & External (SE) (6.0%). Immigration, gender, grade repetition, and parental education were found to be predictors of membership in the bullying victimization groups. Males, and immigrants, with higher parental education, and grade repetition experience significantly predicted increases in possibilities of membership in the MI or SE latent groups. Meaning in life has significant buffering roles for bullying victimization on life satisfaction. The moderating effect of meaning in life was strongest for the SE group. Implications and future directions are discussed.
{"title":"Meaning in life as a moderator of the relationship between bullying victimization profiles and life satisfaction in young adolescents","authors":"Jusuk Song, Sondra Smith‐Adcock","doi":"10.1002/pits.23218","DOIUrl":"https://doi.org/10.1002/pits.23218","url":null,"abstract":"Latent profiles of bullying victimization were examined to determine membership information and distinctive buffering roles of meaning in life between bullying victimization groups and life satisfaction. The PISA data set (<jats:italic>n</jats:italic> = 4695) of 15‐year‐old young adolescents was analyzed. Static predictors of membership consist of gender, immigrant status, parental education, and grade repetition. Latent profile analysis, analysis of variance, multiple logistic regression, and multivariable regression were utilized for a comprehensive understanding of bullying victimization memberships and related outcomes. Three distinctive latent profiles emerged: (a) Stable & Resilient (SR) (75.6%); (b) Mild & Internal (MI) (18.4%); and (c) Severe & External (SE) (6.0%). Immigration, gender, grade repetition, and parental education were found to be predictors of membership in the bullying victimization groups. Males, and immigrants, with higher parental education, and grade repetition experience significantly predicted increases in possibilities of membership in the MI or SE latent groups. Meaning in life has significant buffering roles for bullying victimization on life satisfaction. The moderating effect of meaning in life was strongest for the SE group. Implications and future directions are discussed.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":"61 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140840389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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