Serena Borroni, Valentina Tobia, Annalisa Guarini, Matteo Caglio, Beatrice Scansani, Ilaria Polenghi, Anna Ogliari, Andrea Fossati
This study investigates the role of individual and contextual factors as potential concurrent predictors of bullying and victimization in male and female high school students. The sample included 517 adolescents and their teachers. With a multi‐informant approach, measures of bullying and victimization, personality traits, psychopathological symptoms, peer ratings of popularity, loneliness, bothersomeness, as well as school climate, were collected. A series of regression analyses showed gender differences in the dysfunctional personality traits resulted as predictors of bullying (e.g., impulsivity for males and deceitfulness for females). As for victimization, also the role of contextual predictors (i.e., negative relations with peers and safety problems) was significant, with some differences between males and females. These results highlight the importance of a multi‐informant and multifactor (i.e., individual, contextual) approach when investigating the dynamics of bullying and victimization.
{"title":"Gender differences of individual and contextual factors in predicting bullying and victimization: A multi‐informant approach","authors":"Serena Borroni, Valentina Tobia, Annalisa Guarini, Matteo Caglio, Beatrice Scansani, Ilaria Polenghi, Anna Ogliari, Andrea Fossati","doi":"10.1002/pits.23211","DOIUrl":"https://doi.org/10.1002/pits.23211","url":null,"abstract":"This study investigates the role of individual and contextual factors as potential concurrent predictors of bullying and victimization in male and female high school students. The sample included 517 adolescents and their teachers. With a multi‐informant approach, measures of bullying and victimization, personality traits, psychopathological symptoms, peer ratings of popularity, loneliness, bothersomeness, as well as school climate, were collected. A series of regression analyses showed gender differences in the dysfunctional personality traits resulted as predictors of bullying (e.g., impulsivity for males and deceitfulness for females). As for victimization, also the role of contextual predictors (i.e., negative relations with peers and safety problems) was significant, with some differences between males and females. These results highlight the importance of a multi‐informant and multifactor (i.e., individual, contextual) approach when investigating the dynamics of bullying and victimization.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140629078","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}
Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke
Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (p < .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.
{"title":"Early academic and behavior skills as predictors of later mathematics achievement","authors":"Abigail A. Allen, R. Alex Smith, Matthew K. Burns, Erica S. Lembke","doi":"10.1002/pits.23205","DOIUrl":"https://doi.org/10.1002/pits.23205","url":null,"abstract":"Early academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (<jats:italic>p</jats:italic> < .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628794","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}
Organizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two‐fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (−0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (−0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.
{"title":"Teachers' occupational health: A structural model of work‐related stress, depressed mood at work, and organizational commitment","authors":"Gulnar Ozyildirim","doi":"10.1002/pits.23202","DOIUrl":"https://doi.org/10.1002/pits.23202","url":null,"abstract":"Organizations, employees, and individuals suffer from adverse outcomes due to a lack of occupational health, impacting everything from organizational performance to psychological and physical health, and they are a prevalent phenomenon for various jobs, including teaching. The aims of the current study are two‐fold: to determine the state of occupational health (i) and its structure among 470 Turkish teachers at all school levels, including 338 female teachers (71.9%) and 132 male teachers (28.1%), specifically in terms of stress, the depressed mood at work, and organizational commitment variables (ii). A structural model for occupational health is developed and examined through the AMOS 22 program. The findings of this study indicate that stress predicts a negative impact on organizational commitment (−0.42), whereas it has a positive effect on depressed mood at work (0.74). Additionally, organizational commitment is shown to have a negative impact on depressed mood at work (−0.15). Overall, policymakers, school administrators, and leaders should prioritize strategies to reduce stress, create a healthier work environment, and address the need for proactive efforts to promote a positive emotional climate that improves teacher occupational health. Additionally, further research should explore the other factors that enable to prevent and reduce depression mood at work.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628761","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}
Anomi G. Bearden, Blaire Turnbull, Carmella Wallace, Steven Prosser, Akeem Vincent
Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (n = 15). The experimental sample, aged 18−54 (M = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (n = 30), with ages ranging from 17 to 38 (M = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.
{"title":"The effects of a course‐based mindfulness intervention on college student perfectionism, stress, anxiety, self‐compassion, and social connectedness","authors":"Anomi G. Bearden, Blaire Turnbull, Carmella Wallace, Steven Prosser, Akeem Vincent","doi":"10.1002/pits.23201","DOIUrl":"https://doi.org/10.1002/pits.23201","url":null,"abstract":"Rising perfectionism levels within post‐secondary students could be one reason for students' challenges with adaptation to post‐secondary. Recent research has suggested mindfulness‐based interventions may be a promising avenue for mitigating high perfectionism, in addition to improving emotional and social well‐being. The objective of this study was to assess the effects of 8 weeks of a mindfulness course on post‐secondary students (compared to a non‐meditating control group). Variables of interest were mindfulness, multidimensional perfectionism (self‐oriented, other‐oriented, and socially prescribed types), stress, anxiety, self‐compassion, and social connectedness. Students self‐enrolled into a mindfulness class offered at a college in Alberta, Canada (<jats:italic>n</jats:italic> = 15). The experimental sample, aged 18−54 (<jats:italic>M</jats:italic> = 25.27, SD = 11.47), were 96.7% female. A control group was recruited from first‐ and second‐year psychology classes (<jats:italic>n</jats:italic> = 30), with ages ranging from 17 to 38 (<jats:italic>M</jats:italic> = 21.70, SD = 5.36) and 70% identifying as female. Students completed in‐person surveys near the beginning of the term and again after 8 weeks. ANOVAs and linear regression analyses were conducted. In line with previous studies, results indicated that college students practicing mindfulness evidenced lower perfectionism (self‐oriented and other‐oriented types), stress, and anxiety, along with higher mindfulness and self‐compassion. Additionally, interpersonal benefits were revealed as the mindfulness group increased in social connectedness. Perplexing results suggest two routes to social connection, as the control group also showed an increase in social connection, potentially motivated by higher stress and self‐criticism. Findings from the current study are impressive (given the small sample size and the high‐stress time of the term during which post‐test measures were taken) and suggest that integrating mindfulness practices into the curriculum can enhance emotional and social well‐being for postsecondary students.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628746","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}
Despite the surging anonymous social media use among adolescents living in non‐Western countries, such as Turkey, existing studies have been conducted in a Western context and do not provide a holistic understanding of adolescents' lived experiences of anonymous social networking site (SNS) interactions. As a result, Turkish adolescents aged 12–15 years (N = 20) were interviewed about their lived experiences of anonymous SNS interactions, using a phenomenological qualitative approach. The authors identified 10 themes. Four themes address circumventing social norms and avoiding repercussions: mocking friends, seeking revenge, engaging in activism, and exploring and expressing self. Four themes pertain to initiating, developing, and testing relationships: exploring romantic relationships, testing friendships, seeking information about others, and gaining attention and/or popularity. Reflecting a major intrapersonal dynamic, another theme describes low self‐confidence/esteem. The final theme addresses a significant risk associated with the anonymous use of SNSs: increased risk of child sexual exploitation. The results provide important insights into the roles of anonymous online interactions in satisfying adolescents' developmental needs and indicate the importance of providing them with support and education to help them navigate the online world safely and responsibly.
{"title":"Turkish adolescents' anonymous use of social networking sites (SNSs): A phenomenological study","authors":"Elif Çimşir, Ramazan Akdoğan, Alper Akbayrak","doi":"10.1002/pits.23200","DOIUrl":"https://doi.org/10.1002/pits.23200","url":null,"abstract":"Despite the surging anonymous social media use among adolescents living in non‐Western countries, such as Turkey, existing studies have been conducted in a Western context and do not provide a holistic understanding of adolescents' lived experiences of anonymous social networking site (SNS) interactions. As a result, Turkish adolescents aged 12–15 years (<jats:italic>N</jats:italic> = 20) were interviewed about their lived experiences of anonymous SNS interactions, using a phenomenological qualitative approach. The authors identified 10 themes. Four themes address circumventing social norms and avoiding repercussions: mocking friends, seeking revenge, engaging in activism, and exploring and expressing self. Four themes pertain to initiating, developing, and testing relationships: exploring romantic relationships, testing friendships, seeking information about others, and gaining attention and/or popularity. Reflecting a major intrapersonal dynamic, another theme describes low self‐confidence/esteem. The final theme addresses a significant risk associated with the anonymous use of SNSs: increased risk of child sexual exploitation. The results provide important insights into the roles of anonymous online interactions in satisfying adolescents' developmental needs and indicate the importance of providing them with support and education to help them navigate the online world safely and responsibly.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140628748","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}
Differentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers' practices and beliefs in implementing differentiated instruction in physical education. Using a sample of 527 preservice teachers, we found that a growth mindset was the strongest predictor of differentiated instruction, followed by flexible grouping and differentiating the curriculum. In addition, multiple mediation analyses revealed that differentiating the curriculum and flexible grouping mediated the relationship between a growth mindset and differentiated instruction. We also guide teacher educators to develop teachers' growth mindsets and help teachers better understand differentiated instruction in physical education.
{"title":"Applying structural equation modeling to examine the role of teacher beliefs and practices in differentiated instruction in physical education: Multiple mediation analyses","authors":"Qingyun Wen, Juan Cai","doi":"10.1002/pits.23206","DOIUrl":"https://doi.org/10.1002/pits.23206","url":null,"abstract":"Differentiated instruction remains one of the most important frameworks for the global education community to achieve sustainable educational development goals and inclusive education. It is also one of the most critical challenges for teachers in different subjects. This study used structural equation modeling to examine the role of teachers' practices and beliefs in implementing differentiated instruction in physical education. Using a sample of 527 preservice teachers, we found that a growth mindset was the strongest predictor of differentiated instruction, followed by flexible grouping and differentiating the curriculum. In addition, multiple mediation analyses revealed that differentiating the curriculum and flexible grouping mediated the relationship between a growth mindset and differentiated instruction. We also guide teacher educators to develop teachers' growth mindsets and help teachers better understand differentiated instruction in physical education.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140612399","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}
Pamela W. Garner, Kamilah Legette, Julia M. Shadur
We employed a mixed-methods design to identify intervention elements that may improve relational inclusion in classrooms through equity-framed and culturally-attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed-methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social-emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally-attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.
{"title":"A mixed-methods approach to identify elements of culturally-attuned teacher−student relationship interventions","authors":"Pamela W. Garner, Kamilah Legette, Julia M. Shadur","doi":"10.1002/pits.23197","DOIUrl":"https://doi.org/10.1002/pits.23197","url":null,"abstract":"We employed a mixed-methods design to identify intervention elements that may improve relational inclusion in classrooms through equity-framed and culturally-attuned teacher−student relationship interventions. Quantitative and qualitative data were collected from 29 (26 female) school mental health professionals and 19 parents (mostly mothers) of racially, ethnically, and culturally diverse students. Using a convergent mixed-methods design, we first analyzed the individual data points and then integrated the quantitative and qualitative data in the interpretation and discussion of the results. Our findings showed that, for school mental health professionals, the quantitative data largely complemented the qualitative results, which represented four themes: School−family partnerships, critical consciousness, educator preparation, and transformational social-emotional learning. Parents of minoritized students identified unique elements, including microaggressions, color evasion, recognition of bias, storytelling, and systemic change as important for the development of culturally-attuned interventions. The two groups had parallel and contrasting recommendations about elements that may contribute to improved classroom relational inclusion for minoritized students. Results illustrate how merging professional and parent perspectives could contribute to the development of teacher−student relationship interventions that appropriately address issues of equity and culture in ways that are meaningful to end users and other stakeholders.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140569109","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}
Nuriye Semerci, Çetin Semerci, Fatma Ünal, Emrullah Yılmaz, Ömer Yılmaz
This study aimed at identifying undergraduate students' barriers to critical thinking. This descriptive study adopted a cross-sectional research method. Data were collected from 3rd and 4th grade students in a state university in the Black Sea Region of Turkey. Data were collected via the critical thinking barriers scale. The data obtained in the study were analyzed using SPSS 22. The mean scores, t-test, and analysis of variance were employed in data analysis. The results of the study revealed that students slightly agree that they are unable to reason, are egocentric, overconfident, and rely on authority. Also, students slightly agree that they have some barriers to critical thinking. The study also demonstrated that grade slightly affects students' barriers to critical thinking, whereas gender and faculty have relatively deeper effects. This study concluded that students don't have significant barriers to critical thinking.
{"title":"Higher education students' perceptions on their barriers to critical thinking","authors":"Nuriye Semerci, Çetin Semerci, Fatma Ünal, Emrullah Yılmaz, Ömer Yılmaz","doi":"10.1002/pits.23198","DOIUrl":"https://doi.org/10.1002/pits.23198","url":null,"abstract":"This study aimed at identifying undergraduate students' barriers to critical thinking. This descriptive study adopted a cross-sectional research method. Data were collected from 3rd and 4th grade students in a state university in the Black Sea Region of Turkey. Data were collected via the critical thinking barriers scale. The data obtained in the study were analyzed using SPSS 22. The mean scores, <i>t</i>-test, and analysis of variance were employed in data analysis. The results of the study revealed that students slightly agree that they are unable to reason, are egocentric, overconfident, and rely on authority. Also, students <i>slightly agree</i> that they have some barriers to critical thinking. The study also demonstrated that grade slightly affects students' barriers to critical thinking, whereas gender and faculty have relatively deeper effects. This study concluded that students don't have significant barriers to critical thinking.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568756","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}
The improvements in attention by mindfulness training have been proved. However, the effects of mindfulness training on attention to emotional stimuli were mixed. We employed a randomized, controlled design to investigate the effects of mindfulness training on attention to emotional expressions, and investigated whether baseline levels of dispositional mindfulness and emotional intelligence would moderate the intervention effects. Forty participants received 8‐week mindfulness training, and another forty participants attended two lectures about mindfulness. All participants completed the visual search task, the Five Facet Mindfulness Questionnaire, and the Emotional Intelligence Scale at both pre‐training and post‐training. The results showed that the improvements in search efficiencies were larger in the mindfulness group than those in the control group for sad and angry faces, but not for happy faces. In addition, baseline emotional intelligence but not dispositional mindfulness played a significant moderating role in the relationship between mindfulness training and emotional attention to sadness and anger. The search efficiencies of negative emotions (i.e., anger and sadness) but not positive emotions (i.e., happiness) were significantly improved by mindfulness training. Individuals with a high level of baseline emotional intelligence showed significant improvement in search efficiencies relative to those with a low level of emotional intelligence.
{"title":"The impact of mindfulness training on the attention to facial expressions among undergraduates","authors":"Taiyong Bi, Li Qiye, Xue Li, Yuxia He, Qinhong Xie, Hui Kou","doi":"10.1002/pits.23199","DOIUrl":"https://doi.org/10.1002/pits.23199","url":null,"abstract":"The improvements in attention by mindfulness training have been proved. However, the effects of mindfulness training on attention to emotional stimuli were mixed. We employed a randomized, controlled design to investigate the effects of mindfulness training on attention to emotional expressions, and investigated whether baseline levels of dispositional mindfulness and emotional intelligence would moderate the intervention effects. Forty participants received 8‐week mindfulness training, and another forty participants attended two lectures about mindfulness. All participants completed the visual search task, the Five Facet Mindfulness Questionnaire, and the Emotional Intelligence Scale at both pre‐training and post‐training. The results showed that the improvements in search efficiencies were larger in the mindfulness group than those in the control group for sad and angry faces, but not for happy faces. In addition, baseline emotional intelligence but not dispositional mindfulness played a significant moderating role in the relationship between mindfulness training and emotional attention to sadness and anger. The search efficiencies of negative emotions (i.e., anger and sadness) but not positive emotions (i.e., happiness) were significantly improved by mindfulness training. Individuals with a high level of baseline emotional intelligence showed significant improvement in search efficiencies relative to those with a low level of emotional intelligence.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140568753","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}
The successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test‐anxious students. Therefore, the current study utilized a combination of person‐centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test‐anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self‐efficacy, academic buoyancy, failure appraisal, academic self‐handicapping, and goal commitment. Participants also completed open‐ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self‐regulated learning, buoyancy, goal commitment, and self‐actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports.
{"title":"A cross‐cultural latent profile analysis of university students' cognitive test anxiety and related cognitive‐motivational factors","authors":"Christopher L. Thomas, Omer Ozer","doi":"10.1002/pits.23186","DOIUrl":"https://doi.org/10.1002/pits.23186","url":null,"abstract":"The successful treatment of test anxiety treatment requires an understanding of the unique barriers and challenges faced by test‐anxious students. Therefore, the current study utilized a combination of person‐centered and qualitative methods to investigate the existence of unique subpopulations or subtypes of test‐anxious students within Turkish and United States student samples. University students (N = 422) completed measures of cognitive test anxiety, self‐efficacy, academic buoyancy, failure appraisal, academic self‐handicapping, and goal commitment. Participants also completed open‐ended questions assessing facilitators and inhibitors of academic success. The results of a multigroup latent profile analysis identified four learner subtypes in both the Turkish and United States samples. However, our analyses revealed structural differences in latent profiles identified in two cultural contexts. Furthermore, the qualitative results emphasized the importance of self‐regulated learning, buoyancy, goal commitment, and self‐actualization to academic success. Our discussion emphasizes the importance of considering learners' unique characteristics when designing educational supports.","PeriodicalId":48182,"journal":{"name":"Psychology in the Schools","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140374121","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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