Rose Ann L. Bautista, Mark Luiz S. Demanawa, Junna Liza D. Pedrigosa, C. L. Culajara
This descriptive-predictive study aimed to determine the correlation between the social media usage of college students and their boredom proneness in a University in Davao region. A total of 350 participants were chosen to participate in this study using simple random sampling techniques. A 22-item multidimensional state boredom questionnaire and 21-item social networking usage served as an instrument wherein the Jamovi was used for data analysis. The mean and standard deviation were utilized to test the level of both variables, and results showed that the level of social media usage and boredom proneness among students is high. The Shapiro-Wilk test was utilized to test the normality; it revealed that the data is not normally distributed. The Spearman rho correlation coefficient test revealed a significant relationship between social media usage and students’ boredom proneness, with a p-value of .001, indicating a strong positive correlation. Meanwhile, the result of Linear Regression showed 71% of the variance is explained by the three significant predictors contributing to the students’ social media usage which are Time Perception, Inattention and Disengagement. The study’s findings indicate that increased use of social media is associated with higher levels of boredom. In this case, school administration, local health authorities, and school counseling and guidance offices should enhance the implementation of policies regarding the responsible use of social media, integrate the findings into various programs, and increase public awareness of the effects of excessive social media use on people’s mental health and academic performance. Lastly, researchers should consider extending this topic with a quantitative approach and investigate the possible mediating factors between boredom and social media usage.
{"title":"Boredom Proneness and Social Media Usage of College Students","authors":"Rose Ann L. Bautista, Mark Luiz S. Demanawa, Junna Liza D. Pedrigosa, C. L. Culajara","doi":"10.54536/ajhp.v2i1.2825","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2825","url":null,"abstract":"This descriptive-predictive study aimed to determine the correlation between the social media usage of college students and their boredom proneness in a University in Davao region. A total of 350 participants were chosen to participate in this study using simple random sampling techniques. A 22-item multidimensional state boredom questionnaire and 21-item social networking usage served as an instrument wherein the Jamovi was used for data analysis. The mean and standard deviation were utilized to test the level of both variables, and results showed that the level of social media usage and boredom proneness among students is high. The Shapiro-Wilk test was utilized to test the normality; it revealed that the data is not normally distributed. The Spearman rho correlation coefficient test revealed a significant relationship between social media usage and students’ boredom proneness, with a p-value of .001, indicating a strong positive correlation. Meanwhile, the result of Linear Regression showed 71% of the variance is explained by the three significant predictors contributing to the students’ social media usage which are Time Perception, Inattention and Disengagement. The study’s findings indicate that increased use of social media is associated with higher levels of boredom. In this case, school administration, local health authorities, and school counseling and guidance offices should enhance the implementation of policies regarding the responsible use of social media, integrate the findings into various programs, and increase public awareness of the effects of excessive social media use on people’s mental health and academic performance. Lastly, researchers should consider extending this topic with a quantitative approach and investigate the possible mediating factors between boredom and social media usage.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"7 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141686410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claudine Jade P Abellana, Angela Marie H Mendez, Gerlie Mae V Subido, C. L. Culajara
Fear of Missing Out (FoMO) is an internalized belief that others may experience valuable events which one feels excluded. This study delves into the connection between Fear of Missing Out (FoMO) and self-esteem of students. Its objectives include understanding the demographic makeup, levels of FoMO, and self-esteem among students, and examining the correlation between FoMO and self-esteem. Validated scales were used to gauge FoMO and self-esteem, employing descriptive-correlational research design implemented. This study involved 350 students, offering insights into their experiences with FoMO and self-esteem. The results indicate that the students experience moderate levels of FoMO, both in private and social contexts, alongside moderate levels of self-esteem, with signs of disagreement in self-competence and self-liking. Spearman’s rho correlation analysis highlights a significant positive correlation between FoMO and self-esteem, suggesting that higher self-esteem may be associated with slightly greater FoMO experiences. The researchers recommend exploring potential mediating factors in the self-esteem and FoMO relationship, such as social media addiction or personality traits
{"title":"The Social Comparison Trap: Association between Fear of Missing out (Fomo) and Self-Esteem in College Students","authors":"Claudine Jade P Abellana, Angela Marie H Mendez, Gerlie Mae V Subido, C. L. Culajara","doi":"10.54536/ajhp.v2i1.2807","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2807","url":null,"abstract":"Fear of Missing Out (FoMO) is an internalized belief that others may experience valuable events which one feels excluded. This study delves into the connection between Fear of Missing Out (FoMO) and self-esteem of students. Its objectives include understanding the demographic makeup, levels of FoMO, and self-esteem among students, and examining the correlation between FoMO and self-esteem. Validated scales were used to gauge FoMO and self-esteem, employing descriptive-correlational research design implemented. This study involved 350 students, offering insights into their experiences with FoMO and self-esteem. The results indicate that the students experience moderate levels of FoMO, both in private and social contexts, alongside moderate levels of self-esteem, with signs of disagreement in self-competence and self-liking. Spearman’s rho correlation analysis highlights a significant positive correlation between FoMO and self-esteem, suggesting that higher self-esteem may be associated with slightly greater FoMO experiences. The researchers recommend exploring potential mediating factors in the self-esteem and FoMO relationship, such as social media addiction or personality traits","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"2 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141337340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Greg Adrian D Cañamo, Trishia Nicole G Lantaco, Hazel D Omblero, C. L. Culajara
An American Psychological Association study indicates that engaging in video games can improve a variety of cognitive abilities, including problem-solving, memory, spatial navigation, and reasoning. However, significant studies on the detrimental impacts of gaming, such as addiction, depression, and aggressiveness, have been found in several studies. Nevertheless, there is a lack of exploration of the effect of specific game genre addiction on the psychological well-being of students, not only in the Philippines but also around the world. The researchers used a quantitative, predictive design for this study. A total of 350 respondents participated in the study. In terms of MOBA usage, the average engagement level among college students was x̄ = 3.04, SD = 1.25. The study findings suggest that college students, on average, reported mild levels of psychological discomfort (x̄ = 2.27, SD = 0.742). Despite their involvement in MOBA activities, there appears to be a baseline level of psychological discomfort among participants. The researchers concluded that there is a positive significant correlation between MOBA addiction and psychological discomfort. Regression analysis, conducted with a significance threshold of 0.05, revealed that only the “Withdrawal” subscale of MOBA Addiction exhibited a predictive relationship (p = 0.03) Despite the significance of these findings, it is essential for future studies to address potential biases in participants’ responses. Additionally, it is recommended that future researchers conduct qualitative inquiries to provide a comprehensive understanding of the variables involved.
{"title":"Influence of Mobile Online Battle Arena (MOBA) Addiction on Psychological Discomfort","authors":"Greg Adrian D Cañamo, Trishia Nicole G Lantaco, Hazel D Omblero, C. L. Culajara","doi":"10.54536/ajhp.v2i1.2840","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2840","url":null,"abstract":"An American Psychological Association study indicates that engaging in video games can improve a variety of cognitive abilities, including problem-solving, memory, spatial navigation, and reasoning. However, significant studies on the detrimental impacts of gaming, such as addiction, depression, and aggressiveness, have been found in several studies. Nevertheless, there is a lack of exploration of the effect of specific game genre addiction on the psychological well-being of students, not only in the Philippines but also around the world. The researchers used a quantitative, predictive design for this study. A total of 350 respondents participated in the study. In terms of MOBA usage, the average engagement level among college students was x̄ = 3.04, SD = 1.25. The study findings suggest that college students, on average, reported mild levels of psychological discomfort (x̄ = 2.27, SD = 0.742). Despite their involvement in MOBA activities, there appears to be a baseline level of psychological discomfort among participants. The researchers concluded that there is a positive significant correlation between MOBA addiction and psychological discomfort. Regression analysis, conducted with a significance threshold of 0.05, revealed that only the “Withdrawal” subscale of MOBA Addiction exhibited a predictive relationship (p = 0.03) Despite the significance of these findings, it is essential for future studies to address potential biases in participants’ responses. Additionally, it is recommended that future researchers conduct qualitative inquiries to provide a comprehensive understanding of the variables involved.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"29 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Novielen Jean B Dacay, Janna Grace Rañon, C. L. Culajara
Lifestyle is gradually shaped by an individual’s daily routine, behavior, and mannerisms. College students develop their lifestyles customary to academic demands and other influences that may construe healthy or unhealthy routines. This study the Health-Promoting Lifestyle profile of college students in the Davao Region using a quantitative analysis approach, which considers gender, department, and year level. The study utilizes the Health-Promoting Lifestyle Profile II (HPLP-II) as its primary tool. A total of 350 students were randomly selected and their responses were subjected to a Shapiro-Wilk test for normality. The results revealed in Table 4 found significant differences between the different demographic groups and their varying significant effects to HPLP. Respectively, in terms of Gender, the significant difference in HPLP was determined by F (2, 22.3) = 10.2, p <0.001 with an effect size, eta- squared (η2) 0.056, indicating a small size effect. Moreover, the significant differences in Department reported an F (3,99.5) = 4.82, p = 0.003 with an effect size, eta-squared (η2) 0.040, indicating a small size effect. Furthermore, the Year Level differences was revealed by an F (5, 135) = 0.952, p <0.001 with an effect size, eta-squared (η2) 0.087 indicating a medium size effect. The data indicates that Year Level is the most influential demographic profile of respondents. Future researchers can explore a qualitative assessment of the dimensions of HPLP to determine the habitual engagements of students in distinct facets of healthy lifestyles. Anent to the study, it may be possible to gain a more comprehensive understanding of the factors that contribute to the promotion of healthy living practices amongst college students.
{"title":"Examining the Health-Promoting Lifestyle of College Students: A Quantitative Analysis","authors":"Novielen Jean B Dacay, Janna Grace Rañon, C. L. Culajara","doi":"10.54536/ajhp.v2i1.2823","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2823","url":null,"abstract":"Lifestyle is gradually shaped by an individual’s daily routine, behavior, and mannerisms. College students develop their lifestyles customary to academic demands and other influences that may construe healthy or unhealthy routines. This study the Health-Promoting Lifestyle profile of college students in the Davao Region using a quantitative analysis approach, which considers gender, department, and year level. The study utilizes the Health-Promoting Lifestyle Profile II (HPLP-II) as its primary tool. A total of 350 students were randomly selected and their responses were subjected to a Shapiro-Wilk test for normality. The results revealed in Table 4 found significant differences between the different demographic groups and their varying significant effects to HPLP. Respectively, in terms of Gender, the significant difference in HPLP was determined by F (2, 22.3) = 10.2, p <0.001 with an effect size, eta- squared (η2) 0.056, indicating a small size effect. Moreover, the significant differences in Department reported an F (3,99.5) = 4.82, p = 0.003 with an effect size, eta-squared (η2) 0.040, indicating a small size effect. Furthermore, the Year Level differences was revealed by an F (5, 135) = 0.952, p <0.001 with an effect size, eta-squared (η2) 0.087 indicating a medium size effect. The data indicates that Year Level is the most influential demographic profile of respondents. Future researchers can explore a qualitative assessment of the dimensions of HPLP to determine the habitual engagements of students in distinct facets of healthy lifestyles. Anent to the study, it may be possible to gain a more comprehensive understanding of the factors that contribute to the promotion of healthy living practices amongst college students.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"17 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141344288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Raven Kyle O Gonzaga, Jenelyn C Abrenilla, Marc Loyd E Dumanhog, C. L. Culajara
Emotional Styles and Social Intelligence are significant factors in maintaining a healthy well-being and good interpersonal relationships, which contribute to one’s mental health. Due to the changing circumstances, a decline in students’ mental health was evident. This study delves into the correlation between Emotional Styles and the Social Intelligence of university students, providing insights into how emotional well-being influences social relationships. A total of 375 university students participated, providing a diverse sample for a comprehensive investigation into these variables. The analyzed data revealed that the level of Emotional Styles is moderately evident among university students, emphasizing social intuition as the highest. On the other hand, there is a slightly high level of Social Intelligence, particularly the social information processing dimension. Pearson r analysis showed a positive correlation between the variables (p= <0.001; r=0.472). Furthermore, linear regression analysis highlights social intuition (p=0.041; t=2.049) and sensitivity to context (p=0.003; t=2.953) as significant predictors of Social Intelligence, emphasizing the importance of understanding nonverbal cues and contextual sensitivity in interpersonal interactions. With these results, the research recommends exploring additional factors, such as empathy and self-regulation, on the dimensions of Emotional Styles that could significantly influence Social Intelligence. Moreover, this research might consider increasing the sample size to include more diverse representations from the LGBTQ+ community in their demographic profile.
情绪风格和社交智能是保持健康幸福和良好人际关系的重要因素，有助于一个人的心理健康。由于环境的变化，学生的心理健康状况明显下降。本研究深入探讨了大学生情绪风格与社交智能之间的相关性，为了解情绪健康如何影响社交关系提供了启示。共有 375 名大学生参与了这项研究，为全面调查这些变量提供了一个多样化的样本。分析数据显示，大学生的情绪风格水平适中，其中社交直觉水平最高。另一方面，社会智能水平略高，尤其是社会信息处理维度。Pearson r 分析表明，变量之间存在正相关（p= <0.001；r=0.472）。此外，线性回归分析表明，社会直觉（p=0.041；t=2.049）和对情境的敏感性（p=0.003；t=2.953）对社会智能有显著的预测作用，强调了在人际交往中理解非语言线索和对情境敏感的重要性。根据这些结果，研究建议在情绪风格的维度上探索更多因素，如移情和自我调节，这些因素可能会对社会智能产生重大影响。此外，这项研究还可以考虑增加样本量，在人口统计学特征中纳入更多来自 LGBTQ+ 群体的代表。
{"title":"Interrelating the Emotional Styles and Social Intelligence of University Students","authors":"Raven Kyle O Gonzaga, Jenelyn C Abrenilla, Marc Loyd E Dumanhog, C. L. Culajara","doi":"10.54536/ajhp.v2i1.2790","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2790","url":null,"abstract":"Emotional Styles and Social Intelligence are significant factors in maintaining a healthy well-being and good interpersonal relationships, which contribute to one’s mental health. Due to the changing circumstances, a decline in students’ mental health was evident. This study delves into the correlation between Emotional Styles and the Social Intelligence of university students, providing insights into how emotional well-being influences social relationships. A total of 375 university students participated, providing a diverse sample for a comprehensive investigation into these variables. The analyzed data revealed that the level of Emotional Styles is moderately evident among university students, emphasizing social intuition as the highest. On the other hand, there is a slightly high level of Social Intelligence, particularly the social information processing dimension. Pearson r analysis showed a positive correlation between the variables (p= <0.001; r=0.472). Furthermore, linear regression analysis highlights social intuition (p=0.041; t=2.049) and sensitivity to context (p=0.003; t=2.953) as significant predictors of Social Intelligence, emphasizing the importance of understanding nonverbal cues and contextual sensitivity in interpersonal interactions. With these results, the research recommends exploring additional factors, such as empathy and self-regulation, on the dimensions of Emotional Styles that could significantly influence Social Intelligence. Moreover, this research might consider increasing the sample size to include more diverse representations from the LGBTQ+ community in their demographic profile.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"104 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141342145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research assessed the learners’ challenges encountered and interventions provided at Dumaguete City Central School in Dumaguete City Division during school year 2023-2024 for a proposed behavior modification guide. This descriptive correlational design study had purposively selected 120 parent and 16 teacher respondents who answered a researcher-made survey questionnaire. The data gathered were statistically treated. Findings revealed that the majority of parent respondents were 30-49 years old, females, high school graduates, with 3-4 children, and middle-income. Teacher respondents mostly were 51-69 years old, female, with master’s units, and had 16 years or more in service. The parents and teachers perceived the extent of the learners’ challenges encountered as to family and peers was high, and the classroom was moderate for parents and low for teachers. Parents’ perception of the extent of the interventions provided to the learners in terms of family, peers, and classroom was all moderately done. While for the teachers, as to family was done, for peers and classroom was extensively done. There was no significant difference between the teachers’ and parents’ perception of the learners’ challenges encountered by family and peers, but there was a significant difference in the classroom variable. There was no significant difference between the teachers and parents’ perception on the extent of Interventions provided towards the learners in terms of family, peers, and classroom. There was a significant relationship between the challenges encountered and the interventions provided towards the learners.
{"title":"Assessing the Challenges and Interventions for Primary Education Learners","authors":"Glenda Inoferio, Helen O. Revalde","doi":"10.54536/ajhp.v2i1.2772","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2772","url":null,"abstract":"This research assessed the learners’ challenges encountered and interventions provided at Dumaguete City Central School in Dumaguete City Division during school year 2023-2024 for a proposed behavior modification guide. This descriptive correlational design study had purposively selected 120 parent and 16 teacher respondents who answered a researcher-made survey questionnaire. The data gathered were statistically treated. Findings revealed that the majority of parent respondents were 30-49 years old, females, high school graduates, with 3-4 children, and middle-income. Teacher respondents mostly were 51-69 years old, female, with master’s units, and had 16 years or more in service. The parents and teachers perceived the extent of the learners’ challenges encountered as to family and peers was high, and the classroom was moderate for parents and low for teachers. Parents’ perception of the extent of the interventions provided to the learners in terms of family, peers, and classroom was all moderately done. While for the teachers, as to family was done, for peers and classroom was extensively done. There was no significant difference between the teachers’ and parents’ perception of the learners’ challenges encountered by family and peers, but there was a significant difference in the classroom variable. There was no significant difference between the teachers and parents’ perception on the extent of Interventions provided towards the learners in terms of family, peers, and classroom. There was a significant relationship between the challenges encountered and the interventions provided towards the learners.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"4 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141266342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study explores the pivotal role of artistic activities in cultivating creative thinking skills during early childhood in identifying the profound impact of these activities on children’s cognitive, emotional and social development. Grounded in Piaget’s cognitive development theory and Gardner’s theory of multiple intelligence has shown the influence of different factors that have included pedagogical approaches, parental involvement, cultural background, and the age and duration of artistic engagement. The literature review has shown the foundational principles of creative thinking programs in early childhood education, emphasising the need for innovative and balanced approaches. Also, with the help of a survey, 300 participants of data were gathered that were teachers and caregivers. Content analysis has been done to get subjective results. The study has included the importance of incorporating artistic activities into educational settings and parents’ support, highlighting the consistent dynamics shaping creativity outcomes and advocating holistic foundations for children’s future success.
{"title":"Artistic Activities and Developing Creative Thinking Skills among Children in Early Childhood","authors":"Basma Rashed Alghufali","doi":"10.54536/ajhp.v2i1.2505","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2505","url":null,"abstract":"The study explores the pivotal role of artistic activities in cultivating creative thinking skills during early childhood in identifying the profound impact of these activities on children’s cognitive, emotional and social development. Grounded in Piaget’s cognitive development theory and Gardner’s theory of multiple intelligence has shown the influence of different factors that have included pedagogical approaches, parental involvement, cultural background, and the age and duration of artistic engagement. The literature review has shown the foundational principles of creative thinking programs in early childhood education, emphasising the need for innovative and balanced approaches. Also, with the help of a survey, 300 participants of data were gathered that were teachers and caregivers. Content analysis has been done to get subjective results. The study has included the importance of incorporating artistic activities into educational settings and parents’ support, highlighting the consistent dynamics shaping creativity outcomes and advocating holistic foundations for children’s future success.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"57 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140743184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adolescence is a crucial developmental stage characterized by complicated psychological challenges, including the Fear of Negative Evaluation (FNE), which can considerably influence Self-Esteem (SE). This research explored FNE’s psychological effects on adolescents’ SE by utilizing the cross-sectional quantitative approach. It attempted to discover how Emotional Loneliness (EL) and Social Avoidance (SA) mediate FNE and SE relationships. Understanding SE elements is crucial for mental health throughout adolescence. FNE is common in adolescents and associated with psychosocial difficulties. The study showed EL and SA’s significant role in mediating the relationship between FNE and SE. The mediation role of the EL and SA are determined through the Sobel test. In both case the value of z-score is greater than its benchmark (1.96) which proves that EL and SA significantly mediate the relationship of FNE, and SE. The research also highlighted some limitations, which include the utilization of cross-sectional methods and the focus on specific cultural settings. The result of this study would help the academics to control the FNE among students and enhance their SE.
青春期是一个关键的成长阶段，这个阶段的特点是面临复杂的心理挑战，其中包括害怕负面评价（FNE），而这种心理挑战会在很大程度上影响青少年的自尊心（SE）。本研究采用横断面定量研究方法，探讨 FNE 对青少年 SE 的心理影响。研究试图发现情感孤独（EL）和社交回避（SA）如何调解FNE和SE之间的关系。了解SE元素对整个青春期的心理健康至关重要。FNE在青少年中很常见，并与社会心理障碍有关。研究表明，EL和SA在FNE与SE之间的关系中起着重要的中介作用。EL和SA的中介作用是通过Sobel测试确定的。在这两种情况下，z-分数的值都大于其基准值（1.96），这证明了 EL 和 SA 在 FNE 和 SE 的关系中起着重要的中介作用。研究还强调了一些局限性，包括采用横截面方法和关注特定文化背景。这项研究的结果将有助于学术界控制学生的 FNE 并提高他们的 SE。
{"title":"Revealing the Fear of Negative Evaluation: Exploring Its Impact on Self-Esteem through Emotional Loneliness and Avoidance among Adolescent","authors":"Khulood Mohammed Al Mansoor","doi":"10.54536/ajhp.v2i1.2364","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2364","url":null,"abstract":"Adolescence is a crucial developmental stage characterized by complicated psychological challenges, including the Fear of Negative Evaluation (FNE), which can considerably influence Self-Esteem (SE). This research explored FNE’s psychological effects on adolescents’ SE by utilizing the cross-sectional quantitative approach. It attempted to discover how Emotional Loneliness (EL) and Social Avoidance (SA) mediate FNE and SE relationships. Understanding SE elements is crucial for mental health throughout adolescence. FNE is common in adolescents and associated with psychosocial difficulties. The study showed EL and SA’s significant role in mediating the relationship between FNE and SE. The mediation role of the EL and SA are determined through the Sobel test. In both case the value of z-score is greater than its benchmark (1.96) which proves that EL and SA significantly mediate the relationship of FNE, and SE. The research also highlighted some limitations, which include the utilization of cross-sectional methods and the focus on specific cultural settings. The result of this study would help the academics to control the FNE among students and enhance their SE.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"10 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139803950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adolescence is a crucial developmental stage characterized by complicated psychological challenges, including the Fear of Negative Evaluation (FNE), which can considerably influence Self-Esteem (SE). This research explored FNE’s psychological effects on adolescents’ SE by utilizing the cross-sectional quantitative approach. It attempted to discover how Emotional Loneliness (EL) and Social Avoidance (SA) mediate FNE and SE relationships. Understanding SE elements is crucial for mental health throughout adolescence. FNE is common in adolescents and associated with psychosocial difficulties. The study showed EL and SA’s significant role in mediating the relationship between FNE and SE. The mediation role of the EL and SA are determined through the Sobel test. In both case the value of z-score is greater than its benchmark (1.96) which proves that EL and SA significantly mediate the relationship of FNE, and SE. The research also highlighted some limitations, which include the utilization of cross-sectional methods and the focus on specific cultural settings. The result of this study would help the academics to control the FNE among students and enhance their SE.
青春期是一个关键的成长阶段，这个阶段的特点是面临复杂的心理挑战，其中包括害怕负面评价（FNE），而这种心理挑战会在很大程度上影响青少年的自尊心（SE）。本研究采用横断面定量研究方法，探讨 FNE 对青少年 SE 的心理影响。研究试图发现情感孤独（EL）和社交回避（SA）如何调解FNE和SE之间的关系。了解SE元素对整个青春期的心理健康至关重要。FNE在青少年中很常见，并与社会心理障碍有关。研究表明，EL和SA在FNE与SE之间的关系中起着重要的中介作用。EL和SA的中介作用是通过Sobel测试确定的。在这两种情况下，z-分数的值都大于其基准值（1.96），这证明了 EL 和 SA 在 FNE 和 SE 的关系中起着重要的中介作用。研究还强调了一些局限性，包括采用横截面方法和关注特定文化背景。这项研究的结果将有助于学术界控制学生的 FNE 并提高他们的 SE。
{"title":"Revealing the Fear of Negative Evaluation: Exploring Its Impact on Self-Esteem through Emotional Loneliness and Avoidance among Adolescent","authors":"Khulood Mohammed Al Mansoor","doi":"10.54536/ajhp.v2i1.2364","DOIUrl":"https://doi.org/10.54536/ajhp.v2i1.2364","url":null,"abstract":"Adolescence is a crucial developmental stage characterized by complicated psychological challenges, including the Fear of Negative Evaluation (FNE), which can considerably influence Self-Esteem (SE). This research explored FNE’s psychological effects on adolescents’ SE by utilizing the cross-sectional quantitative approach. It attempted to discover how Emotional Loneliness (EL) and Social Avoidance (SA) mediate FNE and SE relationships. Understanding SE elements is crucial for mental health throughout adolescence. FNE is common in adolescents and associated with psychosocial difficulties. The study showed EL and SA’s significant role in mediating the relationship between FNE and SE. The mediation role of the EL and SA are determined through the Sobel test. In both case the value of z-score is greater than its benchmark (1.96) which proves that EL and SA significantly mediate the relationship of FNE, and SE. The research also highlighted some limitations, which include the utilization of cross-sectional methods and the focus on specific cultural settings. The result of this study would help the academics to control the FNE among students and enhance their SE.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"31 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139864053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The global mental health crisis, particularly depression, is escalating due to genetic mutations affecting the sixth amino acid, glutamic acid. This cross-sectional study aimed to investigate depression among adolescents with SCA using the Beck Depression Inventory (BDI) between February 2021 and August 2021. This hospital-based cross-sectional study was conducted in Khartoum, Sudan. The study involved 102 SCA patients aged 10-19, with a majority (63.7%) aged 13-16. Depression severity was diagnosed using the Beck Depression Inventory (BDI), and statistical analysis involved chi-square tests to compare proportions between groups, with a significance level of p<0.05 and 95% confidence level. The study found that most males (38.5%) had none-mild depression, while most females (42.0%) had mild-moderate depression with a p-value of 0.310. Age groups showed the highest prevalence of mild-to-moderate depression (46.2%) in 10-12-year-olds and the most mild depression (33.3%) in 17-19-year-olds. Crisis frequency was infrequent among participants (p=0.933). A significant association was observed between crisis frequency and depression severity, with severe depression primarily seen in crisis-prone individuals (27.8%) (p=0.001). The study highlights the global mental illness burden and challenges faced by individuals with SCA, particularly females, emphasizing the need for early psychological support and intervention to improve their well-being.
{"title":"Depression in Adolescent Sickle Cell Patients - A 2021 Sudan Study","authors":"Sahar Moawia Balla Elnour, Fatima Hassan Salman, Ziryab Elmahdi","doi":"10.54536/ajhp.v1i1.2144","DOIUrl":"https://doi.org/10.54536/ajhp.v1i1.2144","url":null,"abstract":"The global mental health crisis, particularly depression, is escalating due to genetic mutations affecting the sixth amino acid, glutamic acid. This cross-sectional study aimed to investigate depression among adolescents with SCA using the Beck Depression Inventory (BDI) between February 2021 and August 2021. This hospital-based cross-sectional study was conducted in Khartoum, Sudan. The study involved 102 SCA patients aged 10-19, with a majority (63.7%) aged 13-16. Depression severity was diagnosed using the Beck Depression Inventory (BDI), and statistical analysis involved chi-square tests to compare proportions between groups, with a significance level of p<0.05 and 95% confidence level. The study found that most males (38.5%) had none-mild depression, while most females (42.0%) had mild-moderate depression with a p-value of 0.310. Age groups showed the highest prevalence of mild-to-moderate depression (46.2%) in 10-12-year-olds and the most mild depression (33.3%) in 17-19-year-olds. Crisis frequency was infrequent among participants (p=0.933). A significant association was observed between crisis frequency and depression severity, with severe depression primarily seen in crisis-prone individuals (27.8%) (p=0.001). The study highlights the global mental illness burden and challenges faced by individuals with SCA, particularly females, emphasizing the need for early psychological support and intervention to improve their well-being.","PeriodicalId":492521,"journal":{"name":"American Journal of Human Psychology","volume":"67 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135868836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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