Pub Date : 2024-07-18DOI: 10.3389/fpsyg.2024.1405589
Xiuxia Liu, Xinghe Weng, Huahui Qin, Shuai Ma, Guoqing Wang
The role of a coach in enhancing athletes’ performance and achieving success is well-documented across numerous studies. However, the strategies employed by Chinese coaches in developing world champion gymnasts remain under explored.This research involved a single case study focusing on a coach from the Chinese National Men’s Gymnastics Team, credited with nurturing eight world champion gymnasts.The inductive content analysis leads to that 6 subthemes, “international perspective and collaborative ability,” “ability to control and regulate training loads,” “identifying athletes’ needs and transforming them into motivation,” “goal setting aligned with athletes’ abilities,” “adopting authoritative democratic coaching style,” and “establishing hierarchical-style friendship”, and 3 themes, “training management and planning,” “motivation and goal setting,” and “interpersonal communication” are manifested. An overarching theme “the successful experience of gymnastics world champion coach,” is derived from the analysis.This research bridges the gap between theoretical knowledge and practical application, offering valuable insights into the successful experiences of gymnastics world champion coaches. The findings have the potential to influence coaching methodologies globally, fostering the development of resilient, motivated, and high-performing athletes. Future research should focus on sport-specific studies, longitudinal analyses, and cross-cultural comparisons to further advance the field of sports coaching and validate the effectiveness of these innovative coaching strategies.
{"title":"The successful experience of gymnastics world champion coach: an interview analysis","authors":"Xiuxia Liu, Xinghe Weng, Huahui Qin, Shuai Ma, Guoqing Wang","doi":"10.3389/fpsyg.2024.1405589","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1405589","url":null,"abstract":"The role of a coach in enhancing athletes’ performance and achieving success is well-documented across numerous studies. However, the strategies employed by Chinese coaches in developing world champion gymnasts remain under explored.This research involved a single case study focusing on a coach from the Chinese National Men’s Gymnastics Team, credited with nurturing eight world champion gymnasts.The inductive content analysis leads to that 6 subthemes, “international perspective and collaborative ability,” “ability to control and regulate training loads,” “identifying athletes’ needs and transforming them into motivation,” “goal setting aligned with athletes’ abilities,” “adopting authoritative democratic coaching style,” and “establishing hierarchical-style friendship”, and 3 themes, “training management and planning,” “motivation and goal setting,” and “interpersonal communication” are manifested. An overarching theme “the successful experience of gymnastics world champion coach,” is derived from the analysis.This research bridges the gap between theoretical knowledge and practical application, offering valuable insights into the successful experiences of gymnastics world champion coaches. The findings have the potential to influence coaching methodologies globally, fostering the development of resilient, motivated, and high-performing athletes. Future research should focus on sport-specific studies, longitudinal analyses, and cross-cultural comparisons to further advance the field of sports coaching and validate the effectiveness of these innovative coaching strategies.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":" 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141827558","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 learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship.This study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes’ SPSS PROCESS macro to test the serial mediation model.Our results found that (1) high school students’ growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students.A growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.
高中生的学习主观幸福感对其学业成绩和未来人生发展具有重要价值。成长型思维模式是影响高中生学习主观幸福感的关键因素之一。然而，有关成长型思维模式影响学习主观幸福感的机制的研究还相对有限。因此，本研究旨在探究成长型心态对高中生学习主观幸福感的影响，以及成就动机和勇气在这一关系中发挥的序列中介作用。本研究采用便利抽样法，从中国公立高中选取了708名高中生作为被试。研究采用成长心态量表、成就动机量表、勇气量表和高中生学习主观幸福感问卷收集数据。所有数据均使用 SPSS 26.0 进行分析，并使用 Hayes 的 SPSS PROCESS 宏中的模型 6 检验序列中介模型。(2) 成就动机在高中生的成长型思维模式和学习主观幸福感之间起着中介作用。(3) 勇气在高中生的学习主观幸福感和成长心态之间起着中介作用。(4) 成就动机和勇气是成长型思维模式与高中生学习主观幸福感之间的连续中介。教育工作者可以通过实施培养成长型思维、成就动机和勇气的干预策略来提高高中生的学习主观幸福感。
{"title":"The impact of a growth mindset on high school students’ learning subjective well-being: the serial mediation role of achievement motivation and grit","authors":"Wei Zhao, Xiang Shi, Mingfei Jin, Yangyang Li, Chen Liang, Yilong Ji, Jiaxuan Cao, Mohamed Oubibi, Xiaolin Li, Yuan Tian","doi":"10.3389/fpsyg.2024.1399343","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1399343","url":null,"abstract":"The learning subjective well-being of high school students has significant value for their academic achievement and future life development. A growth mindset is one of the key factors affecting the learning subjective well-being of high school students. However, research on the mechanism by which a growth mindset affects learning subjective well-being is still relatively limited. Therefore, the study aims to investigate the impact of a growth mindset on the learning subjective well-being of high school students, as well as the role that achievement motivation and grit play as serial mediators in this relationship.This study employed a convenience sampling method to select 708 high school students from Chinese public high schools as participants. The research utilized the Growth Mindset Scale, Achievement Motivation Scale, Grit Scale, and the Learning Subjective Well-being Questionnaire for High School Students to collect data. All data were analyzed using SPSS 26.0, employing Model 6 from Hayes’ SPSS PROCESS macro to test the serial mediation model.Our results found that (1) high school students’ growth mindset positively predicted their learning subjective well-being. (2) Achievement motivation played a mediating role between a growth mindset and learning subjective well-being among high school students. (3) Grit acted as a mediator between learning subjective well-being and growth mindset among high school students. (4) Achievement motivation and grit served as serial mediators between a growth mindset and learning subjective well-being among high school students.A growth mindset can influence the learning subjective well-being of high school students through achievement motivation and grit. Educators can enhance the learning subjective well-being of high school students by implementing intervention strategies that foster a growth mindset, achievement motivation, and grit.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830329","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}
Pub Date : 2024-07-17DOI: 10.3389/fpsyg.2024.1387983
Yinhai Chen, Xiong Ke, Jinfeng Liu, Jun Du, Jiali Zhang, Xuan Jiang, Tong Zhou, Xiao Xiao
The long-term impact of COVID-19 on the mental health and well-being of college students, specifically trends over time after full removal of COVID-19 restrictions, has not been well-studied.Four consecutive cross-sectional surveys were conducted in December 2022 (N = 689), March 2023 (N = 456), June 2023 (N = 300), and November 2023 (N = 601) at a university in Sichuan Province, China.The proportion of students with COVID-19 panic decreased from 95.1 to 77.3% (p < 0.001). The prevalence of moderate anxiety and above decreased from 18 to 13.6% (p < 0.001), and the prevalence of moderate and above depression decreased from 33.1 to 28.1% (p < 0.001), while the prevalence of post-traumatic stress disorder (PTSD) increased from 21.5 to 29.6% (p < 0.005). Further, the proportion of suicidal thoughts increased from 7.7 to 14.8% (p < 0.001). Suicidal thoughts and self-injuries were significantly associated with COVID-19 panic, depression, anxiety, and PTSD. Students who reported being in close contact with COVID-19 patients in the past were more likely to develop PTSD. Further, COVID-19-induced panic was a risk factor for self-injury.One year after the COVID-19 pandemic, the overall mental health of college students was not optimal. Hence, we can conclude that the long-term impacts of COVID-19 on the mental health of college students may have already occurred. To mitigate this impact and prepare for the next major public health event, strengthening college students’ mental health curricula and promoting healthy behaviors among college students should be a priority for universities and education authorities.
{"title":"Trends and factors influencing the mental health of college students in the post-pandemic: four consecutive cross-sectional surveys","authors":"Yinhai Chen, Xiong Ke, Jinfeng Liu, Jun Du, Jiali Zhang, Xuan Jiang, Tong Zhou, Xiao Xiao","doi":"10.3389/fpsyg.2024.1387983","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1387983","url":null,"abstract":"The long-term impact of COVID-19 on the mental health and well-being of college students, specifically trends over time after full removal of COVID-19 restrictions, has not been well-studied.Four consecutive cross-sectional surveys were conducted in December 2022 (N = 689), March 2023 (N = 456), June 2023 (N = 300), and November 2023 (N = 601) at a university in Sichuan Province, China.The proportion of students with COVID-19 panic decreased from 95.1 to 77.3% (p < 0.001). The prevalence of moderate anxiety and above decreased from 18 to 13.6% (p < 0.001), and the prevalence of moderate and above depression decreased from 33.1 to 28.1% (p < 0.001), while the prevalence of post-traumatic stress disorder (PTSD) increased from 21.5 to 29.6% (p < 0.005). Further, the proportion of suicidal thoughts increased from 7.7 to 14.8% (p < 0.001). Suicidal thoughts and self-injuries were significantly associated with COVID-19 panic, depression, anxiety, and PTSD. Students who reported being in close contact with COVID-19 patients in the past were more likely to develop PTSD. Further, COVID-19-induced panic was a risk factor for self-injury.One year after the COVID-19 pandemic, the overall mental health of college students was not optimal. Hence, we can conclude that the long-term impacts of COVID-19 on the mental health of college students may have already occurred. To mitigate this impact and prepare for the next major public health event, strengthening college students’ mental health curricula and promoting healthy behaviors among college students should be a priority for universities and education authorities.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141830238","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}
Pub Date : 2024-07-16DOI: 10.3389/fpsyg.2024.1405635
Jadeera Phaik Geok Cheong, Bahar Hussain
The aim of this research was to examine the effects of using a random and game-based practice schedule for Traditional Cultural Games (TCG) skills on the performance of gross motor skills. Specifically, skills of two types of TCG, Chindro, an individual TCG, and Pittu-Garam, a team TCG, were practiced. 102 primary school children, ages seven to ten, attended a total of eighteen sessions of skill practice in 6 weeks, practicing TCG motor skills found in the game of Chindro or Pittu-Garam. For each TCG, participants were assigned to either random or game-based conditions, contributing to four experimental groups (Chindro random, Chindro game-based, Pittu random, and Pittu game-based). Gross motor skills performance was measured, before and after the experiment, according to the Test of Gross Motor Development-2. Particularly, the performance of six gross motor skills, Catch, Overhead Throw, Underhand Roll, Hop, Leap, and Jump, were assessed. Additionally, through a transfer test, the same skills were evaluated from a real-world game situation. In the skills performance test, all four groups significantly improved gross motor skills performance by the end of the experiment. However, there was no difference found between the groups based on game-based and random selection in the skills performance test and the game transfer test for both TCG. Practicing TCG skills according to high interference practice schedules, whether individually or in combination, improved gross motor skills performance. The study indicated that a game-based practice schedule could be a substitute for a random practice schedule when planning a training session involving high-interference practice schedules.
{"title":"Practicing traditional cultural games skills according to random and game-based practice schedules can improve gross motor skills performance","authors":"Jadeera Phaik Geok Cheong, Bahar Hussain","doi":"10.3389/fpsyg.2024.1405635","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1405635","url":null,"abstract":"The aim of this research was to examine the effects of using a random and game-based practice schedule for Traditional Cultural Games (TCG) skills on the performance of gross motor skills. Specifically, skills of two types of TCG, Chindro, an individual TCG, and Pittu-Garam, a team TCG, were practiced. 102 primary school children, ages seven to ten, attended a total of eighteen sessions of skill practice in 6 weeks, practicing TCG motor skills found in the game of Chindro or Pittu-Garam. For each TCG, participants were assigned to either random or game-based conditions, contributing to four experimental groups (Chindro random, Chindro game-based, Pittu random, and Pittu game-based). Gross motor skills performance was measured, before and after the experiment, according to the Test of Gross Motor Development-2. Particularly, the performance of six gross motor skills, Catch, Overhead Throw, Underhand Roll, Hop, Leap, and Jump, were assessed. Additionally, through a transfer test, the same skills were evaluated from a real-world game situation. In the skills performance test, all four groups significantly improved gross motor skills performance by the end of the experiment. However, there was no difference found between the groups based on game-based and random selection in the skills performance test and the game transfer test for both TCG. Practicing TCG skills according to high interference practice schedules, whether individually or in combination, improved gross motor skills performance. The study indicated that a game-based practice schedule could be a substitute for a random practice schedule when planning a training session involving high-interference practice schedules.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"8 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640288","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}
Pub Date : 2024-07-16DOI: 10.3389/fpsyg.2024.1440751
Mariana Lozada, Enara Garcia, Alejandro Chaouol, P. D'adamo
{"title":"Editorial: Towards an enactive approach to health: an integrative perspective which considers interdependence, agency, autonomy and participatory sensemaking in therapeutic phenomena","authors":"Mariana Lozada, Enara Garcia, Alejandro Chaouol, P. D'adamo","doi":"10.3389/fpsyg.2024.1440751","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1440751","url":null,"abstract":"","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"71 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141643132","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}
Pub Date : 2024-07-16DOI: 10.3389/fpsyg.2024.1403146
Yun-Ju Lai, En-Yun Tsai, Ploypapus Jarustanaput, Yi-Syuan Wu, Yi-Hau Chen, Samantha E. O’Leary, Sumatchara Manachevakul, Yuan Zhang, Jiabin Shen, Yan Wang
College students showed a high prevalence of stress, anxiety, and depression, with medical and nursing students experiencing particularly elevated levels of mental health challenges.Optimism significantly influences overall well-being by promoting a healthy lifestyle and cognitive responses. However, the association of optimism with sleep quality, stress, and mental health in college students remains unexplored. This study aimed to (1) explore the associations of optimism with sleep quality, stress, and mental health and (2) ascertain whether sleep quality and stress mediate the association between optimism and mental health among college students.A cross-sectional study was conducted using online surveys with students from health science majors at a public university in the northeast United States from September to December 2022. A total of 222 students participated in the study, providing data on sociodemographics, optimism, sleep quality, stress, anxiety, and depression. Parallel and serial mediation models were utilized to examine the potential mediating roles of sleep quality and stress in the association between optimism and mental health.The study found that optimism influences anxiety and depression through both direct and indirect pathways. In line with predictions, the parallel mediation analysis revealed that the impact of optimism on anxiety (βtotal = −0.598, 95% confident interval [CI]: −0.778 to −0.392) and depression (βtotal = −0.724, 95% CI: −0.919 to −0.519) was mediated by stress and sleep quality. Furthermore, the serial mediation models revealed that stress and sleep quality co-mediated the relationship betweenoptimism and anxiety (indirect effect [IE] = −0.074, 95% CI: −0.135 to −0.029) or depression (IE = −0.084, 95% CI: −0.142 to −0.036) in a sequential manner.Optimism was negatively correlated with poor sleep quality, stress, anxiety, and depression. Enhanced optimism was linked to high sleep quality and less stress, anxiety, and depression. These insights emphasize the potential for school-based optimism interventions to improve sleep quality, ameliorate stress-related concerns, and alleviate mental health challenges in college students.
{"title":"Optimism and mental health in college students: the mediating role of sleep quality and stress","authors":"Yun-Ju Lai, En-Yun Tsai, Ploypapus Jarustanaput, Yi-Syuan Wu, Yi-Hau Chen, Samantha E. O’Leary, Sumatchara Manachevakul, Yuan Zhang, Jiabin Shen, Yan Wang","doi":"10.3389/fpsyg.2024.1403146","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1403146","url":null,"abstract":"College students showed a high prevalence of stress, anxiety, and depression, with medical and nursing students experiencing particularly elevated levels of mental health challenges.Optimism significantly influences overall well-being by promoting a healthy lifestyle and cognitive responses. However, the association of optimism with sleep quality, stress, and mental health in college students remains unexplored. This study aimed to (1) explore the associations of optimism with sleep quality, stress, and mental health and (2) ascertain whether sleep quality and stress mediate the association between optimism and mental health among college students.A cross-sectional study was conducted using online surveys with students from health science majors at a public university in the northeast United States from September to December 2022. A total of 222 students participated in the study, providing data on sociodemographics, optimism, sleep quality, stress, anxiety, and depression. Parallel and serial mediation models were utilized to examine the potential mediating roles of sleep quality and stress in the association between optimism and mental health.The study found that optimism influences anxiety and depression through both direct and indirect pathways. In line with predictions, the parallel mediation analysis revealed that the impact of optimism on anxiety (βtotal = −0.598, 95% confident interval [CI]: −0.778 to −0.392) and depression (βtotal = −0.724, 95% CI: −0.919 to −0.519) was mediated by stress and sleep quality. Furthermore, the serial mediation models revealed that stress and sleep quality co-mediated the relationship betweenoptimism and anxiety (indirect effect [IE] = −0.074, 95% CI: −0.135 to −0.029) or depression (IE = −0.084, 95% CI: −0.142 to −0.036) in a sequential manner.Optimism was negatively correlated with poor sleep quality, stress, anxiety, and depression. Enhanced optimism was linked to high sleep quality and less stress, anxiety, and depression. These insights emphasize the potential for school-based optimism interventions to improve sleep quality, ameliorate stress-related concerns, and alleviate mental health challenges in college students.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"12 46","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640243","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}
Pub Date : 2024-07-16DOI: 10.3389/fpsyg.2024.1354641
Hongfeng Zhang, Yan Liu, Shaodan Su
The emergence of e-learning had an intense, immediate, and disruptive transformation in the education system. While education aims to seek more interactions and learning engagement between teachers and students, it turns out that it takes lots of work to achieve the goal in the online classroom.This study aims to explore the underlying mechanisms and implications that emerge from the influence of the new features of online learning, drawing on students' real-life experiences, to construct a comprehensive theoretical model.From July 2023 to October 2023, 56 undergraduates, including 18 male and 38 female, participated in the data collection process either face-to-face or online.The study constructs a substantive theoretical model by employing the approaches of The Grounded Theory, three level-coding constant comparative method, theoretical sampling, core category distillation and storyline collation.(1) The elements involved in the process of online learning exhibit underlying logical correlations, driven by profound underlying factors, ultimately resulting in a parallel experience akin to Schrödinger's Cat. (2) Online features lead to students' motivation mainly depending on whether they are self-regulated. (3) Teacher-student interactions and self-regulation shape different learning contexts and types by being moderated by internal and external effects.Students had a parallel experience similar to that of Schrödinger's Cat: they were constantly dissatisfied with “rational” learning and “perceptually” satisfied with online learning. The variation in the satisfaction of the three basic psychological needs necessities college students in online learning leads to parallel experiences.
{"title":"Schrödinger's Cat—Parallel experiences: exploring the underlying mechanisms of undergraduates' engagement and perception in online learning","authors":"Hongfeng Zhang, Yan Liu, Shaodan Su","doi":"10.3389/fpsyg.2024.1354641","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1354641","url":null,"abstract":"The emergence of e-learning had an intense, immediate, and disruptive transformation in the education system. While education aims to seek more interactions and learning engagement between teachers and students, it turns out that it takes lots of work to achieve the goal in the online classroom.This study aims to explore the underlying mechanisms and implications that emerge from the influence of the new features of online learning, drawing on students' real-life experiences, to construct a comprehensive theoretical model.From July 2023 to October 2023, 56 undergraduates, including 18 male and 38 female, participated in the data collection process either face-to-face or online.The study constructs a substantive theoretical model by employing the approaches of The Grounded Theory, three level-coding constant comparative method, theoretical sampling, core category distillation and storyline collation.(1) The elements involved in the process of online learning exhibit underlying logical correlations, driven by profound underlying factors, ultimately resulting in a parallel experience akin to Schrödinger's Cat. (2) Online features lead to students' motivation mainly depending on whether they are self-regulated. (3) Teacher-student interactions and self-regulation shape different learning contexts and types by being moderated by internal and external effects.Students had a parallel experience similar to that of Schrödinger's Cat: they were constantly dissatisfied with “rational” learning and “perceptually” satisfied with online learning. The variation in the satisfaction of the three basic psychological needs necessities college students in online learning leads to parallel experiences.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141641651","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}
Pub Date : 2024-07-16DOI: 10.3389/fpsyg.2024.1409144
Yuanbo Gu, Cuiping Wang, Jinhua Ma
The effects of workplace incivility have been understudied in educational settings. To expand incivility research to educational professions, the present research investigates whether, how, and when workplace incivility deriving from different sources (coworkers, supervisors, and outsiders) is related to work-to-family interference (WFI) of preschool teachers. Drawing on the conservation of resources theory, the present study proposes that workplace incivility and subsequent maladaptive emotion labor strategies (i.e., surface acting) jointly create a resource-depletion mechanism contributing to elevated WFI and two resource-providing variables (supervisor work–family support and psychological detachment after hours) function as potential mitigating factors to break the resource-depletion mechanism. This study used a female-dominated sample (i.e., preschool teachers) found that workplace incivility from insiders (supervisors and coworkers respectively) and external stakeholders (child’s family members) all positively linked to WFI, and surface acting mediated these relationships. Moreover, moderated mediation analyses indicated that psychological detachment buffered the mediated effect of surface acting on WFI, whereas supervisor work–family support did not. Findings deepen the understanding of why and when workplace incivility influences employees’ family lives, as well as point to future intervention strategies.
{"title":"Explaining the negative effects of workplace incivility on family lives: a moderated mediation model of surface acting and resource-providing variables","authors":"Yuanbo Gu, Cuiping Wang, Jinhua Ma","doi":"10.3389/fpsyg.2024.1409144","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1409144","url":null,"abstract":"The effects of workplace incivility have been understudied in educational settings. To expand incivility research to educational professions, the present research investigates whether, how, and when workplace incivility deriving from different sources (coworkers, supervisors, and outsiders) is related to work-to-family interference (WFI) of preschool teachers. Drawing on the conservation of resources theory, the present study proposes that workplace incivility and subsequent maladaptive emotion labor strategies (i.e., surface acting) jointly create a resource-depletion mechanism contributing to elevated WFI and two resource-providing variables (supervisor work–family support and psychological detachment after hours) function as potential mitigating factors to break the resource-depletion mechanism. This study used a female-dominated sample (i.e., preschool teachers) found that workplace incivility from insiders (supervisors and coworkers respectively) and external stakeholders (child’s family members) all positively linked to WFI, and surface acting mediated these relationships. Moreover, moderated mediation analyses indicated that psychological detachment buffered the mediated effect of surface acting on WFI, whereas supervisor work–family support did not. Findings deepen the understanding of why and when workplace incivility influences employees’ family lives, as well as point to future intervention strategies.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141644271","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}
Pub Date : 2024-07-16DOI: 10.3389/fpsyg.2024.1439470
Anni Wang, Yinfei Duan, Peter G. Norton, Michael P. Leiter, Carole A. Estabrooks
The Maslach Burnout Inventory-General Survey (MBI-GS) stands as the preeminent tool for assessing burnout across various professions. Although the MBI-GS9 emerged as a derivative of the MBI-GS and has seen extensive use over several years, a comprehensive examination of its psychometric properties has yet to be undertaken.This study followed the Standards for Educational and Psychological Testing guidelines to validate the MBI-GS9. Employing a combined approach of classical test theory and item response theory, particularly Rasch analysis, within an integrated framework, the study analyzed data from 16,132 participants gathered between 2005 and 2015 by the Centre for Organizational Research at Acadia University.The findings revealed that the MBI-GS9 exhibited satisfactory reliability and validity akin to its predecessor, the MBI-GS. Across its three dimensions, Cronbach’s α and omega coefficients ranged from 0.84 to 0.91. Notably, the MBI-GS9 displayed no floor/ceiling effects and demonstrated good item fit, ordered threshold, acceptable person and item separation and reliability, clear item difficulty hierarchy, and a well-distributed item threshold. However, the results suggested a recommended minimum sample size of 350 to mitigate potential information loss when employing the MBI-GS9. Beyond this threshold, the observed mean difference between the MBI-GS and MBI-GS9 held minimal practical significance. Furthermore, measurement equivalence tests indicated that the MBI-GS9 maintained an equivalent three-factor structure and factor loadings across various gender, age, and continent groups, albeit with inequivalent latent values across continents.In sum, the MBI-GS9 emerges as a reliable and valid alternative to the MBI-GS, particularly when utilized within large, diverse samples across different age and gender demographics. However, to address potential information loss, a substantial sample size is recommended when employing the MBI-GS9. In addition, for cross-cultural comparisons, it is imperative to initially assess equivalence across different language versions at both the item and scale levels.
{"title":"Validation of the Maslach Burnout Inventory-General Survey 9-item short version: psychometric properties and measurement invariance across age, gender, and continent","authors":"Anni Wang, Yinfei Duan, Peter G. Norton, Michael P. Leiter, Carole A. Estabrooks","doi":"10.3389/fpsyg.2024.1439470","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1439470","url":null,"abstract":"The Maslach Burnout Inventory-General Survey (MBI-GS) stands as the preeminent tool for assessing burnout across various professions. Although the MBI-GS9 emerged as a derivative of the MBI-GS and has seen extensive use over several years, a comprehensive examination of its psychometric properties has yet to be undertaken.This study followed the Standards for Educational and Psychological Testing guidelines to validate the MBI-GS9. Employing a combined approach of classical test theory and item response theory, particularly Rasch analysis, within an integrated framework, the study analyzed data from 16,132 participants gathered between 2005 and 2015 by the Centre for Organizational Research at Acadia University.The findings revealed that the MBI-GS9 exhibited satisfactory reliability and validity akin to its predecessor, the MBI-GS. Across its three dimensions, Cronbach’s α and omega coefficients ranged from 0.84 to 0.91. Notably, the MBI-GS9 displayed no floor/ceiling effects and demonstrated good item fit, ordered threshold, acceptable person and item separation and reliability, clear item difficulty hierarchy, and a well-distributed item threshold. However, the results suggested a recommended minimum sample size of 350 to mitigate potential information loss when employing the MBI-GS9. Beyond this threshold, the observed mean difference between the MBI-GS and MBI-GS9 held minimal practical significance. Furthermore, measurement equivalence tests indicated that the MBI-GS9 maintained an equivalent three-factor structure and factor loadings across various gender, age, and continent groups, albeit with inequivalent latent values across continents.In sum, the MBI-GS9 emerges as a reliable and valid alternative to the MBI-GS, particularly when utilized within large, diverse samples across different age and gender demographics. However, to address potential information loss, a substantial sample size is recommended when employing the MBI-GS9. In addition, for cross-cultural comparisons, it is imperative to initially assess equivalence across different language versions at both the item and scale levels.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"3 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642612","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}
Pub Date : 2024-07-16DOI: 10.3389/fpsyg.2024.1430539
Lijuan Xu, Li Li
Social anxiety has consistently emerged as a prominent manifestation of mental health issues among college students. Though the relationship between upward social comparison and social anxiety has been extensively addressed in previous literature, little attention has been paid to the underlying mechanisms at play.The present study used a questionnaire survey to test whether upward social comparison may be associated with social anxiety in Chinese college students. The mediating role of relative deprivation and rumination was also examined.In total, 463 college students were recruited to complete four scales, including the Upward Social Comparison Scale, the Relative Deprivation Scale, the Ruminative Thinking Scale, and the Social Anxiety Scale.The results show that upward social comparison was significantly positively correlated with relative deprivation, rumination, and social anxiety (r = 0.30, 0.31, and 0.27, respectively; p < 0.01). Second, relative deprivation was positively correlated with rumination and social anxiety (r = 0.40 and 0.17, respectively; p < 0.01). Finally, rumination was positively correlated with social anxiety (r = 0.47, p < 0.01). Moreover, upward social comparison positively predicts social anxiety, with an effect value of 0.12, while rumination plays a mediating role between upward social comparison and social anxiety, with an effect value of 0.07, and the 95% confidence interval for the indirect effect is 0.04–0.11. Separately, the chain mediation of relative deprivation and rumination had an effect value of 0.03, and the 95% confidence interval for the indirect effect is 0.02–0.05.This research highlights the relationship between upward social comparison and social anxiety in Chinese society and revealed the mediating mechanisms between them, deepening our understanding of how upward social comparison increases social anxiety.
{"title":"Upward social comparison and social anxiety among Chinese college students: a chain-mediation model of relative deprivation and rumination","authors":"Lijuan Xu, Li Li","doi":"10.3389/fpsyg.2024.1430539","DOIUrl":"https://doi.org/10.3389/fpsyg.2024.1430539","url":null,"abstract":"Social anxiety has consistently emerged as a prominent manifestation of mental health issues among college students. Though the relationship between upward social comparison and social anxiety has been extensively addressed in previous literature, little attention has been paid to the underlying mechanisms at play.The present study used a questionnaire survey to test whether upward social comparison may be associated with social anxiety in Chinese college students. The mediating role of relative deprivation and rumination was also examined.In total, 463 college students were recruited to complete four scales, including the Upward Social Comparison Scale, the Relative Deprivation Scale, the Ruminative Thinking Scale, and the Social Anxiety Scale.The results show that upward social comparison was significantly positively correlated with relative deprivation, rumination, and social anxiety (r = 0.30, 0.31, and 0.27, respectively; p < 0.01). Second, relative deprivation was positively correlated with rumination and social anxiety (r = 0.40 and 0.17, respectively; p < 0.01). Finally, rumination was positively correlated with social anxiety (r = 0.47, p < 0.01). Moreover, upward social comparison positively predicts social anxiety, with an effect value of 0.12, while rumination plays a mediating role between upward social comparison and social anxiety, with an effect value of 0.07, and the 95% confidence interval for the indirect effect is 0.04–0.11. Separately, the chain mediation of relative deprivation and rumination had an effect value of 0.03, and the 95% confidence interval for the indirect effect is 0.02–0.05.This research highlights the relationship between upward social comparison and social anxiety in Chinese society and revealed the mediating mechanisms between them, deepening our understanding of how upward social comparison increases social anxiety.","PeriodicalId":507929,"journal":{"name":"Frontiers in Psychology","volume":"93 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141642910","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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