European Journal of Investigation in Health, Psychology and Education

11 pages, 1189 KiB

Open AccessArticle

Associative Learning of New Word Forms in a First Language (L1) and Haptic Referents in a Single-Day Experiment

by Yutao Yang, Yan Yan, Misa Ando, Xinyi Liu and Toshimune Kambara

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 616-626; https://doi.org/10.3390/ejihpe11020044 - 21 Jun 2021

Cited by 5 | Viewed by 2556

Abstract

This study focused on the associative learning of new word forms in the first language and haptic stimuli. In this study, healthy Japanese participants performed three-step tasks. First, participants made nine subjective evaluations of haptic stimuli using five-point semantic differential scales (e.g., regarding [...] Read more.

This study focused on the associative learning of new word forms in the first language and haptic stimuli. In this study, healthy Japanese participants performed three-step tasks. First, participants made nine subjective evaluations of haptic stimuli using five-point semantic differential scales (e.g., regarding stickiness, scored from 1 (not sticky) to 5 (sticky)). Second, the participants carried out learning and recognition tasks for associative pairs of new (meaningless) word forms in their first language (Japanese) and haptic stimulus (H condition), and performed learning and recognition tasks for new (meaningless) word forms only (W condition). The order of conditions was counterbalanced among participants. Third, participants performed free recall tasks. The results of the recognition tasks showed that the proportions and response times of the W condition were better and faster, respectively, than those of the H condition. Furthermore, preference of haptic features negatively correlated with free recall scores of the H condition; however, there was no significant difference between the free recall scores of the H and W conditions. Our results suggest that new word forms were learned better than associative pairs of new word forms and haptic stimuli in a single day of learning. Furthermore, the free recall performance of word forms associated with haptic features could also be affected by their subjective evaluation (preference). Full article

(This article belongs to the Special Issue Psycholinguistics of Second Language Acquisition: New Trends and Current Approaches)

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9 pages, 280 KiB

Open AccessArticle

The Relationship between Body Dissatisfaction and Eating Disorder Symptoms in Young Women Aspiring Fashion Models: The Mediating Role of Stress

by Sabrina Castellano, Agostino Rizzotto, Sergio Neri, Walter Currenti, Claudia Savia Guerrera, Concetta Pirrone, Marinella Coco and Donatella Di Corrado

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 607-615; https://doi.org/10.3390/ejihpe11020043 - 18 Jun 2021

Cited by 7 | Viewed by 8162

Abstract

It is widely recognized that body dissatisfaction is an important public health concern. In the past, being a fashion model was almost synonymous with anorexia/bulimia, and even today, there are cases of eating disorders in young women whose ambition is to become a [...] Read more.

It is widely recognized that body dissatisfaction is an important public health concern. In the past, being a fashion model was almost synonymous with anorexia/bulimia, and even today, there are cases of eating disorders in young women whose ambition is to become a top model. Moreover, stress can play a substantial role within ill health via related behaviors such as smoking, substance abuse, and inappropriate eating. In our study, we examined 112 aspiring fashion models aged between 15 and 24 years (M = 19.5, SD = 2.08) from 32 different countries of the world during an international contest, and 100 students (control group), aged between 16 and 22 years (M = 18.6, SD = 1.39). The purpose of this cross-sectional study was to examine whether stress mediated the relationship between body dissatisfaction and eating disorders. The study included the administration of stress and self-efficacy and the locus of control dimensions, body (image) dissatisfaction, and eating attitude disorder. Results indicated higher scores on body dissatisfaction, stress level, and eating attitudes disorder among the group of fashion models compared to the control. Mediational analyses showed that body dissatisfaction was partially mediated by stress level on eating disorders. Especially in the aspiring fashion models, there are often many possibilities that competitive stress causes candidates to exacerbate attempts to maintain their body weight below normal weight/height parameters. These results indicated that appropriate intervention for the management of stress level could possibly defend against the negative impact of body dissatisfaction on eating disorder symptoms. The presence of skilled health workers in the field of nutrition and psychology can be extremely important in the field of fashion to maintain an adequate quality of life. Full article

(This article belongs to the Collection Positive Resources to Promote Well Being in Educational and Work Contexts and in Career Trajectories)

22 pages, 3502 KiB

Open AccessReview

Mapping the Evolutions and Trends of Literature on Wayfinding in Indoor Environments

by Hessam Ghamari and Ayyoob Sharifi

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 585-606; https://doi.org/10.3390/ejihpe11020042 - 18 Jun 2021

Cited by 10 | Viewed by 4727

Abstract

Research on indoor wayfinding has increased in number and significance since the 1980s. Yet, the information on wayfinding literature is now difficult to manage given its vast scope and spread across journals, institutions, disciplines, and themes. While there is an increasing number of [...] Read more.

Research on indoor wayfinding has increased in number and significance since the 1980s. Yet, the information on wayfinding literature is now difficult to manage given its vast scope and spread across journals, institutions, disciplines, and themes. While there is an increasing number of publications within this rapidly growing field of research, there are limited review studies in the field, and there is still missing an overall analysis of the current state of wayfinding literature and its evolution. The main objective of this study is to present a bibliometric analysis of about forty years of research on indoor wayfinding to provide an overview of the research landscape. The final database of the study contained 407 publications. VOSviewer was used as a science mapping software tool to identify major focus areas and to identify influential authors, publications, and journals using various network analysis techniques, such as term co-occurrence, co-citation, and bibliographic coupling. Similar co-occurrence analysis was used to understand how the intellectual base of the field has evolved over time and what the major themes are that have contributed to this evolution. The results show that this field has initially been mainly focused on few themes but has later become more diversified to acknowledge the multi-dimensional characteristics of indoor wayfinding. While spatial knowledge acquisition and cognitive maps are still dominant core areas, there are topics, such as signage, isovists, and the use of eye-tracking and virtual reality, that still need to be further investigated. Full article

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15 pages, 341 KiB

Open AccessArticle

The High School Competencies Scale (H-Comp Scale): A First Validation Study

by Diego Boerchi, Paola Magnano and Ernesto Lodi

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 570-584; https://doi.org/10.3390/ejihpe11020041 - 17 Jun 2021

Cited by 6 | Viewed by 2730

Abstract

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem [...] Read more.

Researchers widely explored non-intellective study factors because they play a central role in academic performance and are potentially more modifiable than intellective ones. The scientific literature suggests that the non-intellective factors can be classified into three main areas: self-concept, which refers to self-esteem and efficacy, motivation and emotional reactions; the area of study, related to study dedication and operative skills; and the area of relationships, comprising those with family, fellow students and teachers. Basing on these findings, the C-Comp Scale has been developed and tested in the past, addressed to college students. This study aimed to adapt and test a new version of this questionnaire on high school students. Methods. A pilot study was conducted on 364 Italian high school students to adapt and test the new version of the questionnaire, called the H-Comp Scale. The following study, conducted on 792 Italian high school students, provided further evidence of its reliability, structural validity, and concurrent validity with general self-efficacy, academic self-efficacy, social self-efficacy, and academic performance. Results. The H-Comp Scale showed to possess excellent reliability and structural and concurrent validity. The final version is composed of twelve subscales, aggregated in three areas, with just 48 items: Study (Intrinsic Motivation, Extrinsic Motivation, Time Management, Study Dedication), Self (Learning Assessment, General Self-Esteem, Self-Efficacy, Reaction to Failures, Emotional Control), and Relationships (Family Relationships, Fellow Student Relationships, Teacher Relationships). Conclusions. The H-Comp Scale would be a useful and easy-to-use instrument to support school counselors, tutors, teachers, and researchers in exploring different types of non-intellective variables, to better project educational intervention aimed to improve high school students’ academic performance and satisfaction. Full article

(This article belongs to the Collection Positive Resources to Promote Well Being in Educational and Work Contexts and in Career Trajectories)

13 pages, 320 KiB

Open AccessArticle

Cigarette Smoking and Dating App Use: Findings from a Survey in a Sample of Adults in Italy

by Luca Flesia, Valentina Fietta, Carlo Foresta and Merylin Monaro

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 557-569; https://doi.org/10.3390/ejihpe11020040 - 15 Jun 2021

Cited by 8 | Viewed by 2674

Abstract

Existing studies in the literature indicate an association between the use of dating apps and substance-related behaviours (i.e., alcohol consumption, drug consumption). However, to date, no studies investigated the relation between dating app use and smoking. This study aims to explore this association. [...] Read more.

Existing studies in the literature indicate an association between the use of dating apps and substance-related behaviours (i.e., alcohol consumption, drug consumption). However, to date, no studies investigated the relation between dating app use and smoking. This study aims to explore this association. A total of 1278 respondents completed an online ad hoc questionnaire assessing demographics, smoking habits, dating app use, motivations for using dating apps. Multiple logistic regression analyses were run to investigate the relation between demographics and dating apps use on tobacco consumption. Being active user was significantly associated with being smoker, light daily and moderate-to-heavy smoker. Among users, using apps with the motive of searching for friends accounted for lower odds of smoking, light daily smoking and moderate-to-heavy smoking. However, heavy dating app users were less likely to smoke, to be light daily smokers and to be moderate-to-heavy smokers. The study indicates an association between using the apps and smoking, suggesting that motives for using the apps and intensity of use may moderate this association. Full article

11 pages, 281 KiB

Open AccessArticle

The Kids Are Alright: Outcome of a Safety Programme for Addressing Childhood Injury in Australia

by Blake Peck and Daniel Terry

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 546-556; https://doi.org/10.3390/ejihpe11020039 - 15 Jun 2021

Viewed by 2242

Abstract

Globally, injuries are the leading cause of death and represent the highest burden of ongoing disease amongst children 1–16 years of age. Increasingly, prevention programmes are recognising a growing need for intervention strategies that target children. The purpose of this study was to [...] Read more.

Globally, injuries are the leading cause of death and represent the highest burden of ongoing disease amongst children 1–16 years of age. Increasingly, prevention programmes are recognising a growing need for intervention strategies that target children. The purpose of this study was to determine the efficacy of the SeeMore Safety Programme, designed to teach children (4–6 years of age) how to make conscious decisions about their own capabilities related to safety and how to manage risk. This retrospective study examined de-identified pre- and post-programme data from a sample of 1027 4 to 6-year-old pre-school children over the four-year period who participated in the SeeMore Safety Programme. Results show a significant improvement in each of the post-test scores and when compared to the pre-test scores (p < 0.001). Children from rural areas, as well as those from areas of greater disadvantage, also showed significant improvement in their pre- and post-test scores (p < 0.001). Overall, the findings highlight that the SeeMore Safety Programme over the four-year period demonstrates an increase in the children’s capacity to recognise and identify danger and safety amongst all children, offering great promise for reducing the burden of injury on children, their families and society. Full article

17 pages, 1739 KiB

Open AccessArticle

Multiperspectivity as a Process of Understanding and Reflection: Introduction to a Model for Perspective-Taking in Geography Education

by Dina Vasiljuk and Alexandra Budke

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 529-545; https://doi.org/10.3390/ejihpe11020038 - 10 Jun 2021

Cited by 3 | Viewed by 6844

Abstract

Perspective-taking is an essential competency because it enables a better understanding of complex issues or conflicts with various actors and different points of view involved. However, no competency model for perspective-taking has been provided in geography education to date, which is why a [...] Read more.

Perspective-taking is an essential competency because it enables a better understanding of complex issues or conflicts with various actors and different points of view involved. However, no competency model for perspective-taking has been provided in geography education to date, which is why a respective model was developed in this study. The model was then applied by analysing 28 articles from four practice journals of geography education from German-speaking countries. This analysis focused on the dimensions of the perspective-taking competencies that were required by respective tasks within the lesson concepts. The results show that the tasks hardly promoted competence-oriented geography teaching in terms of perspective-taking. Therefore, the competency model could be a suitable tool for analysing and developing teaching materials that implement perspective-taking. Full article

(This article belongs to the Special Issue New Insights in the Teaching and Learning of Geography)

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14 pages, 580 KiB

Open AccessArticle

Mental Health of Teachers Who Have Teleworked Due to COVID-19

by Claudia Palma-Vasquez, Diego Carrasco and Julio C. Hernando-Rodriguez

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 515-528; https://doi.org/10.3390/ejihpe11020037 - 9 Jun 2021

Cited by 31 | Viewed by 7663

Abstract

The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, [...] Read more.

The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private–subsidized school (aOR = 2.89; 95% CI: 1.16–7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11–4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53–9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community. Full article

(This article belongs to the Special Issue Internet Uses in the Current Age: What Changed?)

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2 pages, 202 KiB

Open AccessCorrection

Correction: Lochbaum et al. The Profile of Moods States and Athletic Performance: A Meta-Analysis of Published Studies. Eur. J. Investig. Health Psychol. Educ. 2021, 11, 50–70

by Marc Lochbaum, Thaís Zanatta, Deylon Kirschling and Emily May

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 513-514; https://doi.org/10.3390/ejihpe11020036 - 9 Jun 2021

Viewed by 1626

Abstract

Error in Section 2.6 [...] Full article

17 pages, 588 KiB

Open AccessArticle

Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers

by Monica Pellerone

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 496-512; https://doi.org/10.3390/ejihpe11020035 - 1 Jun 2021

Cited by 45 | Viewed by 6735

Abstract

Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research [...] Read more.

Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The present research, conducted between April and December 2020, represents the second part of a larger study conducted from November 2018 to October 2019, which was replicated during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale were added in the second phase. Data confirm that general level of burnout increased and personal accomplishment was reduced during the pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic. Feelings of frustration and accomplishment represent some manifestations of distress caused by the pandemic condition; these dynamics favor the crystallization of roles and behaviors towards the perception of metacognitive teaching processes. Full article

(This article belongs to the Collection Positive Resources to Promote Well Being in Educational and Work Contexts and in Career Trajectories)

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28 pages, 8857 KiB

Open AccessArticle

Home Scholarly Culture, Book Selection Reason, and Academic Performance: Pathways to Book Reading Interest among Secondary School Students

by Quan-Hoang Vuong, Minh-Hoang Nguyen and Tam-Tri Le

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 468-495; https://doi.org/10.3390/ejihpe11020034 - 1 Jun 2021

Cited by 13 | Viewed by 7823

Abstract

Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books [...] Read more.

Although studies have explored the predictors of book reading interest among children, little is known about the underlying mechanism that helps children become interested in reading books. This study attempt to demonstrate: (1) how book-reading interest is driven by reasons for choosing books (recommendation or personal preference), (2) how students with high and low academic achievements are motivated by different thinking pathways, and (3) how home scholarly culture improves book-reading interest through such pathways. Using Bayesian analysis on a dataset of survey responses from 4966 Vietnamese secondary students (11–15 years old, sixth to ninth grade), we found: (i) Reading interest is positively associated with a book recommendation and parental book reading activities (parents read books to children); (ii) High-achieving students are more interested in reading books if they can choose those books according to personal preferences; (iii) Parental book reading activities can promote book reading interest through recommendations and also by understanding children’s personal preferences. We advocate a more personalized approach in educational policymaking, curriculum design, and home scholarly culture based on students’ abilities and perceptions. Full article

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18 pages, 1188 KiB

Open AccessArticle

Positive Massage: An Intervention for Couples’ Wellbeing in a Touch-Deprived Era

by Sayuri M. Naruse and Mark Moss

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 450-467; https://doi.org/10.3390/ejihpe11020033 - 23 May 2021

Cited by 5 | Viewed by 6382

Abstract

COVID-19 has brought not only fear and anxiety, but also legitimate restrictions of communication and consequential touch-deprivation in our daily lives. Couples’ relational wellbeing continues to be impacted by these COVID-19 related stressors. Protecting both personal and relational wellbeing is therefore particularly important [...] Read more.

COVID-19 has brought not only fear and anxiety, but also legitimate restrictions of communication and consequential touch-deprivation in our daily lives. Couples’ relational wellbeing continues to be impacted by these COVID-19 related stressors. Protecting both personal and relational wellbeing is therefore particularly important at this time. Using a preventative intervention approach, the current paper argues the theoretical benefit of the Positive Massage programme and reports a qualitative analysis of stressed but healthy couples’ experience of engaging in the programme. Thirty-four participants completed 3 weekly classes and home-based practice of massage exchange. Data from an open text online questionnaire completed every week of the programme and again 3 weeks afterwards were analysed using thematic analysis. The identified themes included “holistic stress relief”, “relationship-promotion”, and “selves-care skill”. Couples perceived Positive Massage as an effective mutual support skill to relax and help one another by de-stressing, both emotionally and physically through verbal and nonverbal communication, creating gratitude, deeper connection and self-efficacy via quality time together and pleasurable touch. Theoretically and experientially, Positive Massage can be an effective preventative selves-care skill. Promoting the concept of selves-care and its practical application through Positive Massage would be beneficial for couples’ personal and relational wellbeing in a touch-deprived era. Full article

(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)

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14 pages, 879 KiB

Open AccessArticle

Impact of Prosocial Motivation on Organizational Citizenship Behavior and Organizational Commitment: The Mediating Role of Managerial Support

by Muhammad Arshad, Ghulam Abid, Francoise Contreras, Natasha Saman Elahi and Muhammad Ahsan Athar

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 436-449; https://doi.org/10.3390/ejihpe11020032 - 21 May 2021

Cited by 12 | Viewed by 4580

Abstract

This study, based on the conservation of resources (COR) theory, explores the impact of contextual variables, such as prosocial motivation, on employee discretionary behavior and organizational commitment. The mediating mechanism of managerial support at work defines the nature of the proposed relationships. Data [...] Read more.

This study, based on the conservation of resources (COR) theory, explores the impact of contextual variables, such as prosocial motivation, on employee discretionary behavior and organizational commitment. The mediating mechanism of managerial support at work defines the nature of the proposed relationships. Data from 303 administrative, instructional, and supervisory staff—predominantly male (95%) and with an average age of 30 years—working on Technical and Vocational Education and Training (TVET) for Pakistan’s public sector were collected and analyzed by employing SPSS version 24. Confirmatory factor analyses suggested a good fit model, while a correlation matrix provided a significant and positive effect of prosocial motivation on employee citizenship behaviour and organizational commitment. Managerial support mediated the relationship between prosocial motivation and the employees’ organizational commitment and citizenship behaviour. The theoretical and practical implications discussed in this study seek to guide the management area to promote managerial support for better outcomes. These outcomes have considerable tactical, statistical, and real-world inferences for the stakeholders of the TVET sector. Full article

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13 pages, 286 KiB

Open AccessArticle

Shared Decision-Making and Information Needs among People with Generalized Anxiety Disorder

by Vanesa Ramos-García, Amado Rivero-Santana, Andrea Duarte-Díaz, Lilisbeth Perestelo-Pérez, Wenceslao Peñate-Castro, Yolanda Álvarez-Pérez, Ana Isabel González-González and Pedro Serrano-Aguilar

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 423-435; https://doi.org/10.3390/ejihpe11020031 - 21 May 2021

Cited by 5 | Viewed by 2535

Abstract

Shared decision making (SDM) aims to involve patients in the decisions about their care, considering their preferences, values and concerns about the different treatment options. However, research shows that people with mental health problems have considerable unmet information needs about their condition. This [...] Read more.

Shared decision making (SDM) aims to involve patients in the decisions about their care, considering their preferences, values and concerns about the different treatment options. However, research shows that people with mental health problems have considerable unmet information needs about their condition. This community-based cross-sectional study explores the SDM process and information needs among people with Generalized Anxiety Disorder (GAD), as an initial step in the design and development of a Patient Decision Aid for this population. Seventy participants completed an online survey with the Control Preference Scale, and questions about the perceived difficulty of past treatment decisions and the use of the Internet for searching for GAD-related information. Most participants preferred an active (42.9%) or collaborative role (41.4%) in the SDM process, and 53% did not perceive their preferred role. Information provided by healthcare professionals was considered insufficient by 28% of the sample, and over 30% reported using the Internet to look for GAD-related information at least once a week or more. The most relevant GAD-related information needs were general information (71.4%), information on self-help groups (65.7%), recommendations on how to face this disorder (61.4%) and information on treatment options (50%). Exploratory analyses showed that patients who perceived an active participation were more likely to search for information frequently (p = 0.038), and those who felt more involved than desired tended to search for more themes (p = 0.049). In summary, the study showed that a considerable percentage of GAD patients have unmet needs related to decision-making participation and information. Full article

18 pages, 957 KiB

Open AccessArticle

How Can Students Feel More Vital Amidst Severe Restrictions? Psychological Needs Satisfaction, Motivational Regulation and Vitality of Students during the Coronavirus Pandemic Restrictions

by Daniela Martinek, Matteo Carmignola, Florian H. Müller, Sonja Bieg, Almut Thomas, Alexander Eckes, Nadine Großmann, Ann-Kathrin Dittrich and Matthias Wilde

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 405-422; https://doi.org/10.3390/ejihpe11020030 - 8 May 2021

Cited by 13 | Viewed by 4683

Abstract

During the pandemic restrictions imposed in spring 2020, many aspects of students’ living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with [...] Read more.

During the pandemic restrictions imposed in spring 2020, many aspects of students’ living and learning environments changed drastically. From the perspective of Self-Determination Theory, changes in social context interact with the satisfaction or frustration of basic psychological needs and, as a result, with study-related motivational regulation and vitality. In this study, we investigate the relationships between the contextual factors of online-based distance learning, basic psychological needs, forms of motivational regulation and subjective vitality in a sample of N = 1849 university students across eight universities in Austria and Germany. Based on structural equational modelling, the results stress the relevance of satisfaction with technological resources in regard to higher levels of satisfaction in all three basic psychological needs, while perceived overload is linked to lower levels of needs satisfaction and increased basic psychological needs frustration. Further, the estimated workload difference before and during the pandemic is not related to the motivational outcomes of the model. All relationships have been tested for mediation effects between basic psychological needs and the different forms of motivational regulation on subjective vitality: for the need for relatedness, no mediation is found, while the effect of the need for autonomy is fully mediated by autonomous regulation styles. The need for competence was associated with several mediating interactions with regulation styles. The results offer insight into students’ perceptions of their study-related experiences during the pandemic and can help to develop effective methods in online-based and blended learning settings in the future. Full article

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23 pages, 4168 KiB

Open AccessArticle

Metacognitive Strategies for Developing Complex Geographical Causal Structures—An Interventional Study in the Geography Classroom

by Johannes Heuzeroth and Alexandra Budke

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 382-404; https://doi.org/10.3390/ejihpe11020029 - 7 May 2021

Cited by 3 | Viewed by 3202

Abstract

This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneously visualizing action steps for [...] Read more.

This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneously visualizing action steps for dealing with the task (A); b. circular thinking (C), a loop-like, question-guided procedure applied during the problem-solving process that supports and controls content-related and linguistic cognition processes; c. reflexion (R), aiming at evaluating the effectivity and efficiency of applied problem-solving heuristics after the problem-solving process and developing strategies for dealing with future tasks. These strategies were statistically tested and assessed as to their effectiveness on the development of complex geographical causal structures via a quasi-experimental pre-posttest design. It can be shown that metacognitive strategies strongly affect students’ creation of causal structures, which depict a multitude of elements and relations at a high degree of interconnectedness, thus enabling a contentually and linguistically coherent representation of system-specific properties of the human–environment system. On the basis of the discussion of the results, it will be demonstrated that metacognitive strategies can provide a significant contribution to initiating systemic thinking-competences and what the implications might be on planning and teaching geography lessons. Full article

(This article belongs to the Special Issue New Insights in the Teaching and Learning of Geography)

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10 pages, 907 KiB

Open AccessArticle

Impact of Web-Based Meeting Platform Usage on Overall Well-Being among Higher Education Employees

by Martha E. Kershaw, Shannon P. Lupien and Jennifer L. Scheid

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 372-381; https://doi.org/10.3390/ejihpe11020028 - 19 Apr 2021

Cited by 5 | Viewed by 3751

Abstract

During the ongoing global pandemic, faculty, staff and administrators at colleges and universities experienced an increase in meetings using web-based platforms. Challenges were identified related to the changes from face-to-face to web-based meetings, including internet connectivity, inadequate technology and distractions in the online [...] Read more.

During the ongoing global pandemic, faculty, staff and administrators at colleges and universities experienced an increase in meetings using web-based platforms. Challenges were identified related to the changes from face-to-face to web-based meetings, including internet connectivity, inadequate technology and distractions in the online environment, which led to questions about how meetings that use web-based platforms may contribute to overall stress and well-being during the pandemic. The research related to the use of web-based meeting platforms is limited. However, some anecdotal evidence suggests that impacts from web-based meeting platforms could include frustration, sleep issues and fatigue, which contribute to overall well-being. The purpose of this study was to determine if a relationship exists between a number of potentially related web-based meeting factors including the frequency and length of the meetings and comfort level with the platform and overall well-being. This study involved (N = 164) male, female and nonbinary participants over 18 years of age who worked as tenured, tenure-track, or nontenure track faculty, staff and administrators at colleges/universities in the United States during the global pandemic. The participants were recruited via both social media and email and were provided with a link to the survey tool, which included demographic and web-based meeting questions (e.g., frequency, length, and comfort) along with scales to measure perceived stress, subjective well-being, mental fatigue and sleep quality. The current study did not find a relationship between the frequency of meetings and overall well-being (p = 0.294). However, statistically significant relationships were found between meeting length and overall well-being (p = 0.003) and between comfort with the web-based meeting platform and overall well-being (p = 0.030). Based on the findings of this study, meeting organizers may consider scheduling meetings for less than two hours and providing training to ensure participants are proficient in the web-based meeting platform in order to support overall well-being. Full article

(This article belongs to the Special Issue Internet Uses in the Current Age: What Changed?)

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14 pages, 1952 KiB

Open AccessArticle

Exploring Two Pandemics in Academic Arena: Physical Activity and Sedentary Behaviors Profile of University Students in Bangladesh

by Khalidur Rahman, Matteo Vandoni, Boris Cheval, Md Asaduzzaman, Mohammad Nayeem Hasan and Sabbir Tahmidur Rahman

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 358-371; https://doi.org/10.3390/ejihpe11020027 - 16 Apr 2021

Cited by 3 | Viewed by 3691

Abstract

The overlay of the COVID-19 pandemic on the pandemic of physical inactivity has become a great concern. Both types of pandemics can decrease the health protection capacity and consequently increase complexity in human lives. This cross-sectional study intended to examine changes in physical [...] Read more.

The overlay of the COVID-19 pandemic on the pandemic of physical inactivity has become a great concern. Both types of pandemics can decrease the health protection capacity and consequently increase complexity in human lives. This cross-sectional study intended to examine changes in physical activity and sedentary behaviors during the COVID-19 pandemic among university students in a second-tier city of Bangladesh. Two hundred and nine students responded to an online questionnaire administered via Google Survey. In addition to descriptive statistics, parametric and non-parametric tests for comparing means, medians and distributions were used to assess differences in activity traits before and during the COVID-19 pandemic. Results show that the occurrence of COVID-19 has significantly reduced the practice of walking and physical activities among the students. They are commonly motivated by introjected regulation. Father’s occupation and the type of family of a student have significant influences on the total physical activity in either situation. Bangladeshi university students have, particularly, been perceived as not generally used to vigorous physical activities. They are inactive compared to students from other countries. Thus, the public health policymakers and the corresponding authority should inspire the students to be more physically active by implementing different strategies such as increasing bicycling and walking facilities on the campus. Full article

(This article belongs to the Special Issue Physical Activity and Human Health)

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13 pages, 1739 KiB

Open AccessArticle

Emotional Intelligence Profiles and Mobbing in Nursing: The Mediating Role of Social Support and Sensitivity to Anxiety

by María del Mar Molero Jurado, África Martos Martínez, Ana Belén Barragán Martín, María del Mar Simón Márquez, Nieves Fátima Oropesa Ruiz, Maria Sisto, María del Carmen Pérez-Fuentes and José Jesús Gázquez Linares

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 345-357; https://doi.org/10.3390/ejihpe11020026 - 6 Apr 2021

Cited by 8 | Viewed by 4545

Abstract

The prevalence of mobbing among nurses in various countries is around 17–20%. Some researchers have attempted to explain the success or failure of adaptation to the work environment and teamwork and to buffer the effects of psychological harassment in the workplace by incorporating [...] Read more.

The prevalence of mobbing among nurses in various countries is around 17–20%. Some researchers have attempted to explain the success or failure of adaptation to the work environment and teamwork and to buffer the effects of psychological harassment in the workplace by incorporating emotional intelligence into the mobbing context. As its main objectives, this quantitative, observational, cross-sectional study analyzed the relationship between emotional intelligence and mobbing as perceived by nurses and sought to establish the mediating roles of other variables involved, such as social support and sensitivity to anxiety. The final sample consisted of 1357 Spanish, self-selected nurses aged 22–58 from multiple healthcare institutions. The questionnaires (Perceived Psychological Harassment Questionnaire, The Brief Emotional Intelligence Inventory, Brief Perceived Social Support Questionnaire, Anxiety Sensitivity Index-3) were implemented on a web platform, which enabled the participants to complete them online. Descriptive analyses and mediation models were estimated. Personal characteristics related to high sensitivity to anxiety and low emotional intelligence implied greater presence of mobbing at work. This mobbing may be buffered if the person perceives enough support from family, friends or significant others. Our results recommend reinforcing the social support network of nursing personnel to improve the work climate and training them in emotional intelligence in university and on-the-job programs. Full article

(This article belongs to the Special Issue Emotional Intelligence and Life Satisfaction)

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11 pages, 659 KiB

Open AccessArticle

Academic Resilience and Engagement in High School Students: The Mediating Role of Perceived Teacher Emotional Support

by Luciano Romano, Giacomo Angelini, Piermarco Consiglio and Caterina Fiorilli

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 334-344; https://doi.org/10.3390/ejihpe11020025 - 31 Mar 2021

Cited by 38 | Viewed by 10661

Abstract

Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such [...] Read more.

Academic resilience is the ability to overcome setbacks and chronic difficulties in the academic context. Previous studies have found that resilient students tend to be more engaged in school than their counterparts. Nevertheless, it seems worth deepening the role of contextual factors, such as teacher emotional support and how students perceive it, as it could contribute to foster the abovementioned relationship. The present study aimed to examine the links between academic resilience, perceived teacher emotional support, and school engagement. Moreover, the mediating role of perceived teacher emotional support was investigated. A sample of 205 Italian high school students (58.5% female), aged 14–19 years (M = 16.15, SD = 1.59), completed self-report questionnaires on academic resilience, perceived teacher emotional support, and school engagement. A structural equation model (SEM) was used to test the mediation hypothesis. The results showed that academic resilience was associated with perceived teacher emotional support, and both of them were related to school engagement. Furthermore, perceived teacher emotional support partially mediated the relationship between academic resilience and school engagement. Findings were discussed by underlining the importance of fostering personal and contextual resources in the school context to promote students’ well-being. Full article

(This article belongs to the Special Issue Strategies for Coping with Daily Stress and Related Educational and Psychosocial Factors)

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13 pages, 448 KiB

Open AccessArticle

My Family Stands Behind Me: Moderated Mediation Model of Family Support and Work Engagement

by Humaira Erum, Ghulam Abid, Aizza Anwar, Muhammad Fazal Ijaz and Daisy Mui Hung Kee

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 321-333; https://doi.org/10.3390/ejihpe11020024 - 30 Mar 2021

Cited by 2 | Viewed by 3036

Abstract

Family motivation as a mediating mechanism is a novel and under-researched area in the field of positive organizational scholarship. Drawing on Social Exchange Theory (SET), this study empirically validates family motivation as a mediator between family support and work engagement. The process by [...] Read more.

Family motivation as a mediating mechanism is a novel and under-researched area in the field of positive organizational scholarship. Drawing on Social Exchange Theory (SET), this study empirically validates family motivation as a mediator between family support and work engagement. The process by Hayes (2013) was used to analyze time-lagged data collected from 356 employees of the education sector. Results confirm the mediating role of family motivation in the relationship between family support and work engagement and the moderating role of calling in the relationship between family support and family motivation. This study adds to the literature of family-work enrichment accounts by validating family support as a novel antecedent for family motivation and positive attitudes. The implications of the study are discussed. Full article

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18 pages, 724 KiB

Open AccessArticle

Young Adults’ Qualitative Self-Reports of Their Outcomes of Online Sexual Activities

by Erin Leigh Courtice, Krystelle Shaughnessy, Kristin Blom, Yodit Asrat, Kristian Daneback, Nicola Döring, Christian Grov and E. Sandra Byers

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 303-320; https://doi.org/10.3390/ejihpe11020023 - 30 Mar 2021

Cited by 4 | Viewed by 4164

Abstract

Online sexual activities (OSA) refer to Internet-based activities, behaviours, and materials that are sexual in nature. Many young adults engage in OSA, but report doing so infrequently. Most OSA outcome research has focused on negative effects of only some types of OSA (e.g., [...] Read more.

Online sexual activities (OSA) refer to Internet-based activities, behaviours, and materials that are sexual in nature. Many young adults engage in OSA, but report doing so infrequently. Most OSA outcome research has focused on negative effects of only some types of OSA (e.g., viewing pornography online). The goal of this study was to enhance knowledge on the range of OSA outcomes by qualitatively exploring young adults’ self-reported negative and positive outcomes from OSA experiences generally. University/College students from Canada (n = 246), Germany (n = 411), Sweden (n = 299), and the USA (n = 123) completed an online survey that included open-ended questions about “one of the most positive/negative effects that engaging in online sexual activities has had on your life”. More participants provided positive outcome responses than negative outcome responses. Qualitative analysis of the responses suggested a wide range of positive and negative outcome content that fit into seven bi-polar, higher-order themes: No Outcomes, Relationship Outcomes, Sexual Experience, Emotional Outcomes, Knowledge, Personal Outcomes, and Security. We found no variations in themes or their respective codes across the four countries. The findings suggests that researchers, educators, health care and psychology providers need to include multiple dimensions of positive and negative, personal and interpersonal, sexual and non-sexual OSA outcomes in their work Full article

(This article belongs to the Special Issue Current and Emerging Aspects of Cybersexuality)

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9 pages, 286 KiB

Open AccessArticle

Intimate Partner Violence and Pregnancy Termination in Armenia: Evidence from Nationally-Representative Survey Data

by Nandeeta Samad, Pranta Das, Bright Opoku Ahinkorah, Abdul-Aziz Seidu, James Boadu Frimpong, Joshua Okyere, John Elvis Hagan, Jr., Mohammad Hayatun Nabi and Mohammad Delwer Hossain Hawlader

Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 294-302; https://doi.org/10.3390/ejihpe11020022 - 28 Mar 2021

Cited by 4 | Viewed by 4533

Abstract

Intimate partner violence has been associated with numerous consequences for women, including pregnancy termination. This study examined the association between predictive capacity of intimate partner violence and pregnancy termination among women in Armenia. The study analyzed the 2015–16 Armenia Demographic and Health Survey [...] Read more.

Intimate partner violence has been associated with numerous consequences for women, including pregnancy termination. This study examined the association between predictive capacity of intimate partner violence and pregnancy termination among women in Armenia. The study analyzed the 2015–16 Armenia Demographic and Health Survey (ADHS) data on women aged 15–49 (Mean: 31.49; Standard Deviation, SD: 9.51). Marital control exercised by husbands, ever experienced physical violence, sexual violence, and emotional violence by husbands were the four indicators of intimate partner violence used in this study. To assess the association between intimate partner violence and pregnancy termination, a binary logistic regression model was fitted. After controlling for confounders, we found that women whose husbands exercised marital control were 26% more likely to experience pregnancy termination, compared to women whose husbands did not exercise marital control (adjusted odds ratio (aOR): 1.26, 95% Confidence interval (CI): 1.03–1.53). Women who ever experienced sexual violence were about 10 times likely to experience pregnancy termination than women who did not experience sexual violence (aOR: 9.76, 95% CI: 1.91–49.96). Both ever experienced physical violence and emotional violence did not have any significant associations with pregnancy termination. Forms of intimate partner violence are associated with pregnancy termination. The findings of this study provide evidence for government and policymakers to formulate, modify, and implement policies and program that target both men and women regarding the prevailing intimate partner violence and its consequences. Strengthening the policy implementation will ensure that women are empowered to make decisions about their reproductive health. Making husbands and their family members aware of the basics and consequences of intimate partner violence and focusing on child cognitive development which can be hampered due to the prevalence violence in families are recommended. Full article

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Eur. J. Investig. Health Psychol. Educ., Volume 11, Issue 2 (June 2021) – 23 articles

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