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Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Psychology of Sustainability and Sustainable Development".

Deadline for manuscript submissions: closed (31 January 2022) | Viewed by 38776

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Special Issue Editors

Prof. Dr. Arantzazu Rodríguez-Fernández

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Department of Developmental and Educational Psychology, University of the Basque Country, 01006 Vitoria-Gasteiz, Spain
Interests: education; educational research; psychology

Prof. Dr. Arantza Fernández-Zabala

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Department of Developmental and Educational Psychology, University of the Basque Country, 01006 Vitoria-Gasteiz, Spain
Interests: education; educational research; psychology

Prof. Dr. Eider Goñi-Palacios

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Guest Editor

Department of Developmental and Educational Psychology, University of the Basque Country, 01006 Vitoria-Gasteiz, Spain
Interests: education; educational research; psychology

Special Issue Information

Dear Colleagues,

One of the central objectives of the psychology of sustainability is to achieve an improvement in the quality of life and wellbeing of people through the achievement of a good psychosocial adaptation or psychosocial adjustment. Since the emergence of the current of positive psychology, the wellbeing (with its different meanings of happiness, subjective wellbeing, life satisfaction, and positive affectivity) and psychosocial adjustment (understood as adequate adaptation to the academic, work, or socio-personal environment) of the individual have been acquiring greater relevance. Hence, wellbeing and psychosocial adjustment are widely recognized by the scientific community as key objects of study, also within the framework of the psychology of sustainability.

It is known that the social support of the closest contexts has both a direct and indirect impact on the adequate psychological development and adaptation of the individual to his or her environment. It has also been found that several psychological variables (resilience, self-concept, emotional intelligence, academic motivation, critical thinking, etc.) are associated with higher rates of wellbeing and psychosocial adjustment. However, it is necessary to delve, on the one hand, into whether these variables or other different contextual and psychological variables would ultimately facilitate a more sustainable psychological development, and, on the other hand, into the dynamics of the relationships established between all of them.

Psychosocial wellbeing and adjustment, as a sustainable development objective proposed by the United Nations, should be promoted within the framework of primary prevention. Knowing all the above-mentioned unknowns that are still pending clarification will help to design and implement primary interventions that will make it possible to prevent psychological problems or disorders, thus guaranteeing better academic, occupational, or sociopersonal adjustment. Only in this way, on the basis of empirically contrasted data, will the scientific community be able to develop rigorous interventions on variables related to wellbeing and psychosocial adjustment, and act within a preventive framework focused on improving the sustainable development of individuals.

The psychology of sustainability seeks to improve the quality of life and wellbeing of the individual through an adequate psychological adjustment as well as an optimal adjustment in their different areas of life (work, school, family, social).

In recent years, wellbeing (with its different meanings of happiness, subjective wellbeing, life satisfaction, positive affectivity) and psychosocial adjustment (understood as an adequate adaptation to the academic, work or socio-personal environment) of the individual have been acquiring greater relevance in the framework of the psychology of sustainability.

It is known that the support offered by the people included in the closest contexts has both a direct and indirect impact on the adequate psychological development and adaptation of the individual to his or her environment. It has also been proven that several psychological or individual variables are associated with higher indices of quality of life, well-being, adjustment, etc. However, it is necessary to go deeper into these variables and their relationship dynamics.

Only in this way, on the basis of empirically contrasted data, will the scientific community be able to develop rigorous interventions on variables related to well-being and psychosocial adjustment, and act within a preventive framework focused on improving the sustainable development of individuals.

This Special Issue will include a series of articles that analyze the main psychosocial variables involved in the improvement of psychosocial adjustment and well-being, in order to bring together the most recent and updated research on the subject. This will facilitate the design and implementation of actions aimed at the prevention and promotion of an adequate psychological development within the Psychology of Sustainability and Sustainable Development.

Keywords

social support
family
friends
teachers
resilience
emotional intelligence
self-concept
school adjustment
personal adjustment
psychological well-being
life satisfaction
positive and negative affect
critical thinking
psychological development
sustainable psychological development
motivation
adaptation
adaptation to the environment
engagement
education
psychological and social environment
adjustment risk prevention

Published Papers (12 papers)

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Research

24 pages, 2565 KiB

Open AccessArticle

Observations of Strategies Used by Secondary School Teachers in Physical Classrooms to Promote Positive Behaviour

by Mohd Mahzan Awang, Abdul Talib Mohamed Hashim, Tan Kim Hua, Abdul Razaq Ahmad and Nordin Mamat

Sustainability 2022, 14(12), 7013; https://doi.org/10.3390/su14127013 - 08 Jun 2022

Viewed by 1845

Abstract

Difficult behaviour in pupils poses a challenge to teachers. Although teachers have been trained to implement various pedagogical strategies, teachers’ spontaneous actions in classrooms may affect pupils’ behaviour. Indeed, teachers may face difficulties in making decisions regarding pupils’ behaviour in the classroom. Therefore, we carried out 12 observations in two schools in Malaysia to analyse a pattern of teachers’ initiatives to promote positive behaviour and discourage negative behaviour in classrooms. The study was carried in two urban national secondary schools located in the capital city of Malaysia, Kuala Lumpur. We observed pupils’ behaviour in response to strategies used by teachers for carrying out teaching and learning in the first ten minutes of the lessons. All 12 lessons were video-recorded, then analysed by three coders by looking at the frequency of the following targeted behaviours (using a checklist): teachers’ action: encouragement, praise, and guidance; pupils’ behaviour: attentive, uninvolved, initiative, and disruptive; teachers’ response: positive and ignore. The data gathered were analysed using an event-based analysis technique. The results indicate that teachers were more likely to guide pupils in lessons. There was less encouragement and praise used in the classroom. A clear pattern from this study is that pupils were more likely to pay attention when a teacher responded to their action positively. The data also show that ignoring pupils’ negative behaviour increases such behaviour (uninvolved and disruptive). The implications of the study suggest that there should be intensive training to increase teachers’ skills in managing pupils’ behaviour in the classroom. A specific module is suggested to be designed and implemented. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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13 pages, 568 KiB

Open AccessEditor’s ChoiceArticle

The Impact of COVID-19 on Depressive Symptoms and Loneliness for Middle-Aged and Older Adults

by Angela L. Curl and Katie E. Wolf

Sustainability 2022, 14(10), 6316; https://doi.org/10.3390/su14106316 - 22 May 2022

Cited by 3 | Viewed by 2047

Abstract

This study examines the impact of the COVID-19 pandemic on depressive symptoms and loneliness in older adults, using the Protection Motivation Theory Framework. Using data collected between March 2020 and May 2021 as part of the Health and Retirement Study (N = 2145 adults over age 50), the roles of threat and coping appraisals as predictors of protective health behaviors and, ultimately, mental health outcomes, were analyzed using structural equation modeling. Being at high risk for COVID-19 complications and death was associated with more depressive symptoms and loneliness. Higher levels of concern about COVID-19 were associated with more depressive symptoms while knowing someone who had died of the coronavirus was associated with less loneliness. Lower scores for perceived control over one’s health and social life were associated with more depressive symptoms and higher loneliness. These results suggest that moving forward, mental health assessments should consider the impact of the pandemic and include measures specifically asking about COVID-19 concerns and experiences (e.g., death of close friends or family due to COVID-19, protective health measures). Additionally, future responses to this pandemic and other public health emergencies should consider the influence that self-efficacy has on health behaviors and mental health. The pandemic has raised public awareness of the negative consequences of social isolation and acted to destigmatize mental illness, and this greater awareness could encourage middle-aged and older adults to seek various treatments for depression and loneliness. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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16 pages, 2109 KiB

Open AccessArticle

The Impact of Nomophobia, Stress, and Loneliness on Smartphone Addiction among Young Adults during and after the COVID-19 Pandemic: An Israeli Case Analysis

by Moti Zwilling

Sustainability 2022, 14(6), 3229; https://doi.org/10.3390/su14063229 - 09 Mar 2022

Cited by 19 | Viewed by 5711

Abstract

Technological development in recent times has dramatically changed the way people live, interact with, and consume information. Since the emergence of the first iPhone in January 2007 until today, mobile phones are used daily for a range of purposes. Using mobile phones for various purposes intensified during the COVID-19 pandemic due to isolation or government lockdown regulations. However, along with the advantages of smartphone usage there are many disadvantages such as smartphone addiction and continuous exposure to digital screens, behaviors known as PSU—problematic smartphone use. This study explores the impact of several variables on PSU: loneliness, the need for social interaction, sleep hours, fear of losing phone access (nomophobia), and stress among young adults in Israel. The variables are examined with respect to two time periods: 1. During the COVID-19 pandemic lockdowns (defined as “T1”) and 2. Following the end of the first wave of COVID-19 lockdowns (defined as “T2”). The results indicated that nomophobia, social affiliation, and sleep hours affect PSU. In addition, the indirect effect of the number of sleep hours on stress and PSU was found to be significant in T2 and in T1. The findings and their implications are discussed. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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18 pages, 317 KiB

Open AccessArticle

Social Networks, Emotions, and Education: Design and Validation of e-COM, a Scale of Socio-Emotional Interaction Competencies among Adolescents

by Ana Cebollero-Salinas, Jacobo Cano-Escoriaza and Santos Orejudo

Sustainability 2022, 14(5), 2566; https://doi.org/10.3390/su14052566 - 23 Feb 2022

Cited by 4 | Viewed by 2973

Abstract

Socio-emotional competencies play an essential role in personal development as they are associated with highly prosocial behavior and low aggressiveness. An individual who is online manages his/her emotions in a specific manner. Thus, it is highly relevant to analyze and evaluate online socio-emotional competencies. Until now, however, no instruments had been defined or developed for that purpose. This study’s objective was thus to design and validate a questionnaire for the evaluation of socio-emotional competencies in virtual contexts, and to analyze eventual differences according to gender and academic year. Using the model developed by Bisquerra and Pérez (2007) as a theoretical framework, the competencies posited therein were transferred to an online environment. The questionnaire was filled out by 888 adolescents ages 12 to 17 (48% males, M = 13.83 years old, DT = 1.27), all residents of Aragón, Spain. On the basis of their responses, structure analysis, validation, and reliability were carried out. Confirmatory factor analysis (CFA) yielded a five-dimensional structure with good fit and internal consistency. The five resulting dimensions evaluate (1) emotional e-conscience, (2) emotional e-autonomy, (3) emotional e-regulation, (4) e-self-control of impulsiveness, and (5) social e-competency. Differences among genders were observed in the categories of emotional e-conscience and social e-competency. Furthermore, the results of this study show that online emotional expression does not imply emotional competency. These results represent an advance in the field of emotional education. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

14 pages, 279 KiB

Open AccessArticle

Direct and Indirect Effects of Social Support and School Social Capital on the Academic Success of 11–19-Year-Old Students Using Distance Learning

by Brigita Mieziene, Arunas Emeljanovas, Roma Jusiene, Rima Breidokiene, Sigita Girdzijauskiene, Stanislav Sabaliauskas, Jolita Buzaityte-Kasalyniene, Virginija Budiene, Indre Eiliakaite, Erika Speicyte-Ruschhoff, Edita Babkovskiene, Dainius Zvirdauskas and Ichiro Kawachi

Sustainability 2022, 14(4), 2131; https://doi.org/10.3390/su14042131 - 13 Feb 2022

Cited by 1 | Viewed by 2221

Abstract

In the context of current changes in the education process due to the pandemic, the main aims of this study were to highlight social capital factors within the school community that are associated with better students’ outcomes in the context of distance learning. This study was a cross-sectional population-based study. The research sample consisted of 1483 students, whose ages varied from 11 to 19 years old (56.9% were girls). Academic success in this study was measured in terms of average grade and students’ perception of their learning process or outcomes by six single items. A Five-item WHO-5 questionnaire was used to measure students’ psychological well-being. Social capital was measured in terms of relationship, trust, reciprocity, and communication within different social contexts in the school community in total by 16 items. School social capital and social support scales were developed from these items. Students’ gender and age were also taken into consideration. The research results show that although social capital from parents and peers also matters, the relationship with teachers emerges as the main and the most important resource in supporting positive attitudes and outcomes in to learning (std.β varied from 0.116 to 0.439). The results also show that higher psychological wellbeing is associated with higher perceived school social capital (std.β 0.260) and social support (std.β 0.326) and mediates the effects of the latter two for better academic success outcomes. The findings also highlight the importance of close and trusting social ties, especially between students and their teachers as well as parents for better learning outcomes in times of crises and in the context of distance learning. The study results prove that social support and social capital at school are essential factors for sustainable psychological development. The results presumably support the idea that the school is sustainable if it is developing as an ecosystem not solely aimed at academic outcomes. The results of the current study may aid policymakers and practitioners in developing interventions, policies and practices that focus resources where they will have the greatest benefit. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

13 pages, 304 KiB

Open AccessArticle

The Quality of Life among University of the Third Age Students in Poland, Ukraine and Belarus

by Aleksander Kobylarek, Kamil Błaszczyński, Luba Ślósarz, Martyna Madej, Antonio Carmo, Ľubomír Hlad, Roman Králik, Amantius Akimjak, Viliam Judák, Patrik Maturkanič, Yulia Biryukova, Barbora Tokárová, Jose Garcia Martin and Lucia Petrikovičová

Sustainability 2022, 14(4), 2049; https://doi.org/10.3390/su14042049 - 11 Feb 2022

Cited by 28 | Viewed by 3688

Abstract

The aim of this research was to compare the quality of life among University of the Third Age (U3A) students in Poland, where a novel method of educating seniors is being developed, with the quality of life among students at newly established U3As in Belarus and Ukraine, which have copied the Polish model. The research was also conducted to connect a range of socio-demographic variables with two explanatory ones: satisfaction with participation in U3A activities and the overall quality of life. A total of 515 U3A (N13) students from three Eastern European countries—Poland, Ukraine, and Belarus—took part in the research. The overall quality of life of U3A students was researched and expressed in the form of three components: stress level, sense of self-efficacy, and level of satisfaction with life. The following tools were used: PPS10 (Perceived Stress Scale), GSES (General Self-Efficacy Scale), and SWLS (Satisfaction with Life Scale). The research showed a statistically significant difference between the country of residence and the level of satisfaction with life, sense of self-efficacy, and the overall indicator of the quality of life. Polish seniors obtained higher results in all these areas when compared to their counterparts in Ukraine and Belarus. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

12 pages, 632 KiB

Open AccessArticle

Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis

by Kwok Kuen Tsang, Guangqiang Wang and Hui Bai

Sustainability 2022, 14(4), 2047; https://doi.org/10.3390/su14042047 - 11 Feb 2022

Cited by 13 | Viewed by 3375

Abstract

Teacher burnout is a psychological phenomenon affecting teachers’ effectiveness and wellbeing across the globe. Thus, education researchers have investigated its antecedents to identify approaches to alleviate teacher burnout. However, many of the existing studies tend to underline the effects of psychological factors but overlook the effects of structural factors on teacher burnout. Thus, the aim of this study is to fill the research gap by investigating how teacher burnout is affected by enabling school bureaucracy as a structural factor and psychological empowerment as a psychological factor based on empowerment theory. By using the self-administrated questionnaire survey, the study investigated 322 primary and secondary schoolteachers from China. It finds that structural empowerment and psychological empowerment are negatively associated with teacher burnout. Moreover, the relationship between structural empowerment and teacher burnout was mediated by psychological empowerment, especially its dimensions of meaning and competence. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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10 pages, 565 KiB

Open AccessArticle

A Path Model of University Dropout Predictors: The Role of Satisfaction, the Use of Self-Regulation Learning Strategies and Students’ Engagement

by Ana B. Bernardo, Celia Galve-González, José Carlos Núñez and Leandro S. Almeida

Sustainability 2022, 14(3), 1057; https://doi.org/10.3390/su14031057 - 18 Jan 2022

Cited by 16 | Viewed by 2444

Abstract

University dropout is a phenomenon that is a concern in many countries all over the world. However, although there are studies in which the direct relationship of the personal and contextual variables is observed individually to predict dropout, there is little research to know whether any of these variables mediate each other in a more dynamic and complex model. Thus, the objective of this study was to analyze the extent to which the intention to drop out of university courses is predicted by (i) satisfaction and expectations with the course, (ii) engagement with the course, and (iii) by the use of Self-Regulated Learning (SRL) strategies. Eight hundred and seventy-seven students from two Spanish universities completed the CARE questionnaire. Path analyses were performed using Mplus 8.3. The data obtained indicate that the intention to drop out is directly and significantly explained by students´ engagement (in 17.8%) and indirectly explained by the use of SRL strategies through engagement. Changes in engagement and in the use of SRL strategies were seen to be associated with satisfaction. Finally, the effect of satisfaction and the use of SRL strategies explained a proportion of students’ engagement (53.6%). It is important for research or interventions focused on students’ intention to drop out to understand that there are multiple variables that both directly and indirectly influence those intentions. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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20 pages, 1025 KiB

Open AccessArticle

Relationship between Marriage Immigrant Mothers’ Acculturative Stress and Their Adolescent Children’s Career Decidedness in South Korea: Mediating Roles of Parenting and School Adjustment

by Yangmi Lim

Sustainability 2021, 13(24), 14066; https://doi.org/10.3390/su132414066 - 20 Dec 2021

Cited by 3 | Viewed by 2904

Abstract

International marriages between Korean men and foreign women from other Asian countries have been increasing since the late 1990s in Korea. This study examines the mediating effects of parenting self-efficacy, career-specific parenting behaviors, and school adjustment on the relationship between immigrant mothers’ acculturative stress and their adolescent children’s career decidedness. Data were collected from 1181 third grade students (583 boys, 598 girls) in Korean middle schools and their foreign mothers who participated in the Multicultural Adolescents Panel Study. A structural equation modeling analysis revealed the following multiple mediation process: immigrant mothers’ acculturative stress is indirectly related to their adolescent children’s career decidedness through (1) the dual mediation of parenting self-efficacy and career-specific parenting behaviors; (2) the serial mediation of parenting self-efficacy, career-specific parenting behaviors, and adolescents’ school adjustment; (3) the dual mediation of parenting self-efficacy and adolescents’ school adjustment; and (4) the mediation of adolescents’ school adjustment. This study provides directions for parent education and career counseling to enhance immigrant mothers’ parenting competence and support the positive career development of adolescents from multicultural families. The study, therefore, helps them grow into well-adjusted adults in Korean society, which, in turn, contributes to the well-being of immigrant mothers and their adolescent children. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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11 pages, 1060 KiB

Open AccessArticle

Validation of Korean Version of the Hardiness Resilience Gauge

by Kyung-Hyun Suh, Hana Lee and Paul T. Bartone

Sustainability 2021, 13(24), 13535; https://doi.org/10.3390/su132413535 - 07 Dec 2021

Cited by 3 | Viewed by 2170

Abstract

Hardiness and resilience are known as internal traits that buffer the negative effects of stress and play important roles in individuals’ well-being and psychological sustainability. This study aimed to validate the Korean version of the hardiness resilience gauge (HRG Korean). Reliability and validity were analyzed using data obtained from 389 Korean adults. Confirmatory factor analysis with three factors (challenge, control, and commitment) for the HRG Korean showed acceptable model fit, with satisfactory RMSEA and SRMR indices, allowing for some covariance in error terms. Cronbach’s α for challenge, control, commitment subscales, and the total HRG Korean were 0.84, 0.74, 0.86, and 0.92, respectively. Analyses of the concurrent validity revealed that the total score of the HRG Korean was closely correlated with the scores of the KHD-SF and MR-KA, which measure hardiness and resilience in Korea, respectively. In addition, the HRG Korean was relatively strongly correlated with life satisfaction and subjective happiness. These findings suggest that the HRG is a valid instrument for measuring Koreans’ hardiness and resilience to promote their well-being and sustainability. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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16 pages, 319 KiB

Open AccessArticle

Will I Like Myself If You Hurt Me? Experiences of Violence and Adolescents’ Self-Esteem

by Barbara Jankowiak, Sylwia Jaskulska, Belén Sanz-Barbero, Katarzyna Waszyńska, Karen De Claire, Nicola Bowes, Estefânia Silva, Sofia Neves, Natalia Albaladejo-Blázquez, Jacek Pyżalski, Iwona Chmura-Rutkowska and Carmen Vives-Cases

Sustainability 2021, 13(21), 11620; https://doi.org/10.3390/su132111620 - 21 Oct 2021

Cited by 9 | Viewed by 3913

Abstract

Self-esteem seems to be a crucial factor in adolescents’ psychological well-being. Our study aimed to identify the likelihood of high/medium/low adolescents’ self-esteem in personal experiences of abuse and/or violence (abuse by an adult in childhood, bullying and cyberbullying, and dating violence victimization), different socioeconomic characteristics, perceived social support, and ability to resolve social problems. The study participants were 1451 students from secondary schools (age 13–16) in Spain, Italy, Romania, Portugal, Poland and the UK. We calculated relative risk ratios using multinomial regression models to understand how socioeconomic characteristics, personal experiences of abuse and/or violence, perceived social support, ability to resolve social problems were associated with a self-esteem level. Having no experience of being a victim of physical and sexual abuse in childhood and not being a victim of bullying and cyberbullying is connected with the likelihood of high self-esteem regarding having low self-esteem. Taking as reference those who have never been in a dating relationship, the probability of medium and high self-esteem, decreases when teens are in a romantic or dating relationship and they are victims of intimate partner violence, but the negative effect is explained when other violent variables are included in the model. Being a boy, begin a younger teenager, mother’s paid work, high problem-solving skills and perceptions of social support is in relation with the prospect for higher self-esteem. Promoting adolescent self-esteem means preventing all forms of violence perpetrated by significant others, as well as increasing the ability of youth to seek social support and develop problem-solving skills. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

9 pages, 253 KiB

Open AccessArticle

Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables

by Jorge-Manuel Dueñas, Marta Camarero-Figuerola and Elena Castarlenas

Sustainability 2021, 13(11), 6120; https://doi.org/10.3390/su13116120 - 28 May 2021

Cited by 4 | Viewed by 4033

Abstract

Academic help seeking is a self-regulatory strategy that is closely related to students’ school functioning and successful school outcomes. The aim of the present study is to gain greater insight into the associations between help-seeking behavior and attitudes (i.e., emotional costs, perception of benefits, threats and avoidance of academic help seeking), and socio-emotional factors (i.e., functional social support, satisfaction with life, happiness, academic and social self-concept, emotional loneliness and social network). Two hundred and thirty-two students from three public secondary schools (53.9% girls; mean age = 16.61, SD = 2.85) participated in this study by completing the assessment form during school hours. As expected, the results showed significant associations between attitudes toward academic help seeking and socioemotional factors except for (1) perceived emotional cost of academic help seeking and happiness, academic self-concept and social network, (2) threat of academic help seeking and satisfaction with life and social network and (3) avoidance of academic help seeking and social network, in which cases the correlations were not significant. Finally, (1) emotional loneliness was found to be a significant predictor of the perceived emotional cost of academic help seeking, (2) functional social support, academic self-concept, social self-concept and subjective evaluation of the social network were found to be significant predictors of the perceived benefits of academic help seeking, (3) emotional loneliness and academic self-concept were found to be significant predictors of both threat of academic help seeking and avoidance of academic help seeking. The results of this study suggest that psycho-emotional variables play an important role in academic help-seeking strategies and can affect students’ final behavior in help seeking. Full article

(This article belongs to the Special Issue Contextual and Psychological Variables Facilitating Psychosocial Well-being and Adjustment: Perspectives for a Sustainable Psychological Development)

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