Student aggression against teachers, stress, and emotional intelligence as predictors of withdrawal intentions among secondary school teachers

Internet gaming disorder and aggression: A meta-analysis of teenagers and young adults

Background and aims

Internet gaming disorder (IGD) and aggression (AG) are widespread phenomena around the world. Numerous studies have explored the relationship between the two but findings from such studies are inconsistent. The meta-analysis aimed to evaluate the relationship between IGD and AG as well as identify the variables moderating the relationship.

Method

Studies investigating the relationship between IGD and AG were searched using selected terms to identify studies published from 1999 to 2022 on CNKI, Wanfang Data, Chongqing VIP Information Co., Ltd. (VIP), Baidu scholar, ProQuest dissertations, Taylor & Francis, Springer, Web of Science, Google Scholar, Elsevier Science (Science Direct), EBSCO, and PsycINFO. The identified studies were pooled and analyzed.

Results

A total of 30 samples comprising 20,790 subjects were identified. Results showed that there was a moderate relationship between IGD and AG (r = 0.300, 95%CI [0.246, 0.353]). Moderator analysis revealed that the relationship between IGD and AG was moderated by the region, age, and survey year.

Conclusion

This meta-analysis indicated that people with a higher level of IGD might show more aggression, and people with more aggression might have a higher level of IGD. The correlation coefficient between IGD and AG was significantly higher in Asia than in Europe, higher in primary school than in middle school and university, and higher by increasing year. Overall, our findings provide a basis for developing prevention and intervention strategies against IGD and AG.

Systematic review registration

https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022375267, 42022375267.

The effect of perceived stress on organizational silence in emergency service doctors in Turkey: The mediating role of emotional intelligence

Objectives

The purpose of this study is to determine the role of emotional intelligence in the relationship between the stress perceptions of emergency medicine doctors and their organizational silence behaviors.

Methods

Data were collected digitally from 434 doctors working in emergency departments in Turkey. On the assumption that perceived stress was effective on organizational silence behavior and that emotional intelligence mediates this relationship, hypotheses were developed and a mediating effect model was established. The research model and hypotheses were shaped through Structural Equation Modeling (SEM). Hayes 4th model was used to test the research hypotheses. The research model was tested via SPSS Process v4.1 by Andrew F. Hayes.

Results

According to the correlation analysis to determine the relationship between the variables, it was determined that perceived stress was positively correlated with organizational silence behavior, emotional intelligence was negatively correlated with perceived stress, and emotional intelligence was negatively correlated with organizational silence. As a result of the mediating effect model test, it was determined that emotional intelligence had a statistically significant mediating effect in the effect of perceived stress on organizational silence.

Conclusion

Within the framework of the findings, it is thought that emotional intelligence is a key variable in turning the negative energy between stress and silence into positive.

Do Psychological Resilience and Emotional Intelligence Vary Among Stress Profiles in University Students? A Latent Profile Analysis

The coronavirus/COVID-19 pandemic has brought about significant changes in the lifestyle of students. However, despite an extensive study of students’ life stress using a non-comprehensive scale and variable-centered approach, it has been little studied with a comprehensive scale and person-centered approach. Using the Student-Life Stress Inventory-revised (SSI-R), we analyzed students’ latent stress profiles and examined differences in psychological resilience and emotional intelligence by comparing stress profiles from a sample of 418 undergraduate and graduate students (aged 18–36) in various departments of eight universities in Turkey. We identified five distinct stress profiles, defined as an extremely low stress group (ELSG), a low stress group (LSG), a medium stress group (MSG), a high stress group (HSG), and an extremely high stress group (EHSG). We found that (1) MSG and HSG were similar in terms of emotional intelligence, resilience, and possession of high standards, and they reported higher levels of physiological, emotional, and behavioral reactions than ELSG and LSG; (2) MSG felt more pressure than HSG; (3) ELSG reported higher levels of emotional intelligence (wellbeing, self-control, and emotionality) than others. Also, EHSG reported lower levels of emotional intelligence (specifically self-control) than others; (4) whereas resilience was highly positively correlated to wellbeing, resilience and wellbeing were moderately negatively correlated to stress. Extremely low stress group and LSG reported higher levels of resilience than others. Medium stress group, HSG, and EHSG did not differ with regard to resilience and wellbeing. Our results suggest that, university students are able to maintain their functionality by coping up with stress in some ways, no matter how stressful they are. These findings are discussed in relation to the relevant literature.