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Jiang J, Liu Y, Han P, Zhao J, Shi Y, Zhuang Y. Perceptions and experiences of Generation Z nursing students during their practicum in an intensive care unit: A qualitative study. Heliyon 2024; 10:e26205. [PMID: 38404831 PMCID: PMC10884845 DOI: 10.1016/j.heliyon.2024.e26205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2023] [Revised: 02/06/2024] [Accepted: 02/08/2024] [Indexed: 02/27/2024] Open
Abstract
Background Influenced by socio-cultural and world events, Chinese society has significant intergenerational differences. With rapid economic and cultural development, the unique characteristics of Generation Z nursing students in China may influence the clinical education environment. However, the research on Generation Z in China is still in its infancy. Objectives This study aimed to explore the experiences and perceptions of Generation Z nursing students during their practicum in an intensive care unit (ICU) in the context of China's unique cultural and historical background. Methods A phenomenological approach was used in this qualitative study. Semi-structured, face-to-face interviews were conducted with fifteen Generation Z nursing students doing practicum in the ICU in a third-level hospital in Shanghai, China. The data were analyzed using Colaizzi's seven-step method. Result Three themes emerged: intelligent medical services empowering critical care, perception of multiple challenges, and affirmation of the teaching work in the ICU. Conclusions and implications The clinical instructors should use a combination of online and offline pedagogy, give positive guidance through role modeling, and develop the self-learning skills of Generation Z nursing students. This might help Generation Z nursing students relieve the stress of practicum in the ICU, more quickly adapt to the clinical environment, and enter nursing positions. The result of this research provided valuable information to help clinical practicum programs in China effectively educate Generation Z nursing students. Good education ensures that health care is safe and effective, making it easier for patients to get better.
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Affiliation(s)
- Jinxia Jiang
- Emergency Department, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, 200072, China
| | - Yue Liu
- Emergency Department, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, 200072, China
| | - Peng Han
- Emergency Department, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, 200072, China
| | - Jian Zhao
- Emergency Department, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, 200072, China
| | - Yan Shi
- Nursing Department, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, 200072, China
| | - Yugang Zhuang
- Emergency Department, Shanghai Tenth People's Hospital, School of Medicine, Tongji University, Shanghai, 200072, China
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Zhang F, Zhang Y, Li G, Luo H. Using Virtual Reality Interventions to Promote Social and Emotional Learning for Children and Adolescents: A Systematic Review and Meta-Analysis. Children (Basel) 2023; 11:41. [PMID: 38255355 PMCID: PMC10813885 DOI: 10.3390/children11010041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Revised: 12/20/2023] [Accepted: 12/27/2023] [Indexed: 01/24/2024]
Abstract
This study provides a comprehensive review of the application of virtual reality (VR) in social and emotional learning (SEL) for children and adolescents over the past decade (January 2013-May 2023), with a specific interest in the relations between their technological and instructional design features. A search in Web of Science resulted in 32 relevant articles that were then manually screened. Coding analysis was conducted from four perspectives: participant characteristics, research design, technological features, and instructional design. The analysis provides insights into the VR literature regarding publication trends, target populations, technological features, instructional scenarios, and tasks. To test the effectiveness of VR interventions for promoting SEL, a meta-analysis was also conducted, which revealed an overall medium effect size and significant moderating effects of SEL disorder type and instructional task. Finally, based on the research results, the practical implications of and future research directions for applying VR in SEL were discussed.
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Affiliation(s)
| | | | | | - Heng Luo
- Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan 430079, China; (F.Z.); (Y.Z.); (G.L.)
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Yang J, Deng Y, Wang Y. Reciprocal Associations among Social-Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School. Behav Sci (Basel) 2023; 13:922. [PMID: 37998669 PMCID: PMC10669640 DOI: 10.3390/bs13110922] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2023] [Revised: 11/03/2023] [Accepted: 11/09/2023] [Indexed: 11/25/2023] Open
Abstract
The study aimed to examine the reciprocal associations among social-emotional competence (SEC), interpersonal relationships (including teacher-student relationships and peer relationships) and academic achievements in reading, mathematics and science of primary school students. The Chinese versions of the Delaware Social and Emotional Competency Scale, Teacher-student Relationship Scale, Peer-nomination method and Academic Achievement Tests were used to measure students' SEC, teacher-student relationships, peer relationships (including social preference (SP) and social impact (SI)) and academic achievements, respectively. In total, 3995 fourth-grade students participated in the first survey, and 2789 of them were tracked in the follow-up survey two years later. Structural equation modelling was employed to investigate the cross-lagged relationships among the variables across time. The results showed the reciprocal associations between SEC with academic achievements and teacher-student relationships, as well as between academic achievements with SP and teacher-student relationships. Moreover, variations in these reciprocal associations were observed across the subjects of reading, mathematics and science. In summary, this study offers new insights for enhancing students' SEC, interpersonal relationships and academic achievements, and implications for future subject-specific education can be derived by considering the complex interplay in the subjects of reading, mathematics and science.
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Affiliation(s)
| | | | - Yehui Wang
- Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China; (J.Y.); (Y.D.)
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Wang J, Zhou C, Song Q, Xu F. The relationship between teacher support and positive emotions in Chinese higher vocational students: multiple mediating effects of procrastination behavior and interpersonal assistance. Front Psychol 2023; 14:1201864. [PMID: 37441336 PMCID: PMC10333705 DOI: 10.3389/fpsyg.2023.1201864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Accepted: 06/02/2023] [Indexed: 07/15/2023] Open
Abstract
Background In China, more than 5 million students enter higher vocational colleges each year, and the positive emotions of their students merits much attention. Purpose This study aimed to explore the effect of teacher support on positive emotions among higher vocational students by further investigating the mediating role of procrastination behavior and interpersonal assistance. Methods A questionnaire survey was conducted with 676 higher vocational students from Zhejiang Province, China. We used SPSS 26.0 for data analysis, which included correlation analysis, regression analysis and bootstrap-mediated effects tests. Results Teacher support positively predicted positive emotions (β = 0.302, p < 0.001) and interpersonal assistance (β = 0.170, p < 0.001), while procrastination behavior negatively predicted interpersonal assistance (β = -0.161, p < 0.001) and positive emotions (β = -0.088, p < 0.01). Interpersonal assistance positively predicted positive emotions (β = 0.279, p < 0.001). This study found that teacher support positively predicted positive emotions; either procrastination behavior or interpersonal assistance independently mediated the relationship between teacher support and positive emotions. These two variables (procrastination and interpersonal assistance) also acted as a chain mediator between teacher support and positive emotions. The direct effect of teacher support and the mediating role of interpersonal assistance had a greater effect. Conclusion The study deeply explored the effects of teacher support on positive emotions among Chinese higher vocational students and found that teacher support plays an important role in positive emotion management. At the same time, we found the key roles played by procrastination behavior and interpersonal assistance between teacher support and positive emotion, which could provide data support and decision-making reference for enhancing higher education students' well-being and positive emotions. This study can be regarded as a case study of social support theory and demonstrates the applicability of the theory in the field of positive emotions of higher vocational students.
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Affiliation(s)
- Junhui Wang
- School of Early Childhood Education, Hangzhou Polytechnic, Hangzhou, China
| | - Cheng Zhou
- School of Public Administration, Nanjing Normal University, Nanjing, China
| | - Qiming Song
- Institute of Higher Education, Nanjing University of Information Science and Technology, Nanjing, China
| | - Fuxiao Xu
- School of Educational Sciences, Nanjing Normal University, Nanjing, China
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Peele M, Wolf S, Behrman JR, Aber JL. Teacher depressive symptoms and children's school readiness in Ghana. Child Dev 2023; 94:706-720. [PMID: 36779426 PMCID: PMC10906068 DOI: 10.1111/cdev.13909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
This study investigated associations between kindergarten teachers' (N = 208) depressive symptoms and students' (Ghanaian nationals, N = 1490, Mage = 5.8) school-readiness skills (early literacy, early numeracy, social-emotional skills, and executive function) across 208 schools in Ghana over one school year. Teachers' depressive symptoms in the fall negatively predicted students' overall school-readiness skills in the spring, controlling for school-readiness skills in the fall. These results were primarily driven by social-emotional skills (r = .1-.3). There was evidence of heterogeneity by students' fall skill levels; teacher depressive symptoms predicted more negative spring overall school readiness for children who had higher fall school-readiness skills. Findings underscore the importance of teachers' mental health in early childhood education globally, with implications for policy and practice.
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Affiliation(s)
- Morgan Peele
- Population Studies Center, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Sharon Wolf
- Graduate School of Education, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - Jere R Behrman
- The Ronald O. Perelman Center for Political Science and Economics, University of Pennsylvania, Philadelphia, Pennsylvania, USA
| | - J Lawrence Aber
- Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, New York City, New York, USA
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Mo X, Shi G, Zhang Y, Xu X, Ji C. How to promote the social-emotional competence of rural left-behind children? An empirical study based on propensity score matching. Front Psychol 2023; 14:1052693. [PMID: 36935996 PMCID: PMC10020643 DOI: 10.3389/fpsyg.2023.1052693] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2022] [Accepted: 02/07/2023] [Indexed: 03/06/2023] Open
Abstract
Social-emotional competence (SEC) played an important role in promoting the physical and mental development of children, but there exist huge gaps in SEC development between rural left-behind children. This study used propensity score matching (PSM) to investigate 578 rural children about the effects of being left behind as well as individual characteristics and teacher support on their development of SEC. The results showed that being left behind had significant negative effects on the SEC of rural children. The development of SEC varies among left-behind children of different genders and length of left-behind duration. Teacher support had a significant moderating effect on the influence path of SEC, which could effectively mitigate the negative effects of left-behind children. Therefore, this study played an implicative role in studying the development of left-behind children's SEC. The government and society should provide adequate cultural capital by completing the support system for compensating the lack of cultural capital. Schools and teachers should pay more attention to the development of left-behind children's SEC through curriculum development and performance evaluation to create a positive atmosphere. Parents should promote SEC development for left-behind children by improving their communication and family parenting styles.
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Affiliation(s)
- Xiaolan Mo
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Gaojun Shi
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Yanan Zhang
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Xiao Xu
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Chengjun Ji
- China Educational Modernization Institute, Hangzhou Normal University, Hangzhou, China
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Liu Y, Feng Q, Tong Y, Guo K. Effect of physical exercise on social adaptability of college students: Chain intermediary effect of social-emotional competency and self-esteem. Front Psychol 2023; 14:1120925. [PMID: 37034961 PMCID: PMC10074493 DOI: 10.3389/fpsyg.2023.1120925] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Accepted: 02/21/2023] [Indexed: 04/11/2023] Open
Abstract
Objective To explore the relationship between physical exercise and college students' social adaptability, as well as the mediating role of social-emotional competency and self-esteem. Methods One thousand two hundred thirty college students were investigated by physical exercise questionnaire, social-emotional competency scale, self-esteem scale, and social adaptability scale. Data were analyzed by Pearson correlation analysis, structural equation model test and deviation-corrected percentile Bootstrap method. Results (1) Physical exercise was positively correlated with social adaptability (r = 0.397, p < 0.01), and the direct path of physical exercise on social adaptability was significant (β = 0.397, t = 15.174, p < 0.01). (2) Physical exercise positively predicted social-emotional competency (β = 0.399, t = 15.235, p < 0.01) and self-esteem (β = 0.305, t = 10.570, p < 0.01). Social-emotional competency positively predicted self-esteem (β = 0.130, t = 4.507, p < 0.01) and social adaptability (β = 0.169, t = 6.104, p < 0.01). Self-esteem positively predicted social adaptability (β = 0.189, t = 6.957, p < 0.01). (3) Social-emotional competency and self-esteem play a significant mediating role between physical exercise and social adaptability. The mediating effect includes three paths: physical exercise→social-emotional competency→social adaptability (the mediating effect value: 0.068); physical exercise→self-esteem→social adaptability (the mediating effect value: 0.059). Physical exercise→social-emotional competency→self-esteem→social adaptability (the mediating effect value: 0.010). Conclusion Physical exercise can not only directly affect social adaptability of college students, but also indirectly affect social adaptability through the independent intermediary role of social-emotional competency and self-esteem. Furthermore, physical exercise also affect social adaptability through the chain mediation of social-emotional competency and self-esteem.
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Tomé-Fernández M, Ortiz-Marcos JM, Fernández-Leyva C. Correlational study on cyberbullying and social abilities in intercultural teenagers. Front Psychol 2022; 13:848678. [PMID: 35967670 PMCID: PMC9374137 DOI: 10.3389/fpsyg.2022.848678] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 07/11/2022] [Indexed: 11/18/2022] Open
Abstract
This article analyzes the relationship between cyberbullying profile by racist reasons and social abilities in a group of intercultural teenagers living in Spain (N = 1478). The study includes participants aged between 12 and 16 years old (M = 13.99; SD = 1.352). Of these, 738 were male (49.9%) and 740 were female (50.1%). A correlational study was carried out using online tools with suitable psychometrics parameters (content-construct validity and reliability). The first one was a scale that measured social abilities, and the second one evaluated racist or xenophobic cyberbullying, differentiating the victim and aggressor profiles. The results indicated five main findings: (1) generally, the participants analyzed present all their social abilities; (2) for the most part, these participants do not normally experience cyberbullying; (3) a positive correlation exists between the majority of social abilities analyzed and the cybervictim profile. It was also observed a negative correlation between the social ability associated with the ability of making requests and this profile; (4) there is a positive correlation among the six social abilities analyzed and the cyberaggressor profile; (5) the racist or xenophobic cyberbullying are driven not only by the absence of social abilities, but in some cases, they are also driven by socio-demographic variables (i.e., age and gender). Likewise, this work shows how the absence of some social abilities in some participants involve racist or xenophobic experiences as victims and as aggressors, which may be of interest for the analysis of teenagers’ behavior in intercultural contexts, as well as according to age and gender. More transcultural research need to be carried out to know the global perspective of the link between social abilities and the different profiles of racist and xenophobic cyberbullying, framed in the context of social psychology and studies of mass communication.
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Affiliation(s)
- María Tomé-Fernández
- Department of Research Methods and Diagnosis in Education, Faculty of Education and Sports Sciences, University of Granada, Melilla, Spain
| | - José Manuel Ortiz-Marcos
- Department of Development and Educational Psychology, Faculty of Education and Sports Sciences, University of Granada, Melilla, Spain
- *Correspondence: José Manuel Ortiz-Marcos,
| | - Christian Fernández-Leyva
- Department of Research Methods and Diagnosis in Education, Faculty of Education Sciences, University of Granada, Granada, Spain
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Zhang C, Mao L, Li N, Gu X. Chinese EFL Students' Social-Emotional Competence, Grit, and Academic Engagement. Front Psychol 2022; 13:914759. [PMID: 35756262 PMCID: PMC9231457 DOI: 10.3389/fpsyg.2022.914759] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Accepted: 05/09/2022] [Indexed: 11/13/2022] Open
Abstract
Regarding the constructive function of students' academic engagement in learning a foreign language, understanding the individuals' intrapersonal characteristics effective on engagement has gained attention. To keep up with this line of research, the present study tried to probe the contribution of grit and social-emotional competence to Chinese EFL learners' academic engagement. To do this, 493 Chinese EFL students, including both males and females, were selected conveniently to participate in the study. For collecting data, a Likert scale questionnaire entailing three items on grit, social-emotional competence, and academic engagement was administered online. Spearman Rho correlation index and multiple regression analysis along with ANOVA were employed to analyze data. The findings revealed a positive and direct relationship between Chines EFL students' grit, social-emotional competence, and academic engagement. Furthermore, the results showed that compared to social-emotional competence, EFL students' grit can predict more powerfully academic engagement. The implications of the findings are considered in the present study.
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Affiliation(s)
- Cheng Zhang
- School of Law, Chongqing University, Chongqing, China
| | - Lizhi Mao
- School of Law, Chongqing University, Chongqing, China
| | - Nanshu Li
- School of Law, Chongqing University, Chongqing, China
| | - Xiaoye Gu
- Department of Sports, University of International Business and Economics, Beijing, China
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Li G, Li Z, Wu X, Zhen R. Relations Between Class Competition and Primary School Students' Academic Achievement: Learning Anxiety and Learning Engagement as Mediators. Front Psychol 2022; 13:775213. [PMID: 35282231 PMCID: PMC8904934 DOI: 10.3389/fpsyg.2022.775213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Accepted: 01/31/2022] [Indexed: 11/13/2022] Open
Abstract
This study aimed to analyze the relations between class competition and primary school students' academic achievement, considering the possible mediating roles of learning anxiety and learning engagement. Participants were 1,479 primary school students from four primary schools in Zhejiang, China. We analyzed participants' scores for class competition, learning anxiety, and learning engagement and their last two final exam scores. Class competition did not directly predict academic achievement, but indirectly affected academic achievement through learning anxiety and learning engagement. There were three effect paths: (1) class competition negatively predicted academic achievement by increasing learning anxiety; (2) class competition positively predicted academic achievement by promoting learning engagement; and (3) class competition affected academic achievement through multiple mediating effects of learning anxiety and learning engagement. This study highlights the important roles of learning anxiety and learning engagement in class competition and academic achievement, which have theoretical and practical significance.
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Affiliation(s)
- Guoqiang Li
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Zhiyuan Li
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Xinyue Wu
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
| | - Rui Zhen
- Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China
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Bahmani T, Naseri NS, Fariborzi E. Relation of parenting child abuse based on attachment styles, parenting styles, and parental addictions. Curr Psychol 2022; 42:1-15. [PMID: 35002186 PMCID: PMC8723913 DOI: 10.1007/s12144-021-02667-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2021] [Indexed: 02/06/2023]
Abstract
The purpose of this study was to complete the cycle of recognizing these relationships. In this regard, the effect of parenting styles, attachment styles, and the mediating variable of addiction was investigated on child abuse (CA). Multi-stage random sampling and sample size were selected based on the sample size estimation software (510 people) and according to the 20% probability of a drop in the number of subjects, 530 people (265 boys and 265 girls) and 1060 parents were selected. The available method was selected from a sample of 530 people who were selected based on the Addiction Severity Index (ASI) and answered Baumrind's Parenting Styles Questionnaire (PSQ), Childhood Trauma Questionnaire (CTQ), and Adult Attachment Scale (AAS). Data were assessed by analysis of variance, mediator analysis, and path analysis. The results showed that differences in parenting styles cause differences in their attachment styles. The results supported only the relationship between the two components of parental affection and control with the attachment avoidance index, and no relationship was observed between these components and the anxiety index. Perceived emotional abuse, mediates the relationship between parental parenting components and the child attachment avoidance index. Finally, it was achieved to a model that shows how the two factors of affection and control simultaneously affect the avoidance index, mediated by parental addiction.
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Affiliation(s)
- Tahmine Bahmani
- Department of Educational Science, Mashhad Branch, Islamic Azad University, Mashhad, Iran
| | - Nazia Sadat Naseri
- Department of Educational Science, Mashhad Branch, Islamic Azad University, Mashhad, Iran
| | - E. Fariborzi
- Department of Educational Science, Mashhad Branch, Islamic Azad University, Mashhad, Iran
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Rodríguez-Álvarez JM, Yubero S, Navarro R, Larrañaga E. Relationship between Socio-Emotional Competencies and the Overlap of Bullying and Cyberbullying Behaviors in Primary School Students. Eur J Investig Health Psychol Educ 2021; 11:686-96. [PMID: 34563062 DOI: 10.3390/ejihpe11030049] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 06/30/2021] [Accepted: 07/03/2021] [Indexed: 11/17/2022] Open
Abstract
Digital life forms part of daily reality for young people. For this reason, traditional bullying in school has been reproduced in the online environment, resulting in an overlap of off- and online bullying. Research on socio-emotional competencies and bullying is revealing interesting results among students in secondary schools. However, studies involving primary school students are much scarcer. In addition, the majority of studies have been carried out based on an understanding of socio-emotional competencies as a unidimensional construct. In the present study, we examined the overlap between off- and online bullying victimization and the influence of the factors comprising socio-emotional competencies on this overlap. Participants comprised 1130 students (49.7% were boys and 50.3% were girls) from the fifth and sixth grades at 15 schools in the autonomous communities of Madrid and Castilla-La Mancha (Spain). The results indicate a high rate of overlap between off- and online bullying victimization, without significant gender differences. Poor relationship skills in boys and low self-management in girls were associated with being a victim of both traditional bullying and cyberbullying. The conclusions point to an interesting line of intervention and prevention, establishing a framework of confluence for social and emotional variables within the primary education context.
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Chen C, Yang C, Nie Q. Social-Emotional Learning Competencies and Problematic Internet Use among Chinese Adolescents: A Structural Equation Modeling Analysis. Int J Environ Res Public Health 2021; 18:ijerph18063091. [PMID: 33802858 PMCID: PMC8002824 DOI: 10.3390/ijerph18063091] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Revised: 03/15/2021] [Accepted: 03/15/2021] [Indexed: 11/24/2022]
Abstract
To advance the understanding about social-cognitive factors related to Chinese adolescents’ experience with problematic Internet use (PIU), we examined the associations between social-emotional learning (SEL) competencies (i.e., responsible decision-making, social awareness, self-management, self-awareness, and social relationship) and problematic Internet use (PIU) among 1141 11th grade high school students from Southwest China. Through comparing the latent means of PIU across students with different demographic background (i.e., gender, social-economic status, left-behind status), the study found that male students endorsed higher levels of overall PIU and more problematic time management with Internet use than female students. No latent PIU mean differences were observed across family income and students’ left-behind status. Using structural equation modeling (SEM) while controlling for demographic factors, overall SEL competencies were found to have a significantly negative association with PIU. Meanwhile, all five SEL domains were also negatively associated with students’ PIU. The findings imply the importance of fostering SEL competencies in preventing PIU among Chinese adolescents. The study provides important practical implications for informing school-based SEL competencies programs for PIU prevention among Chinese youths.
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Affiliation(s)
- Chun Chen
- Department of Counseling, Clinical, and School Psychology, University of California Santa Barbara, Santa Barbara, CA 93106, USA;
| | - Chunyan Yang
- Graduate School of Education, University of California Berkeley, Berkeley, CA 94720, USA
- Correspondence:
| | - Qian Nie
- Faculty of Psychology, Southwest University, Chongqing 400715, China;
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