The current study aimed to highlight the factors that may influence teachers' psychological resistance to digital technologies in entrepreneurship and business schools. Theoretically grounded in the diffusion of innovations theory and the theory of planned behavior, the current research investigates teachers' psychological resistance to digital innovation, school culture and climate, and moderation of teacher attitudes toward educational technologies. A cross-sectional field survey of 600 business and entrepreneurship school teachers was conducted in Jordan. In this study, partial least square-structural (...) equation modeling was used to assess the variables' “direct and moderating impacts” using the Smart PLS software 3.0. According to the results, school culture and school innovation climate had a considerable positive impact on teachers' resistance to digital innovation. Additionally, teachers' attitudes toward educational technologies moderated the relationship between study constructs in the framework. The study is a significant advance to the literature related to entrepreneurship, business education, and digital innovation. Several key policy insights and recommendations for further research, as well as theoretical and practical implications, are suggested. (shrink)

The study aims to help primary and secondary school students develop a good habit of physical exercise by exploring the current situation of physical exercise of primary and secondary school students and analyzing the factors affecting their physical exercise. Then, intervention strategies are figured out for different groups of students and help them develop a good habit of physical exercise. From the perspective of educational psychology and parents’ entrepreneurship education, the research on the physical exercise of primary (...) and secondary school students is conducted by a questionnaire survey, mathematical statistics and literature review. A total of 280 students from five schools in Tianjin are selected as the research subjects, and the current situation of students’ physical exercise in these five schools is investigated. The results show that 40.5% of boys and 39.4% of girls can take physical exercise more than three times a week; 48.9% of the students do physical exercise for more than 30 mins each time; the students who usually take regular exercise at school account for 82.1%. The physical exercise that students always do is running, badminton and table tennis, which rank the top three among the sports they do. The students usually play basketball, volleyball, and football, and they rarely do the sports like swimming, Wushu, and aerobics. This result is closely related to the characteristics and places of primary and middle school students. The survey shows that the physical exercise awareness of most primary and secondary school students is correct; most students can participate in physical exercise, but few students can do it regularly; parents’ support, parents’ habits of doing exercise, and family’s spending on physical exercise have a significant impact on developing students’ habits of doing physical exercise. Based on the above, it is concluded that the primary and secondary stage is very important for students. Physical education teachers should follow the principle of teaching different students with different methods, enrich teaching materials, and improve teaching quality. The study provides a reference for the reform of PE to guide primary and middle school students to participate in sports activities, improving students’ physical quality. (shrink)

This narrative scoping review examines ethical practice in educational and school psychology from a bioecological systems’ perspective. A search of four databases yielded 34 articles in the final narrative synthesis. Informed by Bronfenbrenner and Morris’ bioecological systems theory, the ethical experiences of educational and school psychologists were analyzed using the concepts of Process, Person, Context and Time. The complexity, intensity and frequency of ethical dilemmas are reviewed in Process. The demand, resource, and force characteristics impacting on psychologists (...) as Person are reviewed. Within Context, studies identified dilemmas that arose for psychologists across systems. In Time, issues including implications of the Fourth Industrial Revolution on psychologists’ ethical practice with the emergence of Artificial Intelligence are examined. This paper demonstrates the synergies and the interrelated influences on psychologists’ ethical practices arising from a systematic review of their experiences and their professional training needs. (shrink)

This review study was conducted to describe how temperament is related to school readiness. The basic research question was whether there is any relationship between later school success and temperament in children and, if so, what characterizes it. A systematic search of databases and journals identified 27 papers that met the two criteria: temperament and school readiness. The analytical strategy followed the PRISMA method. The research confirmed the direct relationship between temperament and school readiness. There is (...) a statistically significant relationship between temperament and school readiness. Both positive and negative emotionality influence behavior (especially concentration), which is reflected in the approach to learning and school success. (shrink)

_The Budapest School of Psychoanalysis_ brings together a collection of expertly written pieces on the influence of the Budapest conception of analytic theory and practice on the evolution of psychoanalysis. It touches on major figures Sándor Ferenczi and Michael Balint whilst concurrently considering topics such as Ferenczi’s clinical diary, the study of trauma, the Confusion of Tongues paradigm, and Balint’s perspective on supervision. Further to this, the book highlights Jacques Lacan’s teaching of Ferenczi, which brings a fresh perspective to (...) a relatively unknown connection between them. The book highlights that the Hungarian analysts, influenced by Ferenczi, through their pioneering work developed a psychoanalytic paradigm which became an alternative to the Freudian tradition. That this paradigm has become recognised and admired in its own right underlines the need to clearly outline, as this book does, the historical context and the output of those who are writing and working in the tradition of the Budapest School. The contributions to this volume demonstrate the widespread and enduring influence of the Budapest School on contemporary psychoanalysis. The contributors are amongst the foremost in Budapest School scholarship and the insights they offer are at once profound as well as insightful. This book is an important read for those practitioners and students of psychoanalysis who wish for an insight into the early and developing years of the Budapest School of Psychoanalysis and its impact on contemporary clinical practice. (shrink)

This book provides an overview of behavioral decision theory and related research findings. In brief, behavioral decision theory is a general term for descriptive theories to explain the psychological knowledge related to decision-making behavior. It is called a theory, but actually it is a combination of various psychological theories, for which no axiomatic systems, such as the utility theory widely used in economics, have been established; it is often limited to qualitative knowledge. However, as suggested in the studies of H. (...) A. Simon, who won the Nobel Prize for Economics in 1978, and D. Kahneman, who won the prize in 2002, the psychological methodology and knowledge of behavioral decision theory have been applied widely in such fields as economics, business administration, and engineering, and are expected to become more useful in the future. This book explains various behavioral decision theories related to decision-making processes. Numerous models have been proposed to explain the psychological processes related to such a selection of decision strategies, and this book also introduces some new models that are useful to explain decision-making processes. The book concludes with speculation about the future of modern behavioral decision theories while referring to their relation to fields associated with neuroscience, such as neuroeconomics, that have been developed in recent years. In addition, each chapter includes a bibliography that can be referred to when studying more details related to behavioral decision theory. Reading this book requires no advanced expertise; nonetheless, an introductory knowledge of psychology, business administration, and economics, and approximately a high school graduate’s level of mathematics should facilitate the reader’s comprehension of the content. (shrink)

The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, (...) and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education. (shrink)

The purpose of the current study was to investigate the effects of COVID-19 on high school students' psychological symptoms and to understand how ready counselors and school counseling services are based on the data we have. Therefore, this research is designed under two different studies: Study 1: Effects of COVID-19 pandemic on students' psychological symptoms and Study 2: Views and expectations of students and school counselors about school counseling services. The first study was a quantitative study (...) and included 549 high school students. A structural equation model was created to examine the effects of COVID-19 pandemic on participants' psychological symptoms. The Impact of Event Scale-Revised scores showed that 107 individuals had a score of 50 and above pointing out that individuals in this group had severe impact of event/trauma symptomologies. The SEM analysis indicated that IES-R scores had a total effect of 0.79 on anxiety, 0.75 on depression, 0.74 on negative self-concept, 0.68 on somatization, and 0.66 on hostility scores. Furthermore, female students had significantly higher scores on anxiety, depression, negative self-concept, somatization, hostility, and impact of events variables than male students. Study 2 was a qualitative design and consisted of five school counselors and five students from different schools. The results indicated that students' difficulties during the coronavirus disease 2019 outbreak were educational, cognitive, emotional, physiological, relational, technological, and related to routines. Academic, social, emotional, and behavioral issues came to the fore among the difficulties that can be experienced if students start face-to-face education. On the other hand, the school counselors listed that family relations, personal–social, emotional, and academic themes were the difficulties experienced by the students at the beginning of the COVID-19. In addition, when COVID-19 started, the services offered by school counselors were discussed under services for the student, services for the family, and services for the teacher. Finally, according to the opinions of the school counselors, if students start face-to-face education, they may experience emotional, academic, and relational difficulties. In summary, it is vital that student personality services be prepared and implemented by school counseling services for schools based on the results. (shrink)

In this article we take off from critiques of psychological and school bullying typologies as creating problematic binary categories of bully and victim and neglecting sociocultural aspects of gender and sexuality. We review bullying research informed by Judith Butler’s theories of discursive performativity, which help us to understand how subjectification works through performative repetitions of heterosexual gender norms. We then build on these insights drawing on the feminist new materialist approach of Karen Barad’s posthuman performativity, which we argue enlarges (...) our scope of inquiry in profound ways. Barad’s theories suggest we move from psychological models of the inter-personal, and from Butlerian notions of discursive subjectification, to ideas of discursive-material intra-action to consider the more-thanhuman relationalities of bullying. Throughout the article, we demonstrate the approach using examples from qualitative research with teens in the UK and Australia, exploring nonhuman agentic matter such as space, objects and time as shaping the constitution of gender and sexual bullying events. Specifically we examine the discursive-material agential intraactions of skirts and hair through which ‘girl’ and ‘boy’ and ‘slut’ and ‘gay’ materialise in school spacetimematterings. In our conclusion we briefly suggest how the new materialism helps to shift the frame of attention and responses informing gendered intraactions in schools. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Folk Psychology and the Psychological Background of Scientific ReasoningHarald Walach (bio)Keywordstheory of psychology, theory of science, psychology of science, mind-body problem, folk psychology, scientific world viewSome protagonists of science who are still married to a positivist model of how science functions see science as the pure pursuit of knowledge, free of any preconceptions, free of any personal interest, yielding clear and ideally everlasting truths beckoning (...) humanity over from a superstition ridden dark age of beliefs and would-be knowledge toward the dawn of rational insights that allow for the bettering of mankind’s problems. Scientists have followed such an implicit model since Francis Bacon’s Novum Organon, and the most recent reverberations we hear in popular science books like The God Delusion by Dawkins (2006) or in more scientific ones on how an eliminative materialist account of mental events such as Patricia Churchland’s might work (Churchland 1986). Here, it is explicitly stated that our folk-psychological accounts such as “I love Emma,” or “I have a nasty back ache” is nothing but sloppy speaking and will soon be replaced by a more scientific account, once we know the interior workings of our brains, such as “Neuron assembly xyz in my nucleus abc in brain areas efg is firing” or “Fast A1 fibers are transmitting stimuli from my lumbar region to the brain, where they override endorphin- and enkephalin-mediated inhibiting pathways, enabling the pain network to go crazy.” It has been more than twenty years now since the publication of that somewhat futuristic account, and a whole decade of the brain and countless papers have taught us that we are very far, in fact light years away, from such knowledge as eliminative and even less eliminative materialists would have us gained by now, or in another twenty years from now.Folk psychology is well and alive, and even more vital than ever, it seems. People go about having their beliefs and ideas about God, the mind, the soul, the world, and human beings in general just as well, eliminative materialists and neuroscience notwithstanding. The data presented by Fahrenberg speak a clear language: Students of different disciplines, but most prominently psychology students, adhere mostly to a dualist—ontological or methodological—world view that allows for some substantiality of consciousness. They suppose that some transcendent reality is active and about, they assume that paranormal events such as spiritual and distant healing can [End Page 209] happen, that telepathy is an option, to name but the more prominent statements to be gleaned by Fahrenberg’s tables.Sure, these are students at the beginning of their career, as they come from school, some of them in their second year, some of them mature after having done some other training. They have had contact with the scientific world view mostly through their schooling and private reading, and, of course, through our folk culture. It would be extremely interesting to see a longitudinal study, surveying the same students after four years of studies. Will they then be more conformist with the mainstream scientific notion? Will they then have changed their initial belief systems? Will they have integrated and absorbed the knowledge they were taught into their private lives and worldviews, or will they have kept them apart from each other? We do not have the answer to these questions, and surely, a next step would be to follow a cohort of students, albeit small, through their journey as they progress.Meanwhile, we can all take ourselves as an example to follow this thought along as a gedan-kenexperiment. Did we allow the knowledge we absorbed from studying to permeate our whole private life? How did we deal with any cognitive dissonance arising from information coming out of our studies conflicting with our private belief systems? Did we throw away our personal beliefs or did we organize our lives in two compartments, one for our private life, and one for our scientific knowledge?Fahrenberg’s data are unique in the sense that nobody bothers about folk psychology, and these data are the only ones that actually tap into the belief systems of those that will become scientists, teachers, therapists and trainers... (shrink)

Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker’s collective self-esteem scale was adapted and validated for the Chilean educational context because (...) of its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated. Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students’ collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management. (shrink)

Ancient Greek thought saw the birth, in so-called Western philosophy, of the study now known as moral psychology. In its broadest sense, moral psychology encompasses the study of those aspects of human psychology relevant to our moral lives—desire, emotion, ethical knowledge, practical moral reasoning, and moral imagination—and their role in apprehending or responding to sources of value. This volume draws together contributions from leading international scholars in ancient philosophy, exploring central issues in the moral psychology of (...) Plato, Aristotle, and the Hellenistic schools. Through a series of papers and responses, these contributions challenge and develop interpretations of ancient views on topics from Socratic intellectualism to the nature of appetitive desires, from the role of pleasure and pain in virtue, to our capacities for memory, anticipation and choice, and their role in a flourishing human life. (shrink)

Major schools of thought in the 20th century agreed in repudiating metaphysical speculation, but the agreement was superficial, for what they repudiated as “metaphysical” was often one another. Whitehead’s defense of speculative philosophy as “productive of important knowledge” singled him out for scorn from all sides at the same time that it enabled him to move beyond dogmatic standoffs . Employing the same method of speculative generalization that led to the most celebrated theoretical discoveries of the 20th century, quantum theory (...) and special relativity, Whitehead sought to resolve the conflict between objectifying, causal explanations of the world and its inhabitants and the “folk” attitudes defended and elaborated by humanistic psychologies and philosophies. The result was his theory of the “dipolar actual occasion” as the fundamental unit of existence. Recent work by leading scientists continues this effort to elaborate a nonreductive monism that accounts for both meaning and causation. (shrink)

This title was first published in 2000. Drawing on exclusive interviews with Karl Popper, this book provides the first comprehensive examination of the educational implications of his philosophy. Critically exploring key elements of Popper's work, his theory of knowledge, psychology of learning and politics, Richard Bailey also extrapolates an approach to teaching and learning in schools and the wider community.

To investigate the effects of left-behind children’s empathy and coping styles on school adjustment, 605 left-behind children in the third grade from three rural elementary schools in Suzhou, Anhui Province were selected to complete the Chinese version of the Interpersonal Reaction Index Scale, the Coping Style Scale, and the School Adjustment Behavior Scale for Primary and Secondary School Students. The results showed that emotional empathy positively predicted children’s social competence, and negatively predicted children’s antisocial behavior; cognitive empathy (...) positively predicted children’s social competence; the role of positive coping styles mediated the relationship between cognitive empathy and social competence, and that between cognitive empathy and antisocial behavior; negative coping styles mediated the relationship between cognitive empathy and antisocial behavior; both positive and negative coping styles mediated the relationship between emotional empathy and social competence, and that between emotional empathy and antisocial behavior. The findings of the study are valuable for understanding the relationship between empathy and school adjustment, which also helps to enhance the school adjustment of left-behind children. (shrink)

To be an effective teacher, a combination of specific professional skills and psychological attributes are required. With increasingly fluid employment conditions, particularly in the international context, recruiters and schools are under considerable pressure to quickly differentiate candidates and make successful placements, which involves more than just determining if a candidate holds an appropriate qualification. Therefore, the aim of this cross-sectional study was to measure theoretically and empirically valuable psychological attributes in an international sample of schoolteachers to determine the most valuable (...) correlates of satisfaction and position duration. An international sample (N= 335) of elementary, middle and high school teachers completed an online survey to capture their workplace satisfaction, position duration and measure 15 psychological attributes using validated instruments. Linear associations were estimated using hierarchical regression with this analysis complemented and compared with follow-up non-linear neural network models. Using regression, lower agreeableness (less people-oriented) emerged as the strongest correlate of longer position duration throughout the cohort. In elementary school teachers, lower impulsivity and higher organizational commitment emerged as the strongest correlates of longer position duration. In high school teachers, better stress tolerance and higher organizational commitment emerged as the strongest correlates of longer position duration. Using neural networks to suggest predictive models, low levels of neuroticism and impulsivity were the strongest predictors of longer position duration in elementary school teachers. High stress tolerance also predicted high work satisfaction in elementary teachers, whereas it was lower impulsivity that most strongly predicted higher work satisfaction in high school teachers. Innovation tendencies, perhaps surprisingly, appeared as a consistent predictor of lower levels of workplace satisfaction across teaching levels. Honesty-humility also emerged as a predictor of shorter position duration, particularly for primary/elementary teachers scoring above the mean. Taken together the results suggest an interesting balancing act that needs to be struck between hiring people-oriented and innovative teachers who may be more effective and adaptable but also at greater risk of changing position, possibly due to an increased interest and ability to transition into new social environments. (shrink)

This article presents the basic achievements of the psychology of religion in the Lvov-Warsaw School of K. Twardowski, their developments and significance for the contemporary psychology of religion. Twardowski’s School existed parallel to other European psychological schools: the Würzburg School, founded by Oswald Külpe, and the Dorpat School of the Psychology of Religion, founded by Karl Girgensohn. The article presents two research trends in the psychology of religion resulting from Twardowski’s works, specifically (...) research on mental acts and religious beliefs with use of introspection and research in the field of cultural-historical psychology. The theory of acts and products, and the theory of cratism/power played crucial roles here. Psychological investigations into religious beliefs were also dominated by the psychological principle of contradiction, and the obtained results also seem to be important today. (shrink)

In the late fifteenth and early sixteenth centuries the University of Erfurt was one of the strongholds of the via moderna in Germany. The present article examines how this school's identity was manifested in discussions on the soul and its powers, engaged in by three Erfurtian philosophers: Johannes Carnificis de Lutrea, Jodocus Trutfetter and Bartholomaeus Arnoldi de Usingen. In the various forms of their expositions these authors reveal a rather uniform stance concerning doctrinal issues. Their positions are largely based (...) on the tradition of the via moderna going back to the early fifteenth century, and their argumentation is deeply bound to the problems arising from this school's position. Comparisons with concurrent Thomist and Scotist sources show that the Erfurtians describe the positions of other schools in an appropriate manner, although the arguments for and against these positions are often borrowed from the authorities of their own school rather than from contemporaneous discussion. (shrink)

Alexithymic traits, which entail finding it difficult to recognize and describe one’s own emotions, are linked with poor trait emotional intelligence and difficulties in identifying and managing stressors. There is evidence that alexithymia may have detrimental consequences for wellbeing and health, beginning in adolescence. In this cross-sectional study, we investigated the prevalence and incidence of alexithymia in teenage girls, testing the statistical power of TEI and student burnout to discriminate between high- and low-alexithymic subjects. A sample of 884 female high (...) school students attending three Italian academic-track high schools completed self-report measures of alexithymia, school burnout, and TEI. Main descriptive statistics and correlational analysis preceded the discriminant analysis. The mean alexithymia scores suggest a high prevalence of alexithymia in female adolescents; as expected, this trait was negatively correlated with TEI and positively associated with school burnout. Participants with high vs. low alexithymia profiles were discriminated by a combination of TEI and burnout scores. High scores for the emotionality and self-control dimensions of TEI were strongly associated with membership of the low alexithymia group; high scores for the emotional exhaustion dimension of school burnout were indicative of membership of the high alexithymia group. These findings suggest crucial focuses for educational intervention: efforts to reduce the risk of emotional exhaustion and school burnout should especially concentrate on enhancing emotional awareness and self-control skills, both strongly associated with low levels of alexithymia. (shrink)

Recent literature have underlined the connections between children’s reading skills and capacity to create and use mental representations or mental images; furthermore data highlighted the involvement of visuospatial abilities both during math learning and during subsequent developmental phases in performing math tasks. The present research adopted a longitudinal design to assess whether the processes of mental imagery in preschoolers (ages 4–5 years) are predictive of mathematics skills, writing and reading, in the early years of primary school (ages 6–7 years). (...) The research lasted for two school years; in the first phase, the general group of participants consisted of 100 children, and although all participants agreed to be part of the research, in the second phase, there was a mortality rate of 30%. In order to measure school learning and mental imagery processes four batteries of tests were used. The mental imagery battery evaluated mental generation, inspection and transformation processes. Data underlined that the different aspects in which mental imagery processes are articulated are differently implied in some skills that constitute school learning. These findings emphasise the potential usefulness of a screening for mental imagery ability for schoolchildren to adopt effective measures to increase their mental imagery abilities. (shrink)

Psychobiological responses to music have been examined previously in various naturalistic settings in adults. Choir singing seems to be associated with positive psychobiological outcomes in adults. However, evidence on the effectiveness of singing in children and adolescents is sparse. The COVID-19 outbreak is significantly affecting society now and in the future, including how individuals engage with music. The COVID-19 pandemic is occurring at a time when virtual participation in musical experiences such as singing in a virtual choir has become more (...) prevalent. However, it remains unclear whether virtual singing leads to different responses in comparison with in-person singing. We evaluated the psychobiological effects of in-person choral singing in comparison with the effects of virtual choral singing in a naturalistic pilot within-subject study. A group of children and young adolescents from a school in Salzburg, Austria were recruited to take part in the study. Subjective measures were taken pre- and post-singing sessions once a week. Additionally, salivary biomarkers and quantity of social contacts were assessed pre- and post-singing sessions every second week. Psychological stability, self-esteem, emotional competences, and chronic stress levels were measured at the beginning of in-person singing as well as at the beginning and the end of the virtual singing. We observed a positive impact on mood after both in-person and virtual singing. Over time, in-person singing showed a pre-post decrease in salivary cortisol, while virtual singing showed a moderate increase. Moreover, a greater reduction in stress, positive change in calmness, and higher values of social contacts could be observed for the in-person setting compared to the virtual one. In addition, we observed positive changes in psychological stability, maladaptive emotional competences, chronic stress levels, hair cortisol, self-contingency and quality of life. Our preliminary findings suggest that group singing may provide benefits for children and adolescents. In-person singing in particular seems to have a stronger psychobiological effect. (shrink)

The object of the present article is to indicate where and how Gestalt psychology bears on the problems of the ethical philosopher. Unlike the other “schools” of psychology , Gestaltism has no obvious bearing on these problems; and yet, if we accept its fundamental tenet, it appears to carry important implications for ethical philosophy. This tenet concerns the primacy of totalities or wholes. I will begin with it, and then proceed to consider certain further principles of Gestalt which (...) are of interest to the moralist. (shrink)

BackgroundThe use of electronic nicotine delivery systems, also known as vaping, is becoming popular among young adults. Few studies have explored the psychological factors that predict ENDS use and susceptibility in young adults, in addition to known demographic predictors.MethodIn a cross-sectional survey design, 521 young adults, ages 18–25 from the United States, were recruited via Amazon’s Mechanical Turk in 2019, to answer an online survey measuring demographic characteristics and psychological characteristics related to mental health and the Big Five personality traits. (...) The survey also included measures of ENDS ever-use, current use, and susceptibility, which we predicted from the demographic and psychological measures using independent and multiple binary logistic regression analyses.ResultsOf those surveyed, 282 were ENDS ever-users, 93 were current ENDS users, and 61 were ENDS susceptible; 62 were current smokers. Demographically, young adults lower in adulthood socioeconomic-status, not pursuing education further than high school, and current smokers were more likely to be ENDS users. Psychologically, young adults higher in anxiety and lower in conscientiousness more likely to have ever-used ENDS. Lower conscientiousness further predicted current ENDS use and ENDS susceptibility.ConclusionIn this sample of MTurk workers, young adults with experience in vaping were more demographically and psychologically vulnerable than young adults with no experience in vaping. Young adults interested in vaping, but without prior experience, were less conscientious than their non-interested peers. Interventions to target vaping use should focus on economically disadvantaged young adults and those lower in conscientiousness. (shrink)

This timely, in-depth examination of the educational experiences and needs of mixed-race children focuses on the four contexts that primarily influence learning and development: the family, school, community, and society-at-large. The book provides foundational historical, social, political, and psychological information about mixed-race children and looks closely at their experiences in schools, their identity formation, and how schools can be made more supportive of their development and learning needs. Moving away from an essentialist discussion of mixed-race children, a wide variety (...) of research is included. Life and schooling experiences of mixed-raced individuals are profiled throughout the text. Rather than pigeonholing children into a neat box of descriptions or providing readymade prescriptions for educators, _Mixed-Race Youth and Schooling_ offers information and encourages teachers to critically reflect on how it is relevant to and helpful in their teaching/learning contexts. (shrink)

Background: This study examined the cyberbullying experience and coping manners of adolescents in urban Vietnam and explored the mediating effect of different support to the associations between cyberbullying and mental health issues.Methods: A cross-sectional study was performed on 484 students at four secondary schools. Cyberbullying experience, coping strategies, psychological problems, and family, peer, and teacher support were obtained. Structural equation modeling was utilized to determine the mediating effects of different support on associations between cyberbullying and psychological problems.Results: There were 11.6 (...) and 28.3% of students who reported that they experienced and observed at least one cyberbullying act in the last 3 months, respectively. Among the victims, only 48.2% tried to stop the perpetrators. Meanwhile, the majority of observers belonged to the “Intervene” group who tried to report cyberbullying acts or help victims. Family support was found to partially mediate associations between cyberbullying experience and observation with levels of psychological problems among adolescents.Conclusion: The 3-month rate of cyberbullying experience and observation among urban adolescents aged 11–14 was low. However, current coping strategies against cyberbullying were not sufficient. Family support is an important factor that should be considered for designing interventions to mitigating the impacts of cyberbullying on the mental health of adolescents. (shrink)

Schools are an essential part of students’ lives and can promote and facilitate their well-being. Although research on well-being among school-aged children and adolescents has distinguished subjective well-being from social well-being, very few studies examined student’s social well-being at school. SWS is understood as students’ valuation of the circumstances and functioning of their school. This framework posits that the context of the schools can shape students’ perception of feeling integrated and making significant contributions to their schools. However, (...) not much is known regarding the joint contribution of individual, family, and school characteristics to students’ SWS. This study analyzed these joint contributions in a nationally representative sample of 6,389 children and adolescents enrolled in 5th–11th grades. Findings show that being female and younger were individual predictors of SWS. Students’ satisfaction with their family and fewer changes of schools were also significant contributors. When students’ perceptions of their schools were incorporated, the individual and family characteristics decreased or lost significance. In the full model, the highest contribution to SWS was explained by the school-level aggregated perception of school climate. These findings call for integrated policies and practices to foster students’ sense of belonging, feeling integrated, and contribution to their schools, with a focus on school-level interventions to improve SWS through positive and engaging school climates that foster students’ sense of agency. (shrink)

This study aims to reveal high school students’ perceptions of COVID-19 and schools in the pandemic process through metaphors. In the study, phenomenology research design based on the qualitative research method was used. The study was carried out with the participation of 134 students at all grade levels from high school. The data were analyzed by content analysis. The metaphors were categorized according to their similarities, and their frequency values were calculated. Seventy-six metaphors and eight categories about COVID-19 (...) were reached, and “flu,” “prison,” and “snake” are the metaphors that have the highest frequency values. They explained the metaphors by making associations with the disease, fast-spreading and damaging things. In the COVID-19 process, 78 metaphors and eight categories were found out for the school. Based on the metaphors created by the students, suggestions were made depending on the research results. It was determined that students had negative perceptions about the COVID-19 pandemic and the school in this process, and it was suggested that this could be eliminated again with educational activities. (shrink)

This study validated the school psychological capital scale in the Chinese context and examined the predictive effect of PsyCap resources on academic engagement and achievement emotions. Self-report data for PsyCap resources, student engagement, enjoyment, anxiety, and boredom toward English learning were collected from 1,000 sophomores. Item-level analyses and confirmatory factor analysis were used to verify the validity of the school PsyCap scale, and structural equation modeling was applied to reveal the predictive effect of school PsyCap resources on (...) academic engagement and achievement emotions. Results showed that the school PsyCap scale retained superior psychometric properties. Besides, PsyCap resources were demonstrated to have a positive relationship to academic engagement and enjoyment, and a negative relationship to anxiety and boredom. The effectiveness of the school PsyCap scale was verified among Chinese college students, and besides the traditional predictors, school PsyCap is also critically important for students’ academic engagement and achievement emotions. Limitations and implications are discussed. (shrink)

Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, dentists, doctors, journalists, nurses, school (...) teachers, athletes, and veterinarians. Each chapter begins with the research base of the cognitive-developmental approach--especially linked to Kohlberg and Rest's Defining Issues Test. Finally, the book summarizes recent research on the following issues: * moral judgment scores within and between professions, * pre- and post-test evaluations of ethics education programs, * moral judgment and moral behavior, * models of professional ethicseducation, and * models for developing new assessment tools. Researchers in different professional fields investigate different questions, develop different research strategies, and report different findings. Typically researchers of one professional field are not aware of research in other fields. An important aim of the present book is to bring this diverse research together so that cross-fertilization can occur and ideas from one field can transfer to another. (shrink)

Learning burnout is an important indicator that reflects an individual’s learning state. Understanding the influencing factors and mechanism of learning burnout of medical students has practical significance for improving their mental health. This study aimed to explore the mediating roles of school identity and collective self-esteem between school psychological environment and learning burnout in medical students. A total of 2,031 medical students were surveyed using the School Psychological Environment Questionnaire, School Identity Questionnaire, Collective Self-esteem Scale, and (...) Learning Burnout Scale. The results showed the following: school psychological environment had a negative effect on learning burnout among medical students, and school identity and collective self-esteem played significant mediating roles between school psychological environment and learning burnout [95% CI = ]. Specifically, there were three paths that school psychological environment and learning burnout: first, through the independent mediating role of school identity; second, through the independent mediating role of collective self-esteem; and third, through the chain mediating roles of school identity and collective self-esteem. The findings reveal that school psychological environment not only directly influences the learning burnout of medical students but also indirectly influences it through school identity and collective self-esteem. Thus, this study has some important implications for prevention and intervention of learning burnout among medical students. (shrink)

More and more studies and research have found a positive relationship between the participation of young people in altruistic activities and helping others, but it is interesting to discover a relationship of that personal and vocational satisfaction in the preparation and training in a profession as important to society as teaching. For students who begin university studies related to teaching, their psychological well-being and motivation towards this activity are very relevant aspects to consider. The access to and attainment of a (...) University Degree with a great vocational character, such as that of Pre-School Teacher or Primary Education Teacher, can benefit the students who will be in charge. These future educational professionals will have adequate motivation and maintain a psychological well-being that, in short, will favour their personal balance and will impact their future students. This research aims to analyse the degree of psychological well-being and its relationship with the motivation towards starting the teaching career. A sample of 233 students and students aged between 17 or 19 years of age who are beginning university studies at the School of Education of Ciudad Real was selected. All participants are enrolled in the first year of the Degree in Pre-school and Primary Education. The relationship between the psychological well-being of the students and their motivation towards attaining a professional teaching career was analysed. Other variables such as age or sex were also taken into account. A quantitative study was carried out and the Ryff Psychological Welfare Scale and the Intrinsic Motivation Questionnaire (IMI) were used. Once the results were analysed, it was observed that there is a positive correlation between the perception of psychological well-being that the participants have and their motivation towards the beginning of university studies, whose professional focus is mainly direct teaching with the students of the early stages of Pre-school and Primary Education. There are also some significant differences, considering the age and sex of the participants. The vocational character of university preparation for the teaching profession may determine that students who begin their Degree studies have an important motivation towards the performance of their professional future. (shrink)