Journal Description
European Journal of Investigation in Health, Psychology and Education
European Journal of Investigation in Health, Psychology and Education
is a peer-reviewed, scientific journal that publishes original articles and systematic reviews or meta-analyses related to research on human development throughout the life cycle. The journal is owned by the University Association of Education and Psychology (previously published under the print ISSN 2174-8144) and is published monthly online by MDPI (since Volume 10, Issue 1 - 2020).
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, ESCI (Web of Science), PMC, PubMed, and other databases.
- Journal Rank: JCR - Q1 (Psychology, Clinical) / CiteScore - Q2 (Clinical Psychology)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 28.4 days after submission; acceptance to publication is undertaken in 2.9 days (median values for papers published in this journal in the first half of 2024).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Impact Factor:
3.0 (2023);
5-Year Impact Factor:
2.8 (2023)
Latest Articles
Values Scale for Positive Youth Development in Sport
Eur. J. Investig. Health Psychol. Educ. 2024, 14(10), 2657-2670; https://doi.org/10.3390/ejihpe14100175 - 25 Sep 2024
Abstract
Adolescence is a period of special significance for the development of personal and social values. Positive adolescent development (PYD) can be an ideal perspective from which to promote values in young people through their sports practice. The aim of the study was to
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Adolescence is a period of special significance for the development of personal and social values. Positive adolescent development (PYD) can be an ideal perspective from which to promote values in young people through their sports practice. The aim of the study was to adapt and analyse the measurement properties of the Values Scale for Positive Youth Development for use in the context of sport in young athletes. A total of 599 adolescents, competitors of different sports modalities, participated in the study. Confirmatory factor analysis and reliability and invariance analyses were performed. The results confirmed a good model fit, with adjustment indexes (CFI, GFI and AGFI) above 0.90 and error (RMSEA and SRMR) below 0.08. The factor loadings above 0.50 were obtained for all items. Adequate reliability of the scales was also confirmed, between 0.72 and 0.89, and gender, age and sport invariance were confirmed. In conclusion, the analysed scale is a valid and reliable instrument with adequate psychometric properties, which makes it an appropriate assessment tool to be used in sports contexts, based on the positive adolescent development approach.
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Open AccessArticle
Unlocking Success in Counseling: How Personality Traits Moderates Its Effectiveness
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Alexandro Fortunato, Silvia Andreassi, Costanza Franchini, Gaetano Maria Sciabica, Mara Morelli, Antonio Chirumbolo and Anna Maria Speranza
Eur. J. Investig. Health Psychol. Educ. 2024, 14(10), 2642-2656; https://doi.org/10.3390/ejihpe14100174 - 24 Sep 2024
Abstract
Psychological distress is widespread among university students, with depression being notably more prevalent compared to the general population. University counseling services are crucial for addressing these mental health challenges, and numerous studies have demonstrated their effectiveness in reducing psychological distress and improving overall
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Psychological distress is widespread among university students, with depression being notably more prevalent compared to the general population. University counseling services are crucial for addressing these mental health challenges, and numerous studies have demonstrated their effectiveness in reducing psychological distress and improving overall well-being. However, there is limited research on what factors predict the success of university counseling. This study aims to evaluate whether counseling improves well-being, specifically by reducing depressive symptoms, and to explore whether personality traits influence counseling outcomes. Participants included 125 Italian university students (64.8% female, mean age = 22.69; SD = 3.04) who utilized counseling services. They completed a socio-demographic questionnaire, the Beck Depression Inventory-II (BDI-II), and the Personality Inventory for DSM-5-TR (PID-5-TR) at three points: immediately after the intake interview (T0), just before the intervention (T1), and after the fourth session (T2). Linear mixed models were used to analyze changes in depression levels, revealing a significant reduction in depressive symptoms from pre- to post-intervention. Among personality traits, only antagonism showed a significant interaction with time. Additionally, higher detachment scores were associated with higher depression levels. These findings emphasize the need for focused attention on students’ emotional issues and suggest that personality traits may influence the effectiveness of counseling.
Full article
(This article belongs to the Special Issue Personality and Developmental Changes across the Life Span: Predictors, Assessment, and Impact)
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Open AccessArticle
Vulnerable Narcissism and Emotion Dysregulation as Mediators in the Link between Childhood Emotional Abuse and Binge Watching
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Valeria Verrastro, Danilo Calaresi, Fiorenza Giordano and Valeria Saladino
Eur. J. Investig. Health Psychol. Educ. 2024, 14(10), 2628-2641; https://doi.org/10.3390/ejihpe14100173 - 24 Sep 2024
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Individuals who have faced childhood emotional abuse (CEA) may develop vulnerable narcissistic tendencies and experience difficulties in regulating their emotions. These psychological vulnerabilities can contribute to the adoption of binge watching as a maladaptive coping mechanism. The present study aimed to investigate the
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Individuals who have faced childhood emotional abuse (CEA) may develop vulnerable narcissistic tendencies and experience difficulties in regulating their emotions. These psychological vulnerabilities can contribute to the adoption of binge watching as a maladaptive coping mechanism. The present study aimed to investigate the potential mediating role of vulnerable narcissism and emotion dysregulation in the relationship between CEA and binge watching. Additionally, this study examined whether this model was gender-invariant. A sample of 1082 emerging adults, aged 18 to 25 (50% women), completed self-report questionnaires. The results revealed significant direct and indirect relationships among all the variables of interest, and the model was found to be invariant across genders. Notably, both men and women who experienced CEA and exhibited higher levels of vulnerable narcissism and emotion dysregulation reported engaging in higher levels of binge watching. These findings highlight the importance of the early identification of CEA, the implementation of targeted interventions, and the provision of trauma-informed care to address the negative consequences of CEA and mitigate the development of binge-watching behaviors. Moreover, the results emphasize the need for tailored prevention and intervention programs that address vulnerable narcissism and emotion dysregulation as potential pathways to inform effective therapeutic strategies.
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Open AccessArticle
The Association between Hyperactivity and Suicidal Behavior and Attempts among Children Referred from Emergency Departments
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Oren Shahnovsky, Alan Apter and Shira Barzilay
Eur. J. Investig. Health Psychol. Educ. 2024, 14(10), 2616-2627; https://doi.org/10.3390/ejihpe14100172 - 24 Sep 2024
Abstract
The global prevalence of suicidal behaviors in children is rising, with attention-deficit hyperactivity disorder (ADHD) proposed as a contributing factor. This study examines the association between ADHD facets (hyperactivity and inattention) and suicidal behavior and attempts in children. Additionally, it seeks to compare
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The global prevalence of suicidal behaviors in children is rising, with attention-deficit hyperactivity disorder (ADHD) proposed as a contributing factor. This study examines the association between ADHD facets (hyperactivity and inattention) and suicidal behavior and attempts in children. Additionally, it seeks to compare self-reported ADHD symptoms and suicide-related incidents with parental reports. A cohort of 71 children referred from emergency departments due to suicidal thoughts and behaviors completed self- and parental report questionnaires. The results revealed that elevated hyperactivity scores, surpassing the ADHD diagnosis threshold, were significantly associated with increased rates of suicidal behavior. Hyperactivity demonstrated a stronger association with lifetime suicide attempts compared to inattention. Moreover, children’s self-reported ADHD symptoms exhibited a stronger correlation with suicide attempts than parental reports. This study highlights the critical role of hyperactivity in understanding suicidal behaviors among children with ADHD. It underscores the importance of considering hyperactivity-related symptoms in assessment and treatment approaches for suicidal behavior in this population.
Full article
(This article belongs to the Collection Research in Clinical and Health Contexts)
Open AccessArticle
Exploring the Lived Experiences of Home-Educating Families with Young Children in the UK: The Untold Stories
by
Kaili C. Zhang and Lindsay Gibson
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2598-2615; https://doi.org/10.3390/ejihpe14090171 - 23 Sep 2024
Abstract
Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of
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Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families’ experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children’s social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.
Full article
(This article belongs to the Topic Diversity, Identity, and Inclusion in Education, Health, and Work: Ensuring No One Is Left Behind)
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Open AccessArticle
Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning
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Liangliang Xia, Lianghui Wang and Changqin Huang
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2580-2597; https://doi.org/10.3390/ejihpe14090170 - 21 Sep 2024
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Previous studies have focused on the design of video lectures to improve students’ social presence by enhancing instructor presence for learners in lecture-based online courses; however, there has been limited emphasis on the peer presence in which learning from video lectures takes place.
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Previous studies have focused on the design of video lectures to improve students’ social presence by enhancing instructor presence for learners in lecture-based online courses; however, there has been limited emphasis on the peer presence in which learning from video lectures takes place. This study’s first objective is to develop a social presence (SP)-based teaching strategy to design online learning activities aimed at improving students’ social presence by providing social clues about peer presence and encouraging peer communication. The second objective is to compare students’ social presence, social interaction, and academic performance from lecture-based online learning supported by either a conventional teaching strategy or an SP-based teaching strategy. Using a quasi-experiment, we selected 81 Chinese university students to participate in a ten-week online course. The participants were randomly assigned to either an experimental group (EG) (N = 43) or a control group (CG) (N = 38). This study revealed that the SP-based strategy enhanced EG members’ social presence in online learning and that EG members achieved better academic performance than CG members. A significant correlation was found between the EG members’ academic performance and their social presence. The researchers also identified more concentrated social network sociograms with more cohesive subgroups in the EG members’ online interactions. The results indicate the necessity of applying an SP-based teaching strategy in lecture-based online courses to promote students’ social presence, social interaction, and academic performance.
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Open AccessArticle
Factors That Affect the Acceptance of Educational AI Tools by Greek Teachers—A Structural Equation Modelling Study
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Katerina Velli and Kostas Zafiropoulos
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2560-2579; https://doi.org/10.3390/ejihpe14090169 - 21 Sep 2024
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The discussion around integrating AI technologies into educational practice is current among scholars and in sociopolitical circles. This study examines the factors influencing teachers’ acceptance of educational AI tool (EAIT) use, aiming to inform the development of a pedagogical framework for the responsible
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The discussion around integrating AI technologies into educational practice is current among scholars and in sociopolitical circles. This study examines the factors influencing teachers’ acceptance of educational AI tool (EAIT) use, aiming to inform the development of a pedagogical framework for the responsible integration of AI tools in education. A conceptual model was developed by amalgamating constructs of TAM (perceived usefulness and perceived ease of use) and UTAUT (social influence and facilitating conditions) while integrating the variables of perceived trust and personal innovativeness and considering the impact of teachers’ pedagogical beliefs. A total of 342 Greek teachers participated in the quantitative survey conducted. The proposed model was evaluated using partial least squares structural equation modelling (PLS-SEM). The findings illuminated perceived usefulness as the most significant predictor of teachers’ behavioural intention to use EAIT. The research also revealed that social influence and personal innovativeness exert considerable influence. While constructivist pedagogical beliefs were found to have no direct impact on EAIT acceptance, the results indicated that educators who embrace those teaching methods exhibit a high propensity to perceive EAIT as useful and trustworthy. Furthermore, the study’s analysis demonstrated that trust had a significantly positive effect on usefulness, and innovativeness influences positively and significantly both usefulness and ease of use.
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Open AccessArticle
Measuring Anxiety in Autistic Children: Assessing the Validity of the Anxiety Scale for Children with Autism Spectrum Disorder
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Keira Goulding, Linda Campbell and Emily Freeman
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2542-2559; https://doi.org/10.3390/ejihpe14090168 - 20 Sep 2024
Abstract
The present study assessed the validity of one of the first autism-specific anxiety measures, the Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD), and compared its ability to predict parent-reported clinical anxiety to a ‘traditional’ anxiety measure, the Spence Children’s Anxiety Scale
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The present study assessed the validity of one of the first autism-specific anxiety measures, the Anxiety Scale for Children with Autism Spectrum Disorder (ASC-ASD), and compared its ability to predict parent-reported clinical anxiety to a ‘traditional’ anxiety measure, the Spence Children’s Anxiety Scale (SCAS). Whether the inclusion of the child form for each measure improved the predictive ability of the parent forms was also examined. Eighty-seven parents of autistic children, aged 8–12 years, completed the ASC-ASD, the SCAS, and the Social Communication Questionnaire (SCQ), a screener for autism characteristics. Of these parents, 56 had their child complete the ASC-ASD and SCAS. The children with a reported anxiety diagnosis were rated significantly higher by their parents on both the SCAS and the ASC-ASD compared to the non-anxious children. Pearson’s correlation coefficients indicated that the ASC-ASD had good divergent and convergent validity, as demonstrated by a poor, non-significant correlation with the SCQ and a strong, significant correlation with the SCAS. Regression analyses indicated that while the ASC-ASD was a significant predictor of parent-reported clinical anxiety in autistic children, the SCAS was not. Neither model was improved with the inclusion of the respective child form. This study is the first to demonstrate the ability of the ASC-ASD to predict child clinical anxiety disorder status and adds to the growing body of evidence for the validity of this measure. The findings also suggest that parent reports of anxiety may be sufficient to identify autistic children warranting further clinical investigation of anxiety in this age group.
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Open AccessFeature PaperArticle
Mentalized Affectivity, Helicopter Parenting, and Psychopathological Risk in Emerging Adults: A Network Analysis
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Gianluca Cruciani, Andrea Fontana, Ilaria Maria Antonietta Benzi, Lucia Sideli, Laura Antonia Lucia Parolin, Laura Muzi and Nicola Carone
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2523-2541; https://doi.org/10.3390/ejihpe14090167 - 18 Sep 2024
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Emerging adulthood represents a critical stage characterized by heightened risks for anxiety, depression, and somatization symptoms development. Research has shown that difficulties in emotional identification, expression, and processing, as well as dysfunctional parenting styles, may exacerbate symptoms in emerging adults. The present study
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Emerging adulthood represents a critical stage characterized by heightened risks for anxiety, depression, and somatization symptoms development. Research has shown that difficulties in emotional identification, expression, and processing, as well as dysfunctional parenting styles, may exacerbate symptoms in emerging adults. The present study aimed at examining the interplay between mentalized affectivity (i.e., emotional identification, processing, and expression), helicopter parenting, and psychopathological risk in 913 Italian cisgender emerging adults (M = 24.34, SD = 2.81; 71.20% assigned female at birth), using network analysis. The results indicated moderate to strong associations between psychopathological symptoms, with emotional processing difficulties significantly associated with general anxiety, depression, and, to a lesser extent, somatization. Additionally, increased degrees of helicopter parenting from mothers were linked to increased psychopathology and higher emotional processing difficulties. These findings emphasize the importance of addressing the interconnection between symptoms and emotional processing to prevent and treat psychopathological risks in emerging adults. Moreover, interventions targeting intrusive and overprotecting parenting behaviors may promote well-being among emerging adults.
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Open AccessFeature PaperArticle
Parents’ and Children’s Emotional Well-Being and Language Beliefs in Heritage Bilingual Families
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Paola Bonifacci, Claudia Borghetti and Martina Cangelosi
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2509-2522; https://doi.org/10.3390/ejihpe14090166 - 5 Sep 2024
Abstract
The present study aimed to examine how parents’ psychological characteristics and positive beliefs about multilingualism predict children’s emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing
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The present study aimed to examine how parents’ psychological characteristics and positive beliefs about multilingualism predict children’s emotional well-being in 51 multilingual families with an immigrant background. Parents were interviewed to assess their beliefs about multilingualism and completed a battery of questionnaires assessing depression, anxiety, psychological distress, parental competence, quality of life, and acculturative stress. They also completed the Strengths and Difficulties Questionnaire (SDQ), which assessed their children’s socio-emotional and behavioral characteristics. The results from regression analyses showed that parents’ depressive symptoms were significant concurrent predictors of children’s conduct problems. In contrast, higher acculturation stress was associated with more emotional problems and better prosociality in children, although the stronger predictor for the latter variable was parents’ self-efficacy. Positive beliefs about bilingualism were not related to children’s well-being. The discussion highlights the importance of targeting parents’ depressive traits and acculturation stress as possible risk factors for children’s emotional and behavioral problems. Conversely, fostering parental self-efficacy may promote children’s prosociality.
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(This article belongs to the Special Issue Disparities in Mental Health and Well-Being)
Open AccessSystematic Review
Pedagogic Strategies and Contents in Medical Writing/Publishing Education: A Comprehensive Systematic Survey
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Behrooz Astaneh, Ream Abdullah, Vala Astaneh, Sana Gupta, Romina Brignardello-Petersen, Mitchell A. H. Levine and Gordon Guaytt
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2491-2508; https://doi.org/10.3390/ejihpe14090165 - 2 Sep 2024
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Workshops or training sessions on medical writing and publishing exist worldwide. We aimed to evaluate published articles about such workshops and examine both the content and teaching strategies employed. We searched ISI Web of Science, Ovid EMBASE, ERIC, Ovid Medline, and the grey
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Workshops or training sessions on medical writing and publishing exist worldwide. We aimed to evaluate published articles about such workshops and examine both the content and teaching strategies employed. We searched ISI Web of Science, Ovid EMBASE, ERIC, Ovid Medline, and the grey literature. We considered no language, geographical location, or time period limitations. We included randomized controlled trials, before–after studies, surveys, cohort studies, and program evaluation and development studies. We descriptively reported the results. Out of 222 articles that underwent a full-text review, 30 were deemed eligible. The educational sessions were sporadic, with researchers often developing their own content and methods. Fifteen articles reported teaching the standard structure of medical articles, ten articles reported on teaching optimal English language use for writing articles, nine articles discussed publication ethics issues, and three articles discussed publication strategies to enhance the chance of publication. Most reports lacked in-depth descriptions of the content and strategies used, and the approach to those topics was relatively superficial. Existing workshops have covered topics such as the standard structure of articles, publication ethics, techniques for improving publication rates, and how to use the English language. However, many other topics are left uncovered. The reports and practice of academic-teaching courses should be improved.
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Open AccessArticle
Exploring the Components of Multicultural Competence among Pre-Service Teacher Students in Thailand: An Approach Utilizing Confirmatory Factor Analysis
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Bovornpot Choompunuch, Khanika Kamdee and Prakittiya Taksino
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2476-2490; https://doi.org/10.3390/ejihpe14090164 - 29 Aug 2024
Abstract
The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was
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The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ2 = 30.902, df = 21, p-value = 0.0753, χ2/df = 1.472; root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker–Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.
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(This article belongs to the Topic Diversity Competence and Social Inequalities)
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Open AccessArticle
Adherence to CPAP Therapy in Obstructive Sleep Apnea: A Prospective Study on Quality of Life and Determinants of Use
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Karla Milinovic, Ivana Pavlinac Dodig, Linda Lusic Kalcina, Renata Pecotic, Natalija Ivkovic, Maja Valic and Zoran Dogas
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2463-2475; https://doi.org/10.3390/ejihpe14090163 - 27 Aug 2024
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Obstructive sleep apnea (OSA) often goes unrecognized despite common symptoms, such as excessive daytime sleepiness, fatigue, and impaired quality of life (QoL). Continuous positive airway pressure (CPAP) is the gold standard treatment for OSA, but optimal daily usage and time needed for observable
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Obstructive sleep apnea (OSA) often goes unrecognized despite common symptoms, such as excessive daytime sleepiness, fatigue, and impaired quality of life (QoL). Continuous positive airway pressure (CPAP) is the gold standard treatment for OSA, but optimal daily usage and time needed for observable effects remain unclear. This study aimed to investigate the short-term effects of CPAP on daytime sleepiness and QoL in patients with severe OSA. Medical records were collected from 87 patients with severe OSA who initiated CPAP therapy. Also, validated questionnaires were used before and after one month of CPAP to analyze QoL—the Calgary Sleep Apnea Quality of Life Index (SAQLI), the Cues to CPAP Use Questionnaire (CCUQ), and daytime sleepiness—the Epworth Sleepiness Scale (ESS). Multiple regression analysis was conducted to identify predictors of CPAP usage. Of the total participants aged 55.6 ± 12.5, 77% were males, and 62% were CPAP adherent. Reductions in daytime sleepiness (ESS) were noted, as well as improvements in both overall QoL (SAQLI) and specifically in the domains of daily functioning, social interactions, emotional well-being, and symptom perception. Important cues for CPAP usage recognized by patients were physicians’ instructions and physicians’ concern regarding their patients’ condition. Furthermore, multiple regression revealed higher SAQLI scores and lower ESS scores as positive predictors of CPAP usage, along with lower AHI after one month of CPAP being associated with sufficient adherence.
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Open AccessArticle
The Impact of Using Digital Video Recordings by Prospective Teachers on Their Technological Pedagogical Content Knowledge
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Shaheen Shayeb and Wajeeh Daher
Eur. J. Investig. Health Psychol. Educ. 2024, 14(9), 2445-2462; https://doi.org/10.3390/ejihpe14090162 - 25 Aug 2024
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Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK,
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Analyzing digital video recordings (DVRs) is an effective instructional strategy for professionally preparing and developing prospective teachers. This study examines the impact of using DVRs among prospective teachers at Al-Qasimi College on their technological pedagogical content knowledge (TPACK) and its seven domains (TK, PK, CK, PCK, TCK, TPK, TPACK). The study was based on a mixed methodology approach, and the study sample included 70 prospective teachers who were distributed into an experimental group and a control group. Data were collected using the TPACK questionnaire and semi-structured interviews with 10 participants. The quantitative and qualitative results showed that prospective teachers in the experimental group significantly and positively impacted TPACK and its seven domains. The results of the study indicated that digital video recordings allowed prospective teachers to reflect and ponder on their teaching skills, content delivery, and the appropriate use of technology and its relevant tools in the educational process to identify strengths for development and weaknesses for improvement. Therefore, the results of the current study provide concrete evidence for the need to use DVRs as a promising educational approach in future professional preparation and to develop prospective teachers’ technological pedagogical content knowledge (TPACK).
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Open AccessArticle
Placebo Effects on the Enjoyment of Physical Activity and Performance among Kindergarten Children: A Randomized Controlled Trial
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Marlies Stopper, Albert Wabnegger and Anne Schienle
Eur. J. Investig. Health Psychol. Educ. 2024, 14(8), 2435-2444; https://doi.org/10.3390/ejihpe14080161 - 22 Aug 2024
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Studies with adults and school children have shown that placebos can enhance motivation and performance in physical activities. This study aimed to investigate whether similar effects are present in kindergarten-aged children. A total of 101 children (58 girls, 43 boys) aged 3 to
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Studies with adults and school children have shown that placebos can enhance motivation and performance in physical activities. This study aimed to investigate whether similar effects are present in kindergarten-aged children. A total of 101 children (58 girls, 43 boys) aged 3 to 6 years were randomly assigned to one of two groups that either received a deceptive placebo (DP: “magic potion”) or a nondeceptive placebo (NDP: “water”) to enhance physical abilities. Each child completed three tasks (sprinting; balancing: standing on a balance board; strength: using a handheld dynamometer) both with and without the placebo. The variables assessed included task performance, enjoyment, and expected and perceived placebo efficacy (measured with nonverbal pictorial rating scales). Results showed that both the DP and NDP increased speed. For strength, balance, and task enjoyment (which was very high), no placebo-induced changes were observed. Expected efficacy was higher for the DP; perceived efficacy did not differ between DP and NDP. In conclusion, reported outcome expectations indicated that kindergarten-aged children were already able to differentiate between the two types of placebos which exhibited positive effects concerning running performance. This encourages further research on using nondeceptive placebos to enhance physical activity, which is crucial for children’s overall health.
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Open AccessArticle
Effect of University Social Capital on Working Students’ Dropout Intentions: Insights from Estonia
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Mohammad Abu Sayed Toyon
Eur. J. Investig. Health Psychol. Educ. 2024, 14(8), 2417-2434; https://doi.org/10.3390/ejihpe14080160 - 19 Aug 2024
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This study investigates the role of social capital within the university context in retaining working students. It specifically examines the effects of university social capital factors—such as teacher–student relationships, peer networks, and support services—on the dropout intentions of working students, emphasizing the mediating
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This study investigates the role of social capital within the university context in retaining working students. It specifically examines the effects of university social capital factors—such as teacher–student relationships, peer networks, and support services—on the dropout intentions of working students, emphasizing the mediating role of employability trust. Using a sample of 1902 working students from the Eurostudent VII survey, this study employed factor analysis techniques and structural equation modeling to derive its findings. The results indicated that university social capital significantly reduces dropout intentions among working students. Strong teacher–student relationships, satisfaction with support services, robust peer networks, and high employability trust positively influence this social capital. There is a statistically significant negative association between teacher–student relationships, peer networks, employability trust, and dropout intentions. Furthermore, the findings reveal that without enhancing students’ employability trust, the effectiveness of support services might be limited. These findings not only contribute to the discourse on student retention and the development of university social capital but also provide practical insights for higher education strategies aimed at supporting working students.
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Open AccessArticle
Development of Internalizing Mental Health Symptoms from Early Childhood to Late Adolescence
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Ioannis G. Katsantonis
Eur. J. Investig. Health Psychol. Educ. 2024, 14(8), 2404-2416; https://doi.org/10.3390/ejihpe14080159 - 18 Aug 2024
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Children’s mental health symptoms’ development can be characterized by both continuity and discontinuity. However, existing studies ignore the potential discontinuity in children’s internalizing symptoms’ development. Hence, the current study examines continuous and discontinuous developmental trajectories using representative data from a sample of 2792
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Children’s mental health symptoms’ development can be characterized by both continuity and discontinuity. However, existing studies ignore the potential discontinuity in children’s internalizing symptoms’ development. Hence, the current study examines continuous and discontinuous developmental trajectories using representative data from a sample of 2792 children (49.10% females) from the Growing Up in Australia cohort assessed seven times (ages 4, 6, 8, 10, 12, 14, 16). Longitudinal measurement invariance analyses revealed that internalizing symptoms were comparable over time. Linear, quadratic, and piecewise latent growth curve models were deployed to estimate the trajectory of internalizing symptoms from early childhood to late adolescence. The analyses showed that internalizing symptoms were characterized by a quadratic-quadratic piecewise growth curve comprising two distinct phases of upward concave growth. Internalizing scores reduced steadily between ages 4 and 8 years but exhibited a slight upward curvature between ages 8 and 10 years. By age 14 years, the trajectory remained relatively stable but spiked between age 14 and 16 years. The two phases of internalizing symptoms’ development were largely unrelated. Overall, the study adds to the knowledge about the development of internalizing mental health from early childhood to late adolescence and highlights the need for additional support in late adolescence.
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Open AccessArticle
Social Anxiety among Middle-Aged Teachers in Secondary Education Schools
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Lihan Guo, Ratanaporn Awiphan, Tinakon Wongpakaran, Penkarn Kanjanarat and Danny Wedding
Eur. J. Investig. Health Psychol. Educ. 2024, 14(8), 2390-2403; https://doi.org/10.3390/ejihpe14080158 - 18 Aug 2024
Abstract
Background: This study aimed to investigate the prevalence of social anxiety symptoms (SASs) and its associated factors among middle-aged teachers in secondary education schools. Methods: A cross-sectional survey was conducted from December 2023 to March 2024 among 341 secondary education schoolteachers aged 45–59
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Background: This study aimed to investigate the prevalence of social anxiety symptoms (SASs) and its associated factors among middle-aged teachers in secondary education schools. Methods: A cross-sectional survey was conducted from December 2023 to March 2024 among 341 secondary education schoolteachers aged 45–59 in Chiang Mai, Thailand, involving an online survey. Effects of psychosocial variables on SASs were investigated, including attachment anxiety, attachment avoidance, neuroticism and extraversion personality traits, loneliness, perceived social stress, job burnout, and anxiety and depression. Multiple linear regression was used to identify predictors of SASs. Results: This study found that 98 out of 341 (28.7%) teachers presented SASs. Multiple linear regression analysis showed that marital status (β = 0.103, 95% CI [0.437, 3.404]), income (β = 0.087, 95% CI [0.049, 3.758]), extraversion (β = −0.179, 95% CI [−0.573, −0.198]), attachment anxiety (β = 0.165, 95% CI [0.106, 0.359]), attachment avoidance (β = 0.145, 95% CI [0.066, 0.243]), depression (β = 0.242, 95% CI [0.248, 0.862]), loneliness (β = 0.182, 95% CI [0.099, 0.580]), and perceived social stress (β = 0.235, 95% CI [0.131, 0.373]) were significant predictors of SASs, explaining 51.1% of the variance. Conclusion: This study discovered a relatively high prevalence of SASs among middle-aged secondary schoolteachers.
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(This article belongs to the Topic Exploring the Interplay of Psychology and Work-Related Health and Well-Being)
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Open AccessArticle
Affective Regulation and Trait Anger Personalities: The Buffering Effect of the Companion Animal Bond
by
Vincenzo Bochicchio, Cristiano Scandurra, Pasquale Dolce, Anna Scandurra, Maria Francesca Freda and Selene Mezzalira
Eur. J. Investig. Health Psychol. Educ. 2024, 14(8), 2377-2389; https://doi.org/10.3390/ejihpe14080157 - 18 Aug 2024
Abstract
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Emotional dysregulation involving anger can have severe consequences on the individual’s psychosocial and emotional functioning. This study aimed to investigate the role that the companion animal bond and the personality dimension of trait anger play in explaining affective dysregulation. A cross-sectional online survey
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Emotional dysregulation involving anger can have severe consequences on the individual’s psychosocial and emotional functioning. This study aimed to investigate the role that the companion animal bond and the personality dimension of trait anger play in explaining affective dysregulation. A cross-sectional online survey was administered to 365 participants. Using the PROCESS macro for SPSS, a moderated model was tested to analyze the hypothesis that affective dysregulation depends on trait anger and that the companion animal bond moderates the relationship between trait anger and affective dysregulation. The results showed that the effect of trait anger on affective dysregulation increases especially when the degree of bonding to an animal companion is low, suggesting that a strong bond to a companion animal may protect individuals with trait anger from the likelihood of experiencing affective regulation problems. The psychological, health-related, and educational implications of the current anthrozoological study include the potential of the human–animal bond in acting as a facilitator of adaptive affective regulation processes, which can reduce the levels of uncontrolled anger-related emotions and the subsequent risk of out-of-control behaviors.
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Open AccessArticle
Exploring Teacher Awareness of Artificial Intelligence in Education: A Case Study from Northern Cyprus
by
Ahmet Güneyli, Nazım Serkan Burgul, Sonay Dericioğlu, Nazan Cenkova, Sinem Becan, Şeyma Elif Şimşek and Hüseyin Güneralp
Eur. J. Investig. Health Psychol. Educ. 2024, 14(8), 2358-2376; https://doi.org/10.3390/ejihpe14080156 - 12 Aug 2024
Abstract
This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during
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This study investigates the level of awareness among teachers regarding the use of artificial intelligence (AI) in education, focusing on whether this awareness varies according to socio-demographic characteristics, access to technology, and specific knowledge and beliefs about AI. Conducted in Northern Cyprus during the 2023–2024 academic year, this study employed a survey model with purposive and snowball sampling methods, involving 164 teachers. Teachers at different levels, namely, primary school, secondary school, high school, and university, were included in this study. The “Artificial Intelligence Awareness Scale”, developed by Ferikoğlu and Akgün (2022), was used to measure AI awareness. Data normality was verified through skewness and kurtosis values, allowing for parametric statistical tests such as t-tests, one-way ANOVA, logistic regression, and chi-square analysis. This study explored the distribution of AI use across different school types and educational levels and assessed the impact of sub-dimensions of AI awareness on its application in teaching. Findings revealed no significant influence of teacher demographics (age, gender, education level, type of school, institution level, and monthly income) on AI awareness. However, usage patterns indicated that university lecturers were more likely to incorporate AI in their teaching, followed by primary and high school teachers, with secondary school teachers using it the least. A Multilayer Neural Network Analysis identified practical knowledge as the most critical factor influencing the use of AI in teaching (importance weight of 0.450), followed by beliefs and attitudes (0.298), relatability (0.148), and theoretical knowledge (0.104). These results highlight the importance of practical knowledge for fostering AI integration in educational practices, underscoring significant implications for teacher training and professional development programs.
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(This article belongs to the Special Issue Application of Artificial Intelligence in the Health Field or Education)
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