The Impact of Alexithymia on Emotional Self-Efficacy Among High School Students in Konya Province.

The objective of this study is to examine the effects of self-esteem, psychological well-being, emotional self-efficacy and affect balance variables on happiness. The participants of the study are 340 (female n= 213; male n= 109) university students from Turkey. Oxford Happiness Questionnaire-Short Form, Self-Liking/Self-Competence Scale, Flourishing Scale, Emotional Self-efficacy Scale, and Positive-Negative Events Scale were used as data acquisition tools in the study. The relationships between the variables were examined via path analysis. According to the analysis it was determined that there are positive and significant relationship between psychological well-being, emotional self-efficacy and affect balance; and that psychological well-being and affect balance have positive effects on self-esteem and happiness, emotional self-efficacy has a positive effect on self-esteem and that self-esteem has a positive effect on happiness (χ2= 1.84, df= 1, χ2/df= 1.8, GFI= .99, CFI= .99, NFI= .99, RFI= .95, IFI= .99, TLI= .98, RMSEA= .05). In addition, it was concluded that 46% of the total variance regarding self-esteem is explained by psychological well-being, emotional self-efficacy and affect balance. It was also concluded that psychological well-being, emotional self-efficacy, affect balance and self-esteem explain 51% of the total variance regarding happiness.

The evaluation of emotional labor and emotional self-efficacy on burnout among nurses

This cross-sectional study investigated relationships between suicide ideation, suicide behavior and emotional self-efficacy in a sample of high school adolescents in grades 9–12 with an age range of 12–18 (n = 3,836) in South Carolina. The hypothesis of the study proposed that low levels of emotional self-efficacy would be significantly associated with higher levels of suicide ideation and suicide attempts for study participants. A brief emotional self-efficacy scale was added to the CDC Youth Risk Behavior Survey to investigate associations with suicide ideation and suicide attempts. Unadjusted and adjusted logistic regression analysis and multivariate models constructed separately for sex and race were employed. Tobacco, alcohol, marijuana, and cocaine use; relationship violence; depressed mood; socioeconomic status; and weapon/gun access were included as covariates in the adjusted models. Nearly all suicide variables were significantly related to emotional self-efficacy in the unadjusted models for the four race/sex groups. In adjusted models, suicide ideation, planning a suicide attempt, attempting suicide and a suicide attempt resulting in injury were associated (α ≤ .05) with reduced emotional self-efficacy for black females. For white males, suicide ideation, attempting suicide and a suicide attempt resulting in injury were associated (α ≤ .05) with reduced emotional self-efficacy. Suicide ideation for black males was associated (α ≤ .05) with reduced emotional self-efficacy. No significant associations were established for white females. Results have implications for health services and suicide prevention programs for adolescents. Measures of emotional self-efficacy as a part of adolescent mental health assessments might be useful for field work, intervention, and program evaluation efforts.

Dysfunctional stress-coping styles may accelerate negative emotional self-efficacy in the mothers of preterm neonates. This study was conducted to determine the effect of applying problem-solving skills on stress-coping styles and emotional self-efficacy in mothers of preterm neonates. This randomized clinical trial was conducted from January 2020 to February 2021 in 4 neonatal intensive care units (NICU) of Mashhad, Iran. 60 mothers were selected using convenience sampling method and randomly assigned to control and intervention groups. The intervention group was divided into groups of 3-5 people to attend 6 sessions of at least 60 minutes held 3 times a week for two weeks and received training on problem-solving skills. The control group received routine care. Data were collected using demographic characteristic forms, problem-solving inventory, ways of Coping Questionnaire, and the emotional self-efficacy scale. The tools were initially filled out by both groups and re-completed at the end of the second week after the intervention and four weeks later. Data were analyzed using SPSS version 21 and the significance level of less than 0.05. Independent and paired t-test, Mann-Whitney, Chi-square, Fisher's exact test, repeated measures, and Bonferroni post hoc test were used. Analysis of variance with repeated measures showed that in the intervention group, there was an increase in the scores of problem-focused style (before: 37.9±6.3; immediately: 46.2±5.3; one month later: 47.5±5.6) (P<0.001), a decrease in scores of emotion-focused style (before: 44.0±6.9; immediately: 38.6±6.2; one month later: 38.0±4.4) (P<0.001), and an increase in mothers' emotional self-efficacy (before: 113.0±14.9; immediately: 130.3±10.6; one month later: 134.5±8.3) (P<0.001). Conclusion: Problem-solving skills are recommended to be used in NICU to empower mothers. Problem-solving skills are recommended to be used in NICU to empower mothers to adopt appropriate strategies for dealing with the situational stress of having a preterm neonate and to increase emotional self-efficacy.Trial Registration Number: IRCT20191211045696N1.

IntroductionUnderstanding the role of academic and emotional self-efficacy in the relationship between mindful attention awareness and academic self-regulation among university students can help enhance students’ academic performance and well-being by illuminating the psychological processes linking mindful attention awareness to academic self-regulation. Studies link mindfulness with self-regulation; however, whether academic and emotional self-efficacy mediates this correlation among students has yet to be studied.MethodsWe test a structural model to clarify these relations and their implications for academic performance. This study examined the relationship between mindful attention awareness and academic self-regulation, exploring the mediating roles of academic and emotional self-efficacy. Survey research has been used in the current study. The Mindful Attention Awareness Scale (MAAS), the Academic Self-Efficacy Scale (ASES), the Emotional Self-Efficacy Scale (ESES), and the Academic Self-Regulation Scale (ASRS) were administered with undergraduate students (n = 647), most were female (77.1%), aged between 18 and 24 (74.5%), and enrolled primarily in undergraduate programs (91.8%). Most participants were studying humanities and social sciences (56.9%) and resided in the Asian region (87.8%).ResultsThe results showed that academic self-efficacy positively affects self-planning, self-monitoring, self-instruction, and self-reaction. No significant relationship emerged between the self-evaluation subscale of academic self-regulation and academic self-efficacy. Mindful attention awareness did not show statistically significant correlation with emotional self-efficacy.DiscussionOur study results demonstrate that academic self-efficacy is a key construct linking mindfulness practices and academic self-regulation, but emotional self-efficacy did not mediate the relationship between mindfulness and academic self-regulation, highlighting the need for more rigorous research into its role in academic contexts.

Gastrointestinal symptoms are very common worldwide. This study aimed to examine the relationship between gastrointestinal system symptoms, psychological resilience, emotional self-efficacy, and healthy living behaviors in patients. The study was conducted in a training and research hospital in Türkiye with 258 patients who had experienced gastrointestinal symptoms and were scheduled for upper endoscopy and/or colonoscopy. The data were obtained by using an information form, the Brief Resilience Scale, the Emotional Self-Efficacy Scale, the Healthy Lifestyle Behaviors Scale, and the Gastrointestinal Symptom Rating Scale. A statistically positive and significant relationship was found between the Emotional Self-Efficacy Scale and the Healthy Lifestyle Behaviors Scale (r = 0.376; p < .05). It was determined that there was a statistically significant negative relationship between the mean Brief Resilience Scale and the Gastrointestinal Symptom Rating Scale scores (r = -0.150; p < .05). In addition, a positive and significant relationship was found between the mean Brief Resilience Scale and the Emotional Self-Efficacy Scale scores (r = 0.374; p < .05). Psychological factors and healthy living behaviors thus clearly affect gastrointestinal system symptoms. For this reason, it is thought that planning interventions to teach self-management through healthy living behaviors and promoting psychological resilience may reduce gastrointestinal system symptoms.

The study aimed to reveal the level of emotional self-efficacy, and to reveal the correlations between emotional self-efficacy, psychological resilience, and academic stress. The descriptive correlational methodology was used. The study sample consisted of (940) male and female students from Yarmouk University for the academic year 2022/2023; They were selected using the available method. The emotional self-efficacy scale, the psychological resilience scale, and the academic stress scale were applied after confirming their validity and reliability. The results of the study showed that there was a high level of emotional self-efficacy among Yarmouk University students, and the results showed that there was a positive and statistically significant correlation between emotional self-efficacy and its dimensions and psychological resilience and its dimensions, and that there was a negative and statistically significant correlation between emotional self-efficacy and its dimensions and academic pressures.

The aim of this study is to examine the relationship between emotional self-efficacy and positive values with a structural equation model. The research was conducted on 301 secondary school students. Emotional self-efficacy scale and positive values scale were used in the study. Results indicated a positive correlation between emotional self-efficacy and positive values. Emotional self-efficacy was positively predicted by positive values in the structural equation model. The fit index value obtained from the structural equation model show that the model fits well. Findings are discussed based on the literature.

The objective of study is the underlying to relationship between emotional self-efficacy and educational stress with a structural equation model. The research was conducted on 232 secondary school students. Emotional self-efficacy scale and educational stress scale were used in the study. It was found that there was a negative correlation between emotional self-efficacy and educational stress. Findings obtained from the structural equation model; educational stress were negatively predicted by emotional self-efficacy. The fit index obtained from the structural equation model show that the model fits well. Findings are discussed depending on the literature.

The aim of this study is to examine the relationship between emotional self-efficacy and positive values with a structural equation model. The research was conducted on 301 secondary school students. Emotional self-efficacy scale and positive values scale were used in the study. Results indicated a positive correlation between emotional self-efficacy and positive values. Emotional self-efficacy was positively predicted by positive values in the structural equation model. The fit index value obtained from the structural equation model show that the model fits well. Findings are discussed based on the literature.

Psychological resilience is a broad concept that can be evaluated in the context of past experiences, emotional experiences and control mechanisms shaped by internal or external factors. In this study, the role of childhood traumas, emotional self-efficacy and the internal-external locus of control were investigated in predicting psychological resilience. The study included a total of 291 participants (208 females and 83 males) with average age of 20.29 (SD = 2.59). Childhood Trauma Questionnaire, Emotional Self-Efficacy Scale, Internal-External Locus of Control Scale and Psychological Resilience Scale were used to collect data from participants. As a result of simple linear regression analysis, childhood traumas experiences, emotional self-efficacy and internal locus of control predicted resilience significantly among university students. Also, there was significant positive relationship between emotional self-efficacy, locus of control and resilience. On the other hand, resilience and childhood traumas were correlated negatively. The findings of the study are discussed at the end. The protective factors related to psychological resilience should be considered in a versatile way to understand its fundamental structure.

To explore the mechanism of adolescent school soccer players’ participation in Internet addiction behavior, this study surveyed 579 young soccer players from 18 primary and secondary schools in Shaanxi Province using the soccer athlete participation scale, physical activity enjoyment scale, emotional self-efficacy scale, and Internet addiction scale. The participants included 310 males, 260 females, 411 primary school students (8–12 years), and 159 junior high school students (12–15 years). The results show that: (1) Internet addiction is negatively correlated with the enjoyment of participating in soccer. (2) Through the mediation of soccer participation, soccer’s physical active enjoyment predicts Internet addiction. (3) Soccer physical actively enjoyment negatively predicts Internet addiction through the mediation of emotional self-efficacy. (4) Negative prediction of Internet addiction through the chain mediation of soccer athlete participation and emotional self-efficacy. This study constructed a chain mediating model with athlete participation and emotional self-efficacy as key mediating variables. This study provides a theoretical and practical basis for the intervention of Internet addiction through physical activity enjoyment and soccer athlete participation.

Emotional self-efficacy (ESE) is an important aspect of emotional functioning, with current measures for children and adolescents focused on the measurement of self-beliefs in relation to the management of emotions. In the present study, we report the psychometric properties of the first adaptation of the Emotional Self-Efficacy Scale for youth (Youth-ESES) that measures additional aspects of ESE, such as perceiving and understanding emotions and helping others modulate their emotions. Participants were 192 young adolescents aged 11 to 13 years from a U.K. state school. They completed the Youth-ESES and measures of ability emotional intelligence (EI) and cognitive ability. Results support the same four-factor structure that has been previously documented using the adult version of the ESES, with the four subscales being largely independent from cognitive ability and only moderately related to ability EI. However, the four subscales were less differentiated in the present study compared with adult data previously published, suggesting that there is a strong general factor underlying young adolescents’ ESE scores. Overall, the results suggest that the adapted Youth-ESES can be reliably used with youth, and that confidence in how a young person feels about his or her emotional functioning remains distinct from emotional skill.

The aim of the present study was to evaluate the Emotional Intelligence and Self-efficacy on the psychological well-being of Adolescents. Total sample of 120 Adolescents (60 Low & 60 High Emotional Intelligence) and (60 Low & 60 High Self-Efficacy) were selected by applying random method sampling. Tools like Emotional Intelligence scale (Dr. Arun Kumar Singh and Dr. Shruti Narain, 2014), Self-efficacy Scale (Dr. G. P. Mathur and Dr. Raj Kumar Bhatnagar, 2014), and Psychological Well-Being Scale (Dr. Devendra Singh Sisodia and Pooja Choughary, 2012). The results were statistically analyzed using Mean, SD and t-test used. The findings result that the High Emotional Intelligence Adolescents have more Psychological Well-Being than Adolescents with Emotional Intelligence. High Self-Efficacy Adolescents have more Psychological Well-Being than Adolescents with Low Self-Efficacy.

The purpose of this study was to psychometrically evaluate the Turkish version of the Regulatory Emotional Self-efficacy Scale (RESE). The RESE, the Emotional Self-efficacy Scale, the Self-liking/Self-competence Scale, and the Oxford Happiness Questionnaire were applied to 303 university students in total, 180 were women (59.4%) and 123 were men (40.6%). According to results of confirmatory factor analysis applied in the study are founded enough conformity between the priori hypothesis model and the data. In addition, the metric invariance model shows that there were no gender differences on this confirmatory model. Internal consistency coefficients were all above the acceptable for the RESE’s sub-scale and total. Moreover, positive correlations were found between regulatory emotional self-efficacy dimensions and emotional self-efficacy, self-esteem, and happiness. According to these research findings, the RESE is a valid and reliable instrument for measuring regulatory self-efficacy in Turkish.