Maladaptive Strategies Research Articles

Verbal, physical and relational aggression: individual differences in emotion and cognitive regulation strategies

Cognitive and emotion regulation strategies play an influential role in the display of aggression, however much of this research has failed to identify specific regulation strategies related to aggression. The study’s objective was to assess how emotional processes and the habitual use of maladaptive cognitive emotion regulation strategies are associated with trait aggression. Participants (N = 306; Mage = 33.79; SD = 13.29), completed a self-report survey battery assessing four subtypes of trait aggression (physical, verbal and romantic relational and peer-directed relational), emotion (anger, hostility) and maladaptive cognitive emotion regulation strategies (blaming others, blaming self, ruminating, catastrophizing). Results indicated that anger and hostility (the emotion based variables) had greater influence on all subtypes of trait aggression (physical, verbal, and relational aggression), compared to cognitive emotion regulation strategies which had less of an influence. Blaming others had a positive association with physical and peer directed relational aggression. Low levels of rumination were associated with physical aggression, while low levels of self-blame were associated with peer directed relational aggression. Findings suggest that maladaptive cognitive emotion regulation strategies have differential impact on different forms of aggressive behavior.

Exploration the mediating role of adaptive and maladaptive emotion regulation strategies in the relationship between anxiety sensitivity, neuroticism, dysfunctional attitudes towards sleep, and sleep quality among adolescents

Introduction: While a variety of emotional, personality, cognitive, and behavioral factors are linked to sleep quality during adolescence, a comprehensive understanding of these factors remains elusive. Aim: The present study aimed to explore the mediating role of adaptive and maladaptive emotion regulation strategies in the relationship between anxiety sensitivity, neuroticism, dysfunctional attitudes towards sleep, and sleep quality among second-year high school adolescents. Method: The statistical population of this correlational study, which employed structural equation modeling, consisted of all second-year high school students (boys and girls) in Damghan, Iran, during the 2020-2021 academic year. A sample of 329 adolescents was selected through a multi-stage cluster sampling method. To measure the variables under study, the Dysfunctional Beliefs and Attitudes about Sleep Scale (1993), the Anxiety Sensitivity Index (1986), the Children's Emotion Regulation Questionnaire (2003), and the Sleep Quality Questionnaire (1989) were administered. The collected data was analyzed using Pearson’s correlation coefficient test and structural equation modeling in SPSS-22 and AMOS-24. Results: The present results indicated the good fit of the research model for the data. Both adaptive and maladaptive emotion regulation strategies were found to mediate the relationship between the sleep quality of adolescents and anxiety sensitivity, neuroticism, and dysfunctional attitudes and beliefs about sleep (P<0.001). Conclusion: According to the findings, neuroticism, anxiety sensitivity, and maladaptive emotion regulation strategies are linked to a poor sleep quality. Conversely, adaptive emotion regulation strategies are associated with a higher sleep quality. Emotion regulation strategies were found to mediate the relationship between sleep quality and factors, such as anxiety sensitivity, neuroticism, and dysfunctional attitudes and beliefs about sleep. Mental health professionals are advised to consider the components examined in this study as they can play a crucial role in enhancing the sleep quality of adolscentse.

The Role of Emotion Regulation as a Mediator Between Difficulties in Emotion Regulation and Aggression and Bullying Behavior in Motorcyclists with Mild Traumatic Brain Injury

Background: Traumatic brain injury (TBI) may be a cause of criminal behavior, affecting various aspects of an individual's mental health. Objectives: The aim of the present study was to investigate the effect of difficulties in emotion regulation on psychiatric symptoms among patients with mild TBI. Methods: This research was a retrospective cohort study that included 120 motorcyclists with mild TBI referred to the psychiatric clinic of Shahid Mostafa Khomeini Hospital, Ilam, during a 23-month period from January 2017 to March 2019. The data were analyzed using structural equation modeling with P < 0.05. Results: The results of AMOS analyses revealed a direct path from maladaptive cognitive emotion regulation strategies and an indirect path from adaptive cognitive emotion regulation to the relationship between difficulties in emotion regulation (DERS), bullying behavior, and aggression in 120 motorcyclists with TBI. Conclusions: Reducing TBI rates, which is a major public health necessity, may have benefits in terms of reducing crime and improving clinical services.

Supportive Teacher Responses to Students’ Emotional Expression Moderate the Association Between Children’s Maladaptive Emotion Regulation and Aggression

As the core adult figures in the classroom, teachers guide children’s emotion socialization. We examined if teachers’ supportive and unsupportive responses to children’s emotions moderate the link between children’s maladaptive emotion regulation strategy use and aggression. Three hundred and ninety-eight 4th and 5th grade students (49% girls) and 22 classroom teachers participated in the study. Student report was used to assess maladaptive emotion regulation strategy use and perceptions about teacher’s supportive and unsupportive responses to student expression of intense or negative emotions. Teachers rated students’ aggression. We found that supportive teacher responses to student emotional expression moderated the positive association between student maladaptive emotion regulation strategy use and aggression. When students perceived high levels of supportive teacher responses to their emotional expression (i.e., 1 standard deviation above the mean), there appeared to be no association between maladaptive strategy use and aggression. Our findings indicate that supportive teacher responses to student emotional expression might play a protective role against aggression, especially for children who display ineffective emotion regulation skills. We discuss implications for teacher practices of supporting and responding to students’ emotion regulation, school psychologists’ teacher support through direct and indirect services, and school-wide discipline practices and classroom management. Impact Statement We found that supportive teacher responses to student emotional expression moderated the positive association between student maladaptive emotion regulation strategy use and aggression. Supportive teacher responses to student emotional expression might play a protective role against aggression, especially for children who display ineffective emotion regulation skills. Promoting children’s social and emotional development should involve plans to provide systematic support for teachers to develop knowledge of how to scaffold development of their students’ healthy emotion regulation.

Affect and mental health across the lifespan during a year of the COVID-19 pandemic: The role of emotion regulation strategies and mental flexibility.

During the COVID-19 pandemic, there has been a rise in common mental health problems compared to prepandemic levels, especially in young people. Understanding the factors that place young people at risk is critical to guide the response to increased mental health problems. Here we examine whether age-related differences in mental flexibility and frequency of use of emotion regulation strategies partially account for the poorer affect and increased mental health problems reported by younger people during the pandemic. Participants (N = 2,367; 11-100 years) from Australia, the UK, and US were surveyed thrice at 3-month intervals between May 2020 and April 2021. Participants completed measures of emotion regulation, mental flexibility, affect, and mental health. Younger age was associated with less positive (b = 0.008, p < .001) and more negative (b = -0.015, p < .001) affect across the first year of the pandemic. Maladaptive emotion regulation partially accounted for age-related variance in negative affect (β = -0.013, p = .020), whereby younger age was associated with more frequent use of maladaptive emotion regulation strategies, which, in turn, was associated with more negative affect at our third assessment point. More frequent use of adaptive emotion regulation strategies, and in turn, changes in negative affect from our first to our third assessment, partially accounted for age-related variance in mental health problems (β = 0.007, p = .023). Our findings add to the growing literature demonstrating the vulnerability of younger people during the COVID-19 pandemic and suggest that emotion regulation may be a promising target for intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Integrating "Super Skills for Exams" Programme in the School Curriculum to Support Adolescents Preparing for Their National Examinations in Turkey.

Examination stress is the most common stressor reported by adolescents across the globe. Exam stress involves mental distress related to anticipated academic challenges or fear of failure in the examinations, test anxiety, or fear of being unable to meet certain expectations of themselves or others. The aim of this study was to determine the effectiveness of a transdiagnostic resilience program (Super Skills for Exams; SSE), when integrated in the school curriculum and delivered by the school counsellors, in reducing exam stress among adolescents who are preparing for their national examinations. SSE is based on the principles of Cognitive Behaviour Therapy (CBT), behavioural activation, and social skills training, and includes sessions in promoting healthy lifestyles. Participants were 7129 (3661 female and 3468 male) adolescents in grades 7 and 8, from all the 245 secondary schools from Ugur College in seven regions and 31 cities across Turkey. All the participants completed a set of questionnaires to measure self-efficacy for learning and test anxiety, academic stress, emotion regulation, and lifestyles. Results revealed significant reduction in academic stress (i.e., test anxiety, work pressure, self-expectation, and despondency) and maladaptive emotion regulation strategies, and significant increase in self-efficacy and adaptive regulation strategies following the intervention. Adolescents who participated in SSE reported an increase in the consumption of healthy food. This study provides preliminary empirical support for the integration of SSE within the school curriculum for helping adolescents cope with exam stress as they prepare for their national exams.

Experiential Avoidance as a Factor in Generalized Psychological Vulnerability: In the Relationship Between Chronic Pain and Pain Anxiety With Pain Disability

BackgroundPain is a major socio-psychological problem worldwide. Chronic pain has a negative effect on areas of psychological functioning such as depression, anxiety, and perceived stress. AimThe present study investigated the mediating role of experiential avoidance in the relationship between chronic pain and pain anxiety with pain disability. MethodsParticipants were treatment-seeking patients (N = 361) at an outpatient pain clinic in Shiraz (Fars, Iran). The Multidimensional Pain Inventory (MPI), Pain Anxiety Symptom Scale (PASS-20), Pain Disability Questionnaire (PDQ), and Acceptance and Action Questionnaire-II (AAQ-II) were used to measure multidimensional pain, anxiety, pain disability, experiential avoidance, and pain severity. ResultsThe results of the correlation revealed that a significant relationship exists between multidimensional pain and pain anxiety, pain disability, and experiential avoidance. Experiential avoidance mediated the associations from multidimensional pain and pain disability significantly. Also, experiential avoidance moderated associations between pain anxiety and pain disability significantly. In general, Structural Equation Modeling (SEM) showed that experiential avoidance mediated the relationship between multidimensional pain and pain anxiety with pain disability. ConclusionIn general, the results revealed that experiential avoidance can mediate the relationship among pain, pain anxiety, and pain disability as a maladaptive regulation strategy. The results obtained from this study seem to introduce experiential avoidance as a vulnerability factor effectively.

Distinguishing between Iranian adolescents with posttraumatic stress disorder and high and low depressive symptoms: The role of cognitive and emotional variables.

This study aimed to investigate the role of cognitive and emotional variables in distinguishing between adolescents with posttraumatic stress disorder (PTSD) and either low or high symptoms of depression. Adolescents (N = 90) aged between 13 and 17 years (Mage = 15.53, SD = 1.13) who had been exposed to an earthquake in Iran and had (a) not developed PTSD (n = 30), (b) developed PTSD with low symptoms of depression (n = 30), and (c) developed PTSD with high symptoms of depression (n = 30) completed a clinical interview, cognitive tasks, and the Cognitive Emotion Regulation Questionnaire. We found that those with PTSD had poorer performance on executive functioning (inhibition, cognitive flexibility, and working memory), episodic future thinking, and attention bias and had greater maladaptive emotion regulation strategies than healthy controls. Among those with PTSD, adolescents with high symptoms of depression performed worse on measures of executive function, attention bias, episodic future thinking, and the emotion regulation strategies of rumination and catastrophizing than adolescents with low depressive symptoms. Exploring these cognitive and emotion difficulties can assist in further understanding PTSD and depression and improve targeted interventions among adolescents. This is of particular relevance in Iran where the need for policies and interventions targeting PTSD has been identified. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Childhood maltreatment and Internet addiction among Chinese adolescents: A moderated mediation model

Although childhood maltreatment has been suggested to play an important role in developing Internet addiction among adolescents, little is known about the mediating and moderating mechanisms underlying this association. The present study investigated (a) the mediating role of maladaptive cognitive emotion regulation strategy (MCERS) in the association between childhood maltreatment and Internet addiction, and (b) the moderating role of peer support in the relationship between childhood maltreatment and Internet addiction. A sample of 4163 Chinese adolescents (50.3 % females, Mage = 14.25, SD = 1.53) were recruited. The moderated mediation model showed that MCERS mediated the relationship between childhood maltreatment and Internet addiction. Furthermore, the mediating process was moderated by peer support. Interestingly, peer support can protect adolescents from being affected by higher levels of MCERS while it displays limited protective effect when adolescents suffered from higher levels of childhood maltreatment. These findings indicate that reducing the MCERS and enhancing peer support can contribute to the alleviation of negative influences of childhood maltreatment on Internet addiction.

Neural markers of emotion regulation difficulties in adolescent depression and risk for depression

Depressed individuals tend to use maladaptive emotion regulation strategies more frequently than non-depressed individuals while using adaptive strategies (e.g., reappraisal) less frequently. Objective neural markers of emotion regulation ability could aid in identifying youth at greatest risk for depression and functional impairment more broadly. We used electroencephalography to examine emotion regulation in adolescents (aged 14–17; N = 201) with current depression (n = 94) and without any history of depression (n = 107) at high (n = 54) and low (n = 53) risk for depression based on a maternal history of depression. Results revealed group differences in event-related potential markers of emotion regulation using multiple scoring approaches. Never-depressed adolescents had significant reductions in mean-activity and principal component analysis-identified late positive potential responses to dysphoric stimuli under reappraisal instructions compared to passive viewing. There was no significant difference in neural responses between conditions among depressed adolescents. The magnitude of the reappraisal effects appeared slightly stronger for low-risk adolescents relative to high-risk. Exploratory analyses further demonstrated that the association between neural markers of emotion regulation and overall functioning was moderated by age, such that impaired emotion regulation abilities predicted poorer functioning among older adolescents. Findings support the sensitivity of the late positive potential to emotion regulation impairments in depression and psychopathology more broadly.

Trait Anxiety, Emotion Regulation, and Metacognitive Beliefs: An Observational Study Incorporating Separate Network and Correlation Analyses to Examine Associations with Executive Functions and Academic Achievement.

Trait anxiety, emotion regulation strategies, and metacognitive beliefs influence executive functions (EFs) and academic achievement. This study examines their interplay and impact on academic success. In total, 275 adolescents (10-17 years) and parents completed an online questionnaire assessing trait anxiety, emotion regulation strategies, metacognition, parent-reported behaviors related to executive functioning, and overall school average. Preliminary analyses confirmed consistency with the existing literature for each variable and their interaction. Furthermore, we conducted a network analysis among the main variables. This analysis supports the need to pay more attention to reflective variables-maladaptive emotion regulation strategies and metacognitive beliefs about worry-when studying trait anxiety. These variables were linked to problematic executive functioning in adolescents, and the latter was negatively linked to academic achievement. This study offers innovative insights by investigating relationships less explored in the scientific literature. It reveals high and significant correlations between metacognitive beliefs, maladaptive emotion regulation strategies, and trait anxiety (r > 0.500, p < 0.001) but also between these variables and both executive functioning and academic achievement. These findings offer new perspectives for research and underscore the importance of holistically examining the psychological factors related to academic success.

Struggling at School: Are Exposure to Television's Eurocentric Appearance Norms and Objectified Body Consciousness Associated Factors?

Theoretical work on objectified body consciousness, comprised of body surveillance and body shame, proposes several negative sequelae of holding an objectified view of the self (i.e., valuing the body primarily for its attractiveness to others). Few studies have examined associations between objectified body consciousness and academic beliefs and strategies among adolescent girls, especially girls of color. In the present study, we investigated a conceptual model whereby exposure to Eurocentric appearance norms through TV consumption is related to body surveillance and body shame which, in turn, are related to academic beliefs and strategies among a racially diverse sample of United States girls. Participants were 650 self-identified Asian American/Pacific Islander, Black, and White adolescent girls ( Mage = 15.45, SDage = 1.50). Higher Eurocentric appearance norms exposure was associated with higher body shame which, in turn, was associated with maladaptive academic beliefs and strategies for all three groups of girls. In contrast, higher Eurocentric appearance norms exposure was associated with higher body surveillance and just one academic belief, and in White girls only. Future work should continue to examine these associations among adolescent girls of color. In addition, we encourage educators to include body image content in media literacy curricula as a means of disrupting associations between Eurocentric appearance norms, body shame, and academic functioning.

Exploring the Complex Relationship Between Childhood Trauma and Self-Harm

ABSTRACT Previous research has linked self-harm to adverse childhood experiences (i.e. abuse and neglect). Despite the extensive literature on self-harm, it remains of high importance to examine psychological predictors of repetitive self-harming behaviors in those who report childhood trauma. This study explored the role of maladaptive emotion regulation strategies, dissociation proneness, and borderline personality (BP) features. An international sample with n = 374 participants (N = 287, 77%, reporting intentional use of self-harm), was recruited online via relevant mental health platforms and research sites. Within an anonymous survey, participants completed the Self-harm Inventory, Childhood Trauma Questionnaire, Dissociative Experience Scale, Cognitive Emotion Regulation Questionnaire, and Personality Assessment Inventory-Borderline Personality Features Scale. Structural equation modeling (SEM) was used to explore direct and indirect effects. Self-harm was positively correlated to severity of childhood trauma, maladaptive emotion regulation strategies, dissociation, and BP features. In the path-analytical model, independent indirect effects of childhood trauma severity via self-blame, catastrophizing, dissociation, as well as BP features on self-harm were found. Maladaptive emotion regulation, dissociation proneness, and BP features all seem to be important intermediary agents in the close association between childhood trauma and self-harm.

How understanding Doctoral researchers’ coping strategies can inform Higher Education institutions’ response to their stress

ABSTRACT Doctoral researchers report higher levels of stress and are at an elevated risk of mental ill health compared with undergraduate students and whole population normative data. Evaluating their reported coping strategies is essential for universities to develop interventions to address this. Content analysis was used to code 182 reported reactions to stress gathered via a qualitative survey. A framework based on a model of occupational stress in academic settings and additional inductively driven categories were used to code the data. It was also coded into maladaptive and adaptive responses. The most common adaptive strategies included ‘cognitive coping’, ‘social support’ and ‘active leisure’. Maladaptive strategies included ‘rumination’, ‘overworking’ and reports of having ‘no strategy’ to cope. Sub-group analyses showed some differentiation in coping strategies by gender and whether DRs were academic staff whilst frequencies of reported categories revealed different strategies were adopted at different stages of programmes. Based on these findings, the authors acknowledge that coping is a multi-dimensional process. The implications in terms of developing supportive interventions and mitigating less adaptive coping strategies are discussed.

The multifaceted role of emotion regulation in suicidality: Systematic reviews and meta-analytic evidence.

Despite the number of empirical contributions on the topic, scientists have offered contrasting perspectives on the role of adaptive versus maladaptive emotion regulation (ER) strategies in suicidality. Moreover, suicidal attempts and suicidal ideation are likely to be differentially related to single ER strategies. To provide more systematic knowledge that can be used to draw sound conclusions and formulate clinical indications, we carried out a systematic review and meta-analysis that we reported in compliance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards (Moher et al., 2009). From an initial pool of 16,530 articles retrieved from scientific databases (APA PsycInfo, APA PsycArticles, Medline, Scopus, Web of Science, and PubMed) and a search for gray literature, 226 articles were selected to perform 15 meta-analyses. In addition, metaregressions were carried out to test a series of moderators, including the type of suicidality investigated. Among adaptive strategies, results evidenced the role of reappraisal, mindfulness, and several aspects of problem solving. In contrast to our hypothesis, reflective attitude was positively associated with suicidality, calling into question the traditional distinction between adaptive and maladaptive strategies. Regarding maladaptive ER strategies, suppression, avoidance, rumination, brooding, negative problem orientation, and both impulsive and avoidant problem solving proved to be significantly associated with suicidality. Finally, several moderation effects involving age, gender composition, and type of suicidality were observed, supporting the importance of adopting a complex perspective when approaching the topic. Despite the interesting preliminary results, additional research is needed to provide a greater understanding of the interplay between the different ER strategies and suicidality and to develop effective protocols of intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Modeling Anxiety Sensitivity Based on Early Maladaptive Schemas and Cognitive Emotion Regulation Strategies with the Mediating Role of Parenting Styles

Objective: Although most young individuals transition from adolescence successfully and without encountering significant issues, there can be challenges and obstacles during this period that prevent the full utilization of one's abilities and potential. The present study aimed to model anxiety sensitivity based on early maladaptive schemas and cognitive emotion regulation strategies with the mediating role of parenting styles. Methods and Materials: This research is of a correlational type. The sample included 100 mothers of first-grade students from the city of Shiraz during the 2018-2019 academic year, selected through multi-stage cluster sampling. The sample size, based on Kline's (2010) criterion, was determined by selecting five individuals per item, resulting in a selection of 570 participants. Data were collected using the Taylor and Cox Revised Anxiety Sensitivity Index, the short form of Young's Early Maladaptive Schemas Questionnaire, the Garnefski and Kraaij Cognitive Emotion Regulation Questionnaire, and Diana Baumrind's Parenting Styles Questionnaire. To obtain preliminary information on the measured variables, statistical indices such as mean and standard deviation, as well as the correlation matrix of the variables, were calculated. SPSS and Amos software were used to analyze the data and examine the proposed research model. Findings: The results of the study indicated that parenting styles played a mediating role in the relationship between exogenous variables (maladaptive schemas, maladaptive emotion regulation strategies, and adaptive emotion regulation strategies) and anxiety sensitivity. Conclusion: Given the impact of maladaptive schemas on psychological disorders, it is recommended that schema therapy workshops be held for all patients suffering from depression and anxiety.

Clarifying the relation between mother and adolescent borderline personality disorder symptoms: The roles of maternal and adolescent emotion regulation and maladaptive maternal emotion socialization.

Despite evidence for the intergenerational transmission of borderline personality disorder (BPD) pathology from mothers to offspring, the factors underlying the relation between mother and child BPD symptoms remain unclear and little is known about the pathways through which maternal BPD symptoms may relate to BPD symptoms in their offspring. One set of factors that warrants consideration in this regard is mother and child emotion regulation (ER) difficulties. In particular, theory and research suggest an indirect relation between mother and child BPD symptoms through maternal ER difficulties (and related maladaptive emotion socialization strategies) and, subsequently, child ER difficulties. Thus, this study used structural equation modeling to examine a model wherein maternal BPD symptoms relate to offspring BPD symptoms in adolescence through maternal ER difficulties (and maladaptive maternal emotion socialization strategies) and, subsequently, adolescent ER difficulties. A nationwide community sample of 200 mother-adolescent dyads completed an online study. Results provided support for the proposed model, revealing both a direct relation between maternal and adolescent BPD symptoms and two indirect relations through (a) maternal and adolescent ER difficulties and (b) maternal ER difficulties, maternal maladaptive emotion socialization strategies, and adolescent ER difficulties. Results highlight the relevance of both mother and adolescent ER difficulties in the relation between mother and offspring BPD pathology, as well as the potential clinical utility of targeting mother and child ER in interventions aimed at preventing the intergenerational transmission of BPD pathology. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Investigating suicidal behavior among prisoners in the light of the behavioral addiction approach: results of a multicenter cross-sectional study.

The behavioral addiction model posits that repetitive suicidal behaviors can serve as maladaptive strategies for managing stress and negative emotional states, akin to substance addiction. Both behaviors involve negative emotions, offer temporary psychological relief, and persist, indicating shared neurobiological mechanisms. This study explored psychometric differences among major repeaters, occasional attempters, and non-suicidal prisoners. A multi-centre cross-sectional survey of 363 inmates across four prisons assessed depression, cognitive-emotional regulation, impulsivity, perceived stress, lifetime non-suicidal self-injury and suicide attempts. Mild depression, moderate suicidal ideation, and moderate impulsivity were common, with nearly half of the participants having attempted suicide at least once. Hierarchical multiple regression analyses revealed that repeated suicidal behavior in the past increases susceptibility to future suicidal thoughts, with suicide attempts serving as a maladaptive emotion regulation strategy among repeated attempters. The results reveal differences in emotional dysregulation, impulsivity, and stress coping strategies among the studied groups, reinforcing the idea of suicidality as a form of behavioral addiction. The addiction approach helps explain the sensitivity to later suicidal thoughts in former attempters and self-harmers, offering valuable insights for tailored interventions within correctional settings.

Contexto de vida e enfrentamento materno na remissão do câncer infantil

Abstract Objective The study examined the life context and coping strategies of mothers whose children and adolescents were in the remission phase following a diagnosis of onco-hematological conditions. Method In this descriptive qualitative-quantitative cross-sectional approach study, six mothers answered a semi-structured interview and the Ways of Coping inventory. Results Important changes in the routine and life context of the mothers, experiences of helplessness, and the use of the support network were noted throughout the journey from the diagnosis of the disease to its treatment. Coping in the remission phase was predominantly adaptive, with the use of strategies such as negotiation and seeking support, although maladaptive strategies such as delegation were also present. Conclusion The results highlighted relevant aspects for promoting the psychological health of mothers throughout the journey of coping with childhood cancer, from diagnosis to remission.

Structural Model Presentation for Readiness to Change Based on Achievement Motivation and Psychological Capital with Problem-Solving Mediation in Islamic Azad University of Roudehen Students

Objective: The current research aimed to present a structural model for readiness to change based on achievement motivation and psychological capital with problem-solving mediation in students of Islamic Azad University, Roudehen. Methods and Materials: The research method was correlational using structural equation modeling, and the population included all undergraduate students at Islamic Azad University, Roudehen branch, in the academic year 2022-2023. The sample size comprised 220 individuals selected via multi-stage cluster random sampling and responded to the Readiness for Change Questionnaire by Sloo (2006), Hermans' Achievement Motivation (1970), and Cassidy and Long's (1996) Problem-Solving Styles questionnaire. Findings: The findings from the structural equation modeling using AMOS software indicated that the structural model of the study fits the collected data. Moreover, achievement motivation positively and significantly predicts readiness for change in students. Psychological capital also predicts readiness for change positively and significantly in students. Adaptive problem-solving strategies positively and maladaptive strategies negatively and significantly predict readiness for change in students. Conclusion: Both adaptive and maladaptive problem-solving strategies significantly mediate the relationship between achievement motivation and readiness for change, as well as between psychological capital and readiness for change in students.