Social-emotional Factors Research Articles

Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

Self-concept is a key factor in any teaching–learning process in pre-service teachers. However, it could be negatively affected by academic stress, which is constituted by stressors, stress symptoms, and coping strategies. The aim of the study was to determine the relationship between academic stress and self-concept in this population. This was a descriptive, correlational, and cross-sectional study. The sample consisted of 1020 university students in education degrees. In relation to sex, it was found that 75.78% were women and 24.21% were men. The following instruments were used: Self-concept Form 5 (AF-5), the Big Five Inventory-44 (BFI-44), and the SISCO Inventory of Academic Stress. The results indicated that academic stress increases and self-concept decreases as studies progress; likewise, most of the students perceived high levels of stress. It was concluded that academic stress is inversely related to self-concept in pre-service teachers, a fact that should be taken into account in their initial training. Social-emotional factors and neuroticism have a decisive influence on the future teachers’ academic stress.

Sustainable early literacy outcomes for young children of poverty: Influences of attendance, social competence, and problem behaviour

This study examined the role of children’s early school attendance and social competency skills in their early literacy development. Participants were 286 African American pre-schoolers from low-income homes enrolled in Head Start classrooms in the Unites States of America (mean age = 44.4 months, SD = 6.92 months; boys = 156). We gathered data on their program attendance, social competence, and early literacy skills. Hierarchical multiple regression analyses indicated children’s attendance predicted the pre-schoolers’ early code-related reading measures, while the children’s positive social competence predicted both code-related learning and story comprehension. Positive social competence was a more prominent predictor of early literacy outcomes than children’s challenging behaviour. Findings highlight attendance, literacy, and social-emotional factors important to evidence-based practices aimed at improving and sustaining school readiness among young children of poverty.

Parental Support and Positive Mood Buffer Adolescents' Academic Motivation During the COVID-19 Pandemic.

School closures during the first COVID‐19 lockdown in 2020 severely disrupted adolescents’ lives. We used a daily diary method for 20 days, including online and physical school days, assessing daily mood, social support and conflict, and academic motivation in 102 adolescents aged 12–16 years. We found that adolescents’ academic motivation was lower on online compared with physical school days. In general, positive mood was positively associated with academic motivation, and friend conflict related negatively to academic motivation. Moreover, lower levels of parental support were related to lower academic motivation on online versus physical school days. Overall, these findings identified some critical changes in adolescents’ daily experiences during the COVID‐19 school closure and social‐emotional factors that may buffer decreases in adolescents’ academic motivation.

MIDWIFERY STUDENTS’S INTEREST ON MIDWIFERY PROFESSIONAL EDUCATION

AbstractBackground: Midwifery education in Indonesia consists of D3, D4, S1 and professional education levels. Midwifery professional education is a midwifery education that was only established in 2008. The low interest in midwifery professional education makes it difficult for midwifery education in Indonesia to develop. This study aims to identify interest from another point of view as an effort to increase interest in midwife professional education. Methods: This study is a qualitative study with a phenomenological design. Determination of research subjects was done by purposive sampling technique and obtained 10 midwifery students from transfer class year 2019 Universitas Airlangga. The data was collected by online in-depth interviews with research instruments were voice recorder, notebooks, and interview guides. Data analysis was performed by using data reduction techniques, determining themes, presenting data descriptively, and drawing conclusions. Results: Midwifery students' interest in midwifery professional education was different, namely very interested, interested and in the between of interested not interested. This interest arises based on the factors of inner urge, the factors of social motive, emotional factors and awareness of the importance of midwife professional education. Conclusion: Based on the perceptions of midwifery students from transfer class about the picture of midwifery professional education, midwifery students think that it is necessary to increase graduates of midwifery professional education in Indonesia which shape the interest of midwifery students to take part in midwifery professional education.

Moral Injury and Suicide Ideation Among Combat Veterans: The Role of Trauma-Related Shame and Collective Hatred.

Exposure to potentially morally injurious events (PMIEs) among combat veterans has been acknowledged as a significant stressful combat event that may lead to mental health problems, including suicide ideation (SI). Several studies have examined the risk and protective factors that can explain the conditions in which PMIEs may contribute to the development and maintenance of SI. However, the contribution of social-emotional factors has yet to be examined. In the current study, we examined the association between PMIE-Self and SI among combat veterans and explored the mediating role of trauma-related shame and the moderation role of collective hatred in this association. A volunteer sample of 336 Israeli combat veterans was recruited, completing self-report questionnaires in a cross-sectional study. Results indicated that PMIE-Self was positively associated with SI, and trauma-related shame mediated this association. Moreover, collective hatred moderated both their direct (PMIE-SI) and indirect (PMIE-Shame-SI) association. Notably, collective hatred had an inverse role for each of the associations. Thus, collective hatred was found to comprise both a risk and a protective factor for SI following PMIE-Self. The current findings highlight the crucial contribution of trauma-related shame and collective hatred to the association between moral injury and suicidality. Moreover, the findings demonstrate that even years after their military service release, combat veterans exposed to PMIEs may still feel consumed by painful memories and maintain premonitions of a foreshortened future. Furthermore, the findings help to better understand the dynamics of collective hatred and the challenge of modifying it.

Emotion processing associated with aggression in early adolescents: A focus on affective theory of mind.

Social-emotional factors associated with youth aggression have largely been studied in the context of social information-processing models. The ability to accurately encode and appropriately interpret others' emotions has yet to be fully examined in the context of aggressive behavior, particularly during adolescence. Using cross-sectional data from a sample of 282 at-risk early adolescents, the present study examined associations between teacher-reported aggression and youth performance on a task assessing two components of affective theory of mind: emotion recognition and situational attribution. Results indicated that emotion recognition, but not situational attribution accuracy, was significantly associated with teacher-reported aggressive behavior. Over-recognizing anger and under-recognizing sadness were unique error patterns associated with aggression, and these associations remained significant after controlling for demographics and other key social information-processing variables. Findings suggest that difficulties with emotion processing play an important role in the social information-processing patterns observed in the context of youth aggression. Implications for preventive interventions for youth at risk of engaging in aggressive behavior are discussed.

A study on online shopping vs offline shopping with reference to the students of the Department of Commerce and Management Studies, Andhra University,Visakhapatnam

The Aim of this research is to study the factors affecting the consumer behavior in the path of offline to online shopping. To this end, a survey was conducted and the questionnaires were distributed among the students of the university. The replies have been analyzed by chart analysis. The results of the survey has shown that most of the people already doing online shopping and prefer to continue it.the factors such as psychological factors, social factors emotional factors, and the privacy factors which affect the buyer approaches to online purchases. Several attitudes of consumers toward online shopping are not in rest in the study due to the study restricted to Andhra university-Commerce and management Time, the convenience and the recommendations have been identified as important factors. Time was considered to be the affecting factor for the majority of students. Most of the consumers hesitate not to do shopping offline, because of the time concern.

Factors associated with social functioning among long-term cancer survivors treated with hematopoietic stem cell transplantation as adolescents or young adults.

Hematopoietic stem cell transplantation (HSCT) can compromise long-term health and social functioning. We examined the impact of physical and social-emotional factors on the social functioning of long-term adolescent and young adult (AYA) HSCT survivors. This cross-sectional analysis included HSCT recipients from the INSPIRE trial [NCT00799461] who received their first transplant between ages 15-39. Patient-reported outcome measures included the Short Form-36v2, Fatigue Symptom Inventory, Cancer and Treatment Distress, and the ENRICHD Social Support Inventory. We used hierarchical multiple linear regression to identify physical and social-emotional factors associated with social functioning at the baseline assessment, with the first block including sociodemographic and clinical factors significant at P = <0.10 in univariate testing, the second block including fatigue and physical function, and the third block including social support and distress. Participants (N = 279) were 52% male and 93.5% white, non-Hispanic, with a mean age of 30.3 (SD 6.6) at first transplant. Social Functioning mean was 48.5 (SD 10.5), below age-adjusted norms (t = -13.6, P = <0.001). In the first block, current chronic graft-vs-host disease accounted for 5.5% of the variance (P = <0.001). Adding fatigue and physical function explained an additional 46.6% of the variance (P = <0.001). Adding distress and social support explained an additional 7.7% of the variance (P = <0.001). The final model explained 59.8% of the variance; distress, fatigue, and physical function were significantly associated with social functioning. Distress, fatigue, and physical function are associated with social functioning and interventions targeting these symptoms may help to improve SF among long-term cancer survivors treated with HSCT as AYAs.

A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential.

Recent policy reports documented that a growing group of students in secondary education could perform better given their expected performance. Studies showed that school performance is related to a range of social–emotional factors, including self-awareness, self-management, social awareness, and responsible decision making. However, experimental studies in schools on the relation between these factors and school performance are scarce, and results are mixed. This study used a randomized field experiment to examine whether self-reflection on school behavior of underperforming secondary school students affected their school performance [grade point average (GPA)], school engagement, and self-concept. The sample comprised 337 ninth-grade students (M = 15.74 years old; SD = 0.58) from 18 secondary schools in Netherlands. The intervention was designed in co-creation with teachers, to be as close to school practice as possible. Underperformance was measured using achievement test scores from both primary and secondary school, supplemented with teacher and parental assessments. Different model specifications were estimated to perform the analyses and test for robustness of findings. The results showed that, for treatment compliance, students with higher school motivation were approximately 29% more likely to comply. Students who reported higher levels of self-concept of school tasks were 17% less likely to comply. No significant effects of the treatment were observed on students’ GPA, school motivation, hours spent on homework, or self-concept of school tasks. The treatment showed a negative effect on self-concept of leadership skills.

Activators of Airline Customers’ Sense of Moral Obligation to Engage in Pro-Social Behaviors: Impact of CSR in the Korean Marketplace

This study was designed to better comprehend airline customers’ purchase and pay intention formation by involving perceived airline corporate social responsibility (CSR), emotional factors, volitional factors, moral obligation, and brand involvement as key concepts. A survey methodology with quantitative data analysis was used. Our empirical results revealed that perceived CSR contributed to eliciting positive and negative emotions, brand attitude, and social norm. These variables significantly activated a sense of obligation to take pro-social actions. In addition, brand involvement acted as a significant moderator in the moral obligation and pay intention relationship. The adequateness of the higher-order structure of perceived CSR was verified.

A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys

Academic underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by social emotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study – in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study.

Individual, Family, and School Correlates across Patterns of High School Poly-substance Use

Background: Recent popularity in e-cigarette use among high school students and the legalization of marijuana across many states resulted in new patterns of poly-substance use (PSU). Objective: The purpose of this study is to understand contemporary patterns of PSU and their associations with individual social-emotional characteristics (sensation seeking, perceived harm, life satisfaction) and social-contextual factors (parental involvement, school norms, academics, and behaviors). Methods: Latent class analysis (LCA) was used to identify patterns of PSU among 12th-grade students (n = 8417) from the 2016 Monitoring the Future project. Multinomial logistic regression was used to understand the relationship among individual characteristics, social-contextual factors, and patterns of PSU. Results: From the LCA, three patterns of PSU were identified: (1) low-use (72.2%); (2) pre-dominantly marijuana use with some co-occurring substance use (23.8%); and (3) high PSU (4.0%). Results indicate that students with pre-dominant marijuana use were differentiated from those with PSU by having higher perceived harm of electronic and regular cigarette, heavy alcohol use, and better academic grades. Furthermore, students with both polysubstance and pre-dominant marijuana use, when compared to those with low-use, had lower life satisfaction, higher sensation seeking, lower perceived harm of substance use, poorer grades, and more disciplinary problems. Conclusion/Importance: Findings draw attention to the importance of understanding levels of life satisfaction, sensation seeking, perceived harm, academic grades, and disciplinary problems as they pertain to contemporary patterns of PSU. Schools should consider a tailored and multi-tiered approach to addressing students’ substance use.

The Role of Social-Emotional Factors in Bystanders’ Judgments and Responses to Peer Aggression and Following Retaliation in Adolescence

This study investigates how social-emotional factors are related to bystanders’ responses to aggression and possible retaliation. Participants consisted of sixth and ninth graders ( N = 896, 52.8% female) who indicated how likely they would be to intervene if they observed an initial aggressive act and then following retaliation. Hierarchical regression models were used to examine social-emotional predictors of bystander judgments and responses. Findings highlight that participants with high effortful control and transgressor justice sensitivity were more likely to evaluate bystander intervention as more acceptable. Furthermore, youth with higher affective empathy, sympathy, and observer justice sensitivity were more likely to report that they would engage in active bystander responses, whereas youth with higher negative affect and rejection sensitivity were more likely to report that they would engage in inactive responses to aggression. These findings have important implications for understanding how individual differences in social-emotional factors relate to bystander attitudes and responses to initial aggressive acts and to possible retribution.

The Role of Social-Emotional Factors in Bystanders’ Judgments and Responses to Peer Aggression and Following Retaliation in Adolescence

This study investigates how social-emotional factors are related to bystanders’ responses to aggression and possible retaliation. Participants consisted of sixth and ninth graders (N = 896, 52.8% f...

Self‐Processes of Acceptance, Compassion, and Regulation of Learning in University Students with Learning Disabilities and/or ADHD

AbstractUniversity students with a learning disability (LD) represent a growing fraction of the student population within North America. Although past research has focused on cognitive aspects of living with an LD and/or attention‐deficit/hyperactivity disorder (ADHD), social–emotional factors have received less attention. Such factors may play an important role in self‐regulation of learning. This study investigated the relations among self‐compassion, self‐acceptance of an LD, and self‐regulated learning in university students with an LD and/or ADHD. Participants were 78 university students who self‐identified as possessing an LD and/or ADHD. Variables were measured using an online questionnaire. These students had lower self‐compassion scores than found by researchers in other studies. Correlational analyses revealed significant associations among self‐acceptance of an LD, self‐compassion, and self‐regulated learning.

Analisis Profil dan Faktor-Faktor yang Memengaruhi Perilaku Kepatuhan Pengobatan untuk Pasien Diabetes Mellitus Lanjut Usia

Adherence with medication is one of the important factors in controlling blood glucose levels in patients with diabetes mellitus (DM), which in turn also determines the risk of diabetic complications. The profile and factors that influence adherence behaviour in the use of medication in elderly diabetic patients in Indonesia, especially in East Surabaya, are not yet known. The purpose of this study was to identify profiles and factors that influence the behavior of drug use adherence in elderly DM patients. A cross-sectional study was conducted in 32 Karang Werda or support groups for elderly in East Surabaya. Identification of the respondent’s level of adherence was carried out using the Adherence to Refill and Medication Scale (ARMS) questionnaire while the contributing factors towards adherence behaviour were identified using a published questionnaire. Both questionnaires have been validated in elderly people living in Surabaya. Result of adherence profile analysis was expressed in terms of percentage while determinant factors analysis was identified by using the highest mean among 14 sub-domains included in the questionnaire. In total, 281 elderly diabetic patients were recruited in this study. It was identified that 67.26% of the respondents were classified as non-adherence patients. The dominant factors that contribute to the behavior of medication adherence in elderly diabetic patients were social support, product-related factors, health workers, and emotional factors. Appropriate interventions to optimize the use of medications in elderly diabetic patients need to be identified and implemented according to the identified contributing factors.

Are Test and Academic Disengagement Related? Implications for Measurement and Practice

ABSTRACTA vast literature investigates academic disengagement among students, including its ultimate manifestation, dropping out of school. Research also shows that test disengagement can be a problem for many inferences educators and policymakers wish to draw from test scores. However, few studies consider whether academic and test disengagement are related. In this study, we examine whether behaviors indicative of academic disengagement like chronic absenteeism and course failures are related to behaviors indicative of test disengagement like rapidly guessing on items. We also examine whether social-emotional factors like low academic self-efficacy and self-management, which research suggests are the root causes of academic disengagement, are also related to rapid guessing behavior. Our results provide evidence that academic and test disengagement are related, including through a common association with poor self-management. The implications of this connection for measurement and practice are discussed.

A comparison of termination of pregnancy procedures: Patient choice, emotional impact and satisfaction with care

ObjectivesTo investigate: (1) whether women self-report an ability to choose their preferred termination of pregnancy (TOP) procedure, (2) what factors influence this choice, and (3) what effect this choice has on emotional responses and satisfaction with care. Study designA mixed-method prospective comparative study in which women requesting a TOP between five and eighteen weeks gestation for social reasons (as opposed to medical indications), were invited to complete a semi-structured pre-TOP interview and questionnaire, and a post-TOP questionnaire four weeks after the procedure. Main outcome measuresQuantitative data was collected using the Patient Health Questionnaire, Generalised Anxiety Disorder Scale, Positive and Negative Affect Scale, Impact of Event Scale – Revised, and Client Satisfaction Questionnaire. ResultsPre-TOP emotion-based factors did not differ between groups. Most women felt that they were able to choose their preferred method of TOP. Their decisions were based on factors categorised as procedure-related, lifestyle or social circumstance-related, emotional, or other factors. When no choice was perceived, common reasons reported were that: (1) gestation was too far along for there to be another option, or (2) an appointment was not available within the required timeframe. When women felt that the method of TOP performed was not their choice they found the procedure more stressful. All women reported high satisfaction with care. ConclusionA better understanding of the patient experience can inform service development, enabling staff to ensure that the services provided meet women’s needs. The perception that one is able to choose their preferred TOP procedure is important for reducing procedure-related stress and ensuring high satisfaction with care.

Towards a Better Understanding of Australian Cultural and Social-Emotional Experiences of International Students

&lt;em&gt;This study examines the cultural and social experiences of international students using data collected through semi-structured in-depth interviews, as part of case studies designed for this purpose. The participants in this study are all full-time international students (n=30), undertaking their educational qualifications at higher education institutions/providers in Sydney, Australia, and coming from Asia, Middle East and Far Eastern countries. As part of the case studies, the individual and personal transitional pathways/journeys of the students are sketched through a four-phase progressive cycle extending from an initial algorithmic/jumbled state, characterised by a crisis situation following the feelings of excitement and high expectations, moving into an experimental phase, characterised by continued culture shock and possibly denial. The student then goes into a transitional phase, characterised by making partial accommodation and adjustments; and, finally, gets into a new algorithmic state, characterised by routinisation, relative stability, acceptance of the new state, settlement and finding of coping mechanisms to handle the new order. Furthermore, the current study considers the way the geographical and social-emotional factors experienced shape the student’s individual experiences, self-concept, capacity to cope with life’s new challenges and level of satisfaction with the overall experience of studying overseas.&lt;/em&gt;

Personality Traits, Self-Efficacy, and Cochlear Implant Use Among Deaf Young Adults.

A variety of studies have examined ways in which cognitive and social-emotional factors may be linked to and affected by hearing loss, use of cochlear implants (CIs), and sign language. A related domain that largely has been overlooked, however, is personality. This paper reports a study of personality traits and self-efficacy among deaf and hard-of-hearing (DHH; n = 223) college students, with and without CIs, as compared to hearing peers (n = 106). All participants completed (HEXACO) personality trait and self-efficacy inventories; DHH participants also completed a communication questionnaire. Hearing participants scored higher on the personality trait Conscientiousness than both DHH CI users and non-CI users, as well as higher on Openness to Experience compared to DHH CI users. Hearing participants also scored higher on self-efficacy compared to DHH non-CI users. Among DHH non-CI users, greater self-rated sign language skills were associated with higher Extraversion and Agreeableness scores. Among the DHH CI users, earlier sign language acquisition was associated with higher Openness to Experience scores, and earlier cochlear implantation was associated with greater Emotionality scores. Self-efficacy was associated with both better self-rated spoken language skills and a stronger preference for spoken language over sign language use among DHH CI users.