[Development and Validation of the Academic Resilience Inventory for Nursing Students in Taiwan].

BACKGROUND: Failure to cope with learning pressures has been shown to influence the learning achievement and professional performance of nursing students. In order to enable nursing students to adapt successfully to their academic stress, it is essential to explore their academic resilience in the process of learning. PURPOSE: To develop the Academic Resilience Inventory for Nursing Students (ARINS) and to test its reliability and validity. METHODS: A total of 611 nursing students in central and southern Taiwan were recruited as participants. We divided the sample into two subsamples randomly using R software. The first sample was used to conduct item analysis and exploratory factor analysis. The other sample was used to conduct confirmatory factor analysis, cross validation, and criterion-related validity. RESULTS: There are 15 items in the ARINS, with cognitive maturity, emotional regulation, and help-seeking behavior used as the measurement indicators of academic resilience in nursing students. The assessed goodness-of-fit index indicates that the model fit the data well based upon the CFA and has good convergent validity and discriminant validity. Criterion-related validity was supported by the correlation among ARINS, learning performance and attitude, hope and optimistic, and depression. CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The ARINS has good reliability and validation and is a suitable measure of academic resilience in nursing students. It is helpful for nursing students to examine their academic stress and coping efficacy in the learning process.

The Effect of Primary and Middle School Teachers' Problematic Internet Use and Fear of COVID-19 on Psychological Need Thwarting of Online Teaching and Psychological Distress.

Problematic Internet use (PIU) is a risk factor for psychological distress during COVID-19, as teachers are a psychologically vulnerable population. We explored the role of PIU in terms of primary and middle school teachers' fear of COVID-19 and psychological need thwarting (PNT) of online teaching. We empirically evaluated the relationships among these research variables in explaining teachers' psychological distress during COVID-19. Online survey data were collected from 9030 teachers. A high proportion of participants demonstrated psychological distress: depression (20.4%), anxiety (26.4%), and stress (10.2%). Structural equation modeling was used to test our proposed conceptual model, wherein PIU behaviors served as predictors, mediated by fear of COVID-19 and PNT of online teaching, for teachers' psychological distress. With ideal model fit, the results of the path coefficients indicated that PIU behaviors were associated with fear of COVID-19 (p < 0.001); fear of COVID-19 and PNT of online teaching were associated with psychological distress (p < 0.001); and fear of COVID-19 was also positively associated with PNT of online teaching (p < 0.001). PSU and PSMU had an indirect positive effect on psychological distress through the mediator of fear of COVID-19 and PNT of online teaching. As such, we suggest that school administrators pay greater attention to teachers' psychological needs through efforts to enhance teachers' autonomy and relatedness from interpersonal relationships, alleviating PNT of online teaching. Our PNT of online teaching scale may also serve as a contribution for further research and practice.