How would you describe a mentally healthy college student based on Chinese culture? A qualitative research from the perspective of college students.

BACKGROUND: Promoting college students' mental health remains a significant concern, necessitating a clear understanding of what constitutes good mental health. Variations in the conceptualizations of mental health across cultures, typically derived from academic and authoritative perspectives, have overlooked insights from laypeople. This study aims to investigate the characteristics of mentally healthy college students within Chinese cultural contexts, emphasizing perspectives provided by college students themselves. METHODS: Undergraduates with self-reported mental health scores ≥ 7 were randomly selected for in-depth interviews. The sample (N = 17, 59% female) had a mean age of 20.82 ± 1.33 years and represented diverse regions, backgrounds, and academic fields. Thematic analysis was used in the analysis of the qualitative data, involving initial coding to identify 168 manifestations of mental health among college students, followed by categorizing them into 18 characteristics through focused coding. These characteristics were then organized into five themes via core coding. The Delphi method was utilized to validate the themes with 3 experts, ensuring the trustworthiness of the final findings. RESULTS: Eighteen characteristics of mentally healthy college students emerged from the interviews, categorized into 5 themes: (1)Value Pursuit (i.e. Having a sense of responsibility and mission and being willing to dedicate oneself to the country at any time.); (2)Life Attitude (i.e. Staying positive and having the ability and quality to cope with hardships.); (3)Interpersonal Ideals (i.e., Showing filial respect to parents appropriately.); (4)Behavior Ability(i.e., Studying diligently and learning well.); and (5)Self-cultivation (i.e., Possessing good qualities advocated by Confucianism, Buddhism, and Taoism coexist harmoniously.). Most of these characteristics directly reflect traditional Chinese culture or culture that has changed with the times. At the same time, some are a reflection of modern Chinese new culture. CONCLUSIONS: On the whole, the characteristics of mentally healthy college students are diverse and with rich connotations, focusing on the individual's relationship with the country, family, and others, and are good expressions of Chinese cultural features, such as the balance of Yin and Yang, the coexistence of Confucianism, Buddhism, and Taoism, and highlight moral attributes. In essence, these traits hold profound importance in advancing the mental health of Chinese college students.

Antecedents and outcomes of cyberbullying among Chinese university students: verification of a behavioral pathway model.

Introduction: Cyberbullying is a commonly-seen and hotly-debated social topic around the globe. This negative behavior is the source of many disastrous events, and so leading government bodies, organizations, schools and social communities attach great importance to addressing this topic. However, there is still much work to do in order to be clear about the causes of cyberbullying. Methods: The previous research cases were mostly viewed from the victims' perspectives; however, there is no comprehensive understanding of the perpetrators' viewpoints. Therefore, based on Social Cognitive Theory (SCT) and analysis of discussion in the literature, the following six variables were chosen as the focus of this study: overconfidence, excessive moral sense, cyberbullying, perceived value, happiness, and continued cyberbullying intention. This study established a research model of continued cyberbullying intention, which was verified by Structural Equation Modeling. In order to achieve the aims of the study, Chinese university students with an average age of 20.29 (SD = 1.43) were recruited as participants, from whom 1,048 valid questionnaires were collected. Results: The research results are as follows: 1. Overconfidence and excessive moral sense positively predicted cyberbullying behaviors; 2. Overconfidence positively predicted excessive moral sense; 3. Cyberbullying positively predicted perceived value and sense of happiness; and 4. Perceived value and sense of happiness positively predicted continued cyberbullying intentions. Conclusion: Students' biased self-perception significantly predicts their cyberbullying behaviors and continued cyberbullying intention. What is more, it is interesting to learn that perpetrators will continue to exhibit cyberbullying behaviors when they believe that what they do (cyberbullying) is valuable or allows them to experience positive feelings; this requires our attention.

The associated factors for physical activity-related injuries among first-year university students in southern China from a biopsychosocial perspective.

Background: Understanding the diverse factors influencing physical activity-related injuries is crucial for developing effective interventions that enable individuals to participate in physical activity (PA) while minimizing injury risk. Currently, research evidence on the multiple factors associated with PA-related injuries is inadequate. This study aimed to examine the associations between PA-related injuries and various biological, psychological, and social factors among first-year university students in China. Methods: We recruited first-year university students from Shantou University in Guangdong Province, China, to participate in our study. Data collection employed a structured self-administered questionnaire, gathering information on PA-related injuries, as well as relevant biological, psychological, and social factors. Binary logistic regression, using a stepwise modeling approach, was employed for the data analysis. Results: Among 1,051 first-year university students, 28.16% reported having experienced PA-related injuries in the past year. Most of the injuries reported were minor, with the knee or lower leg being the most frequently injured part of the body. Improper posture, environmental conditions, and excessive physical load were the leading causes of PA-related injuries. Multiple logistic regression analysis revealed that female students (OR = 0.67, 95% CI: 0.47-0.94, p = 0.022) had reduced odds of PA-related injuries. Conversely, high neuroticism (OR = 1.61, 95% CI: 1.07-2.41, p = 0.022), being a member of a sports team (OR = 2.09, 95% CI: 1.34-3.27, p < 0.001), PA on the wet ground (OR = 1.73, 95% CI: 1.18-2.54, p = 0.005) increased the odds of PA-related injuries. Conclusion: Our findings underscore the intricate interplay of various factors contributing to PA-related injuries. Identifying high-risk individuals based on physiological and psychological characteristics, coupled with targeted interventions addressing modifiable risk factors, is crucial for effective prevention.

Sources of negative emotions and tactics of self-emotion regulation among college students during COVID-19 school closure in China.

Background: This study investigated the level of anxiety and depression in Chinese college students since the COVID-19 pandemic and explored the sources of their negative emotions and students' self-emotion regulation strategies. Methods: A stratified cluster sampling questionnaire was used to survey college students during the pandemic via the Anxiety Depression, Self-made Negative Emotion Source, and Negative Emotion Regulation Strategy Scales. Results: The prevalence of anxiety and depression was 23.3 and 20.1%, respectively. These levels were higher in women than in men. Furthermore, senior students reported higher levels than freshmen. Anxiety and depression mainly came from the pressure to grow and the narrowed scope of social activities. Proper relaxation via entertainment and communication with family and friends were popular ways of regulating their negative emotions. Conclusion: College students should confront their negative emotions and understand their source, use psychological methods to regulate their anxiety and depression or seek professional help, improve their psychological resilience, and adopt positive coping measures.

The prevalence of alcohol consumption and its related factors in adolescents: Findings from Global School-based Student Health Survey.

BACKGROUND: Alcohol consumption has become very common among adolescents in recent years and its prevalence varies in different countries. This study aimed to investigate the prevalence of alcohol consumption and related factors in adolescents aged 11 to 16 years. METHODS: This descriptive cross-sectional study was performed on 288385 adolescents (girls, 53.9% of total) aged 11 to 16 years. In the present study, the GSHS data (2003-2018) available to public on the websites of the US Centers for Disease Control and Prevention (CDC) and WHO was used. To investigate the factors affecting alcohol consumption, univariate and multivariate logistics models with 95% confidence limits were used. RESULTS: The overall prevalence of alcohol consumption in adolescents was 25.2%, which was 28.3% and 22.4% in boys and girls, respectively. Among the surveyed countries, the highest prevalence was in Seychelles (57.9%) and the lowest in Tajikistan (0.7). Multivariate analysis showed that the Age for 16 and more than 16 years old (OR = 3.08,95%CI: 2.54-3.74), truancy for more than 10 days (OR = 1.24, 95%CI: 1.08-1.43), loneliness at sometimes of the times (OR = 1.04, 95%CI: 1.01-1.07), insomnia at most of the times (OR = 1.85, 95%CI: 1.70-2.01), daily activity (OR = 1.03, 95%CI: 1.00-1.07), bullied for 1-9 Days in a month (OR = 1.24, 95%CI: 1.09-1.40), cigarette (OR = 4.01, 95%CI: 3.86-4.17), used marijuana for more than 10 days in a month (OR = 5.58, 95%CI: 4.59-7.78), had sex (OR = 2.76, 95%CI: 2.68-2.84), and suicide plan (OR = 1.48, 95%CI: 1.42-1.54) were important factors affecting drinking alcohol. (Table 4). In this study, the sensitivity, specificity, positive predictive value, and negative predictive value were 42.79%, 93.96%, 70.80%, and 82.75. CONCLUSIONS: According to the results of the present study, the prevalence of alcohol consumption among teenagers was high. Therefore, it is suggested that demographic, family, and psychological factors should be taken into consideration in health programs for the prevention and treatment of alcohol consumption in adolescents.

The influence of physical activity on internet addiction among Chinese college students: the mediating role of self-esteem and the moderating role of gender.

OBJECTIVES: The significance of self-esteem in the relationship between physical activity and Internet addiction among college students cannot be over, as it lays a solid foundation for the prevention and control of Internet addiction. METHODS: A total of 950 college students were surveyed using the Physical Activity Rating Scale (PARS-3), Rosenberg Self-Esteem Scale (SES), and Chinese Internet Addiction Scale (CIAS-R) through a cluster random sampling method. Descriptive statistics, independent sample t-test, partial correlation analysis, mediation effect, moderation effect, and Bootstrap testing were conducted on the collected data to analyze and interpret the results. RESULTS: (1) Significant gender differences were found in the amount of physical activity and the degree of Internet addiction among college students(P&& lt;0.001); (2) Physical activity was significantly and positively correlated with self-esteem (r = 0.26, P < 0.001), but significantly and negatively correlated with Internet addiction (r=-0.23, P < 0.001); Meanwhile, self-esteem and Internet addiction were significantly and negatively related to self-esteem (r=-0.22, P < 0.001). (3) Mediating effect analyses showed that self-esteem played a partial mediating role in physical activity and Internet addiction among college students, accounting for a portion of 78.95%. (4) A moderating effect of gender on the relationship between physical activity and Internet addiction was discovered. CONCLUSION: The physical activity level of male students is significantly higher than that of female students, while the degree of internet addiction among female students is notably higher than that of male students. Physical activity can not only directly improve the issue of internet addiction among college students, but also indirectly improve it through self-esteem, with gender playing a moderating role in this process. This conclusion has practical reference significance for preventing and controlling internet addiction among college students, and provides evidence support for using physical activity as a reference solution in clinical applications. Additionally, it suggests that gender should be taken into account when preventing and intervening in internet addiction among college students, and different strategies and methods should be adopted for male and female students. Male students should be encouraged to participate more in physical activities, gradually increasing the frequency, duration, and intensity of their participation, in order to divert their attention and enhance their sense of achievement in sports, thereby reducing their use of mobile phones. For female students, on the other hand, it is important to strengthen real-life communication, change the form of sports participation, engage in group, collaborative, and different situational sports activities, and enhance their focus and attention in sports, in order to reduce their internet dependency, better guide them to use the internet reasonably, and enable them to achieve emotional release through sports.

The effect of the Sport Education Model in physical education on student learning attitude: a systematic review.

BACKGROUND: Evidence indicates that the Sport Education Model (SEM) has demonstrated effectiveness in enhancing students' athletic capabilities and fostering their enthusiasm for sports. Nevertheless, there remains a dearth of comprehensive reviews examining the impact of the SEM on students' attitudes toward physical education learning. PURPOSE: The purpose of this review is to elucidate the influence of the SEM on students' attitudes toward physical education learning. METHODS: Employing the preferred reporting items of the Systematic Review and Meta-analysis (PRISMA) statement guidelines, a systematic search of PubMed, SCOPUS, EBSCOhost (SPORTDiscus and CINAHL Plus), and Web of Science databases was conducted in mid-January 2023. A set of keywords associated with the SEM, attitudes toward physical education learning, and students were employed to identify relevant studies. Out of 477 studies, only 13 articles fulfilled all the eligibility criteria and were consequently incorporated into this systematic review. The validated checklist of Downs and Black (1998) was employed for the assessment, and the included studies achieved quality scores ranging from 11 to 13. The ROBINS-I tool was utilized to evaluate the risk of bias in the literature, whereby only one paper exhibited a moderate risk of bias, while the remainder were deemed to have a high risk. RESULTS: The findings unveiled significant disparities in cognitive aspects (n = 8) and affective components (n = 12) between the SEM intervention and the Traditional Teaching (TT) comparison. Existing evidence suggests that the majority of scholars concur that the SEM yields significantly superior effects in terms of students' affective and cognitive aspects compared to the TT. CONCLUSIONS: Nonetheless, several issues persist, including a lack of data regarding junior high school students and gender differences, insufficient frequency of weekly interventions, inadequate control of inter-group atmosphere disparities resulting from the same teaching setting, lack of reasonable testing, model fidelity check and consideration for regulating variables, of course, learning content, and unsuitable tools for measuring learning attitudes. In contrast, the SEM proves more effective than the TT in enhancing students' attitudes toward physical learning. SYSTEMATIC REVIEW REGISTRATION: ( https://inplasy.com/ ) (INPLASY2022100040).

Relationships of gaming disorder, ADHD, and academic performance in university students: A mediation analysis.

This study investigates the intersection of Gaming Disorder (GD) and Attention-Deficit/Hyperactivity Disorder (ADHD), and Grade Point Average (GPA), among university students, a critical demographic often overlooked in research on these disorders. A sample of 348 university students was analyzed using the IGD-20 Test for risk of GD, the Adult ADHD Self-Report Scale (ASRS-v1.1) for ADHD symptoms, and GPA as a metric of academic performance. The findings indicate that 4.3% of the surveyed sample scored within the range for GD. The prevalence was higher in males, with 5.3% of the male cohort affected, compared to 1.2% of the female cohort. Significantly, the prevalence of ADHD was substantially higher in the GD group (35.7%) than in the non-GD group (24.2%). Further, ADHD symptoms were found to be a stronger predictor of GD in females than in males. Incorporating the mediating role of Gaming Disorder, this study also probes into how GD may serve as an intermediary in the impact of ADHD on academic performance. By examining the intricate relationship between these disorders, our findings suggest that GD exacerbates the negative effects of ADHD on academic performance, thereby underscoring the potential for Gaming Disorder to act as a bridge in this dynamic. This mediation analysis clarifies how ADHD may indirectly impact academic performance through GD. The study reveals a positive correlation between ADHD symptoms and GD severity, which in turn correlates negatively with academic achievement. In addition, the findings underscore the need for gender-sensitive interventions and highlight the importance of considering the comorbidity of ADHD and GD in academic settings, advocating for systematic screening for GD among students with ADHD, and vice versa. The dual challenges posed by ADHD and GD should be addressed to prevent their escalation into pervasive academic and psychosocial adversities.

Correlation of negative emotion, fatigue level and internet addiction in college students: implication for coping strategies.

BACKGROUND: Internet addiction has an important influence on the development of physical and mental health of college students. The purpose of this study is to evaluate the current status and the correlation between college students' negative emotion, fatigue level and Internet addiction disorder, and to provide reference for the care and management of college students. METHODS: We conducted a questionnaire survey on a cluster sample of college students from October to November 15, 2022. Internet addiction scale, fatigue assessment scale and positive and negative emotion scale were used for survey. Pearson correlation analysis and mediating effect test were performed to analyze the correlation and effects. RESULTS: A total of 1546 valid questionnaires were collected. The incidence of internet addiction in college student was 20.38%. The total score of internet addiction was 52.94 ± 12.47, the total fatigue score was 69.27 ± 3.19, the score of positive emotion of college students was 31. 41 ± 5.09, and the negative emotion score was 18.54 ± 5.68. The total score of internet addiction were positively correlated with score of negative emotion (all P < 0. 05). The total score of internet addiction scale of college students were positively correlated and each factor score of with the score of fatigue severity (all P < 0. 05). Fatigue played an intermediary role in the prediction of negative emotion and internet addiction of college students, with an intermediary role of-0.433, accounting for 76.35% of the total effect. CONCLUSION: The college students' positive emotion may be strengthened to reduce their fatigue level and negative emotion so as to reduce internet addiction.

Salud mental asociada a la pandemia de COVID-19 en estudiantes de fisioterapia de la Universidad Nacional Autónoma de México / Mental health associated with the COVID-19 pandemic in physiotherapy students at the National Autonomous University of Mexico

Antecedentes y objetivo: A nivel mundial la pandemia por el COVID-19 ha interrumpido el aprendizaje de más de mil millones de estudiantes, quienes reportan alteraciones en la salud mental, niveles altos de estrés académico y carga de trabajo. En la Licenciatura en Fisioterapia de la Universidad Nacional Autónoma de México, 331 estudiantes dejaron de asistir a clases presenciales indispensables para su formación académica y, tras un año de confinamiento, se desconoce el impacto psicológico y académico en esta población. El objetivo fue evaluar la salud mental, carga de trabajo y estrés académico de los estudiantes e identificar la asociación entre variables. Materiales y métodos: Se aplicó el Cuestionario de Salud Emocional por la Pandemia de COVID-19 - Fisioterapia, la escala de carga de trabajo UNIPSICO Battery y el Cuestionario de estrés estudiantil COVID-19. Se incluyeron los alumnos inscritos entre el primer y cuarto año de la Licenciatura en Fisioterapia de la Universidad Nacional Autónoma de México mayores de 18 años que contestaron la encuesta vía online y otorgaron su consentimiento informado. Resultados: El 62,7% de los estudiantes reportaron ansiedad, el 61,8% reportaron depresión, el 51,0% indicaron una percepción moderada del estrés académico y el 42,2% percibieron una carga de trabajo alta. La ansiedad y depresión tuvieron una asociación estadísticamente significativa con el estrés académico y carga de trabajo (p<0,05). Conclusiones: El estudio evidencia los efectos psicológicos y académicos derivados de la pandemia del COVID-19 en estudiantes de fisioterapia, que amerita medidas de intervención fisioterapéuticas y académicas que mitiguen los efectos del confinamiento.(AU)

Background and objective: Worldwide, the COVID-19 pandemic has disrupted the learning of over a billion students, who report mental health disorders, high levels of academic stress, and workload. In the bachelor's degree in physical therapy at the National Autonomous University of Mexico, 331 students stopped attending essential face-to-face classes for their academic training, and after a year of confinement, the psychological and academic impact on this population is unknown. The objective was to evaluate the mental health, workload, and academic stress of students in the bachelor's degree and identify the association between variables. Materials and methods: The Emotional Health Questionnaire for the COVID-19 pandemic – physical therapy was applied, including the UNIPSICO battery workload scale and the COVID-19 student stress questionnaire. Students enrolled between the first and fourth year of the Bachelor's degree in Physical Therapy at the National Autonomous University of Mexico over 18 years old who completed the survey online and provided informed consent were included. Results: 62.7% of students reported anxiety, 61.8% reported depression, 51.0% indicated a moderate perception of academic stress, and 42.2% perceived a high workload. Anxiety and depression had a statistically significant association with academic stress and workload (P<.05). Conclusions: The study demonstrates the psychological and academic effects of the COVID-19 pandemic on physical therapy students, which warrants physiotherapeutic and academic intervention measures to mitigate the effects of confinement.(AU)

Ciber violencia contra la pareja en universitarios de España y Latinoamérica / Cyber violence against the couple in university students in Spain and Latin America

El objetivo de la investigación fue estudiar la presencia de ciber violencia contra la pareja en estudiantes universitarios de España y Latinoamérica, así como como analizar su relación con los mitos románticos y el sexismo ambivalente. La investigación tiene un diseño transversal. La muestra estaba formada por 2.798 estudiantes de siete países hispanohablantes: España, El Salvador, Nicaragua, Colombia, Chile, Argentina y México. Los resultados muestran pocas diferencias de medias entre hombres y mujeres; sin embargo, las diferencias entre países son considerables, sobre todo en la perpetración de agresiones directas y control. Las distintas formas de ciber violencia contra la pareja tienden a correlacionar, en una dirección positiva, con las actitudes sexistas y las creencias distorsionadas sobre el amor romántico. En conclusión, los programas de prevención deberían tener en cuenta las nuevas manifestaciones de la violencia que están apareciendo en los espacios virtuales.(AU)

The objective of the research was to study the presence of cyber violenceagainst partners in university students in Spain and Latin America, as well as toanalyze its relationship with romantic myths and ambivalent sexism. The researchhas a cross-sectional design. The sample was made up of 2,798 students fromseven Spanish-speaking countries: Spain, El Salvador, Nicaragua, Colombia, Chile,Argentina, and Mexico. The results show few differences in means between menand women; However, the differences between countries are considerable,especially in the perpetration of direct attacks and control. The different forms ofcyber violence against a partner tend to correlate, in a positive direction, with sexistattitudes and distorted beliefs about romantic love. In conclusion, preventionprograms should take into account the new manifestations of violence that areappearing in virtual spaces.(AU)

Psychometric Properties of the Spanish Clance Impostor Scale (S-CIPS) / Propiedades psicométricas de la adaptación española de la Clance Impostor Phenomenon Scale (S-CIPS)

El objetivo del presente estudio fue el de examinar la fiabilidad, validez y estructura factorial de la adaptación española de la Clance Impostor Phenomenon Scale (CIPS). Para ello, un total de 271 estudiantes españoles completaron una versión traducida de la escala original de 20 ítems. En nuestra muestra, el instrumento mostró una alta fiabilidad, medida como consistencia interna, (ωTotal =.90) y correlaciones moderadas-altas con medidas de depresión (r =.633), autoestima (r = -.754) y miedo a las evaluaciones negativas (r = .666), lo cual sugiere tanto una validez nomológica como discriminante. Aunque en la validación original se propuso una estructura de tres factores, otros estudios han encontrado ajuste a estructuras de uno y dos factores. Aquí, utilizamos un análisis factorial confirmatorio (AFC) para probar el ajuste de estos tres modelos. Nuestros resultados muestran que, en la adaptación a español, el modelo con dos factores es el preferido. Esta adaptación al español de la CIPS provee a los profesionales clínicos una de una nueva herramienta para poder investigar los mecanismos que subyacen al síndrome del impostor, así como futuros tratamientos.(AU)

The aim of this study was to examine the reliability, validity, and factorial structure of the Spanish version of the Clance Impostor Phenom-enon Scale (CIPS). A sample of 271 Spanish students was recruited to complete a translated version of the original 20-item CIPS. In our sample, the instrument showed high internal consistency reliability (ωTotal=.90) and a moderate-to-strong correlation with measures of depression (r= .633), self-esteem (r= -.754) and fear of negative evaluation (r= .666), suggesting both nomological and discriminant validity. Althoughthe original valida-tion of the CIPS proposed a factorial structure with three factors, subse-quent validations also revealed adjustment to two-and one-factor struc-tures. Here, we used confirmatory factor analysis (CFA) to test the three different models. The results showed that in our adaptation, a 2-factor structure might be preferred. This adaptation of the CIPS to Spanish pro-vides clinicians with a new method to gain insight into the psychological mechanisms behind the Impostor phenomenon and suitable treatments.(AU)

Academic success, engagement and self-efficacy of first-year university students:personal variables and first-semester performance / Éxito académico, compromiso y autoeficacia de los estudiantes universitarios de primer año: variables personales y desempeño del primer semestre

La educación superior puede ser extremadamente transformadora para los estudiantes y tiene un papel importante en la formación del capital humano, en la innovación y en el desarrollo social, cultural y ambiental de la sociedad. La expansión de la educación superior promovió el acceso de una mezcla de estudiantes más heterogénea, pero garantizar el acceso no garantiza el éxito académico. Este artículo tiene como objetivo analizar los predictores de desempeño académico en 447 estudiantes de primer año en el 1er y 2do semestre, considerando variables como sexo, edad, nivel educativo de los padres y calificaciones al ingresar a la educación superior, junto con los niveles de compromiso académico e autoeficacia de los estudiantes tras algunas semanas en la universidad. Los resultados muestran trayectorias estadísticamente significativas para sexo, edad y GPA hasta el desempeño del primer semestre, para los niveles educativos de los padres hasta la autoeficacia percibida, para la implicación académica de los estudiantes hasta el desempeño del primer semestre y el desempeño del primer semestre hasta el desempeño del segundo semestre La participación académica de los estudiantes también tuvo un efecto indirecto en el desempeño del segundo semestre. La correlación entre compromiso académica y autoeficacia fue positiva, fuerte y estadísticamente significativa. El modelo explicó el 35.2% de la varianza del rendimiento académico en el segundo semestre y el 15.0% de la varianza del rendimiento académico en el primer semestre. El conocimiento sobre los predictores del rendimiento académico y la importancia del compromiso y la autoeficacia respaldará las intervenciones oportunas, promoviendo el éxito y previniendo el fracaso y el abandono.(AU)

Higher education can be hugely transformative for students and has an important role in empowering human capital, innovation, and socie-ty’s social, cultural, and environmental development. The expansion of higher education has promoted access for a more heterogeneous mix of students, but ensuring access does not guarantee academic success. This paper aims to analyse predictors of academic achievement in 447 first-year students in their 1stand 2ndsemesters, considering variables including sex, age, parents’ educational level and grades on entering higher education, along with levels of students’ academic engagement and self-efficacy after some weeks at university. Results show statistically significant paths for sex, age, and GPA to 1st-semester achievement, for parent’s educational levels to perceived self-efficacy, for students’ academic engagement to 1st-semester achievement, and 1st-semester achievement to 2nd-semester achievement. Students’ academic engagement also had an indirect effect on the 2nd-semester achievement. The correlation between academic engage-ment and self-efficacy was positive, strong, and statistically significant. The model explained 35.2% of the variance in 2nd-semester achievement and 15.0% of the variance in 1st-semester achievement. Knowledge about pre-dictors of academic achievement and the importance of engagement and self-efficacy will support timely interventions, promoting success and pre-venting failure and dropout.(AU)

Eficacia de los programas de desarrollo socioemocional aplicados en educación primaria: Una revisión sistemática paraguas / Effectiveness of social-emotional development programs applied in primary education: an umbrella systematic review

En la actualidad ha aumentado el desarrollo de programas de entrenamiento en habilidades socioemocionales en la infancia, debido a que se los considera como una herramienta válida para la adaptación y afrontamiento de una gran variedad de situaciones, tanto académicas como personales. Sin embargo, son escasos los estudios que aporten una visión integral de las evidencias disponibles en el contexto de educación primaria. Se presenta una revisión sistemática de tipo paraguas basada en el método PRISMA, que incluye revisiones sobre programas de desarrollo socioemocional aplicados en educación primaria, con el objetivo de sintetizar sus características y recopilar los principales resultados reportados. Se utilizaron las bases de datos: ERIC, WOS, PSYCINFO, SCOPUS y COCHRANE. Tras un proceso por pares ciegos se seleccionaron y analizaron 15 revisiones. Utilizando las herramientas AMSTAR-2 y SANRA se encontró que el 60% de los estudios secundarios presenta una calidad críticamente baja o baja. Se identificaron 39 programas reportados en revisiones de buena calidad, un 51.2% presentaron evidencias moderadas o fuertes e informaron efectos significativos principalmente en ajuste del comportamiento, competencia social y emocional y habilidades académicas. Se discute el impacto de la calidad metodológica encontrada y las evidencias reportados en la interpretación y generalización de los hallazgos.(AU)

Currently, the development of training programs in socioemo-tional skills in childhood has increased because they are considered as a valid tool for adaptation and coping with a variety of situations, both aca-demic and personal. However, there are few studies that show a compre-hensive view of available evidences. This research presents an umbrella re-view based on PRISMA method guidelines. It includes reviews on socio-emotional development programs applied in Primary Education with the aim of synthesizing their characteristics and compiling the main results on their effectiveness. The following databases were used: ERIC, WOS, PSYCINFO, SCOPUS and COCHRANE. After a blind peer process, 15 reviews that met the inclusion criteria were selected and analysed. Using the AMSTAR-2 and SANRA tools, it was found that 60% of secondary studies have critically low or low quality. Thirty nine programs reported in good quality reviews were identified, 51.2% presented moderate or strong evidence and reported significant effectsmainly on behavioral adjustment, social and emotional competencies and academic skills. The impact of the methodological quality found and the evidences on the interpretation and generalization of the findings is discussed.(AU)

Validez e invariancia de medida de la Escala de Homonegatividad Moderna en alumnado del ámbito de la educación / Validity and measurement invariance of the Modern Homonegativi-ty Scale for students in the field of education

Aquellas investigaciones orientadas a analizar las actitudes hacia la homosexualidad sugieren el uso de instrumentos que detecten los aspectos sutiles en la discriminación hacia hombres gais y mujeres lesbianas. Asimismo, se señala que la invariancia de medida de los constructos es imprescindible para que las comparaciones entre grupos sean válidas. Este trabajo pretende validar la Escala de Homonegatividad Moderna (MHS) en estudiantes universitarios del ámbito de la educación (N = 1.283) con un rango de edad entre los 17 y los 49 años (M = 2.88; DT = 3,02). Del mismo modo, se interesa por examinar la invariancia de medida de la MHS en relación con ciertas variables sociodemográficas y personales (p. ej. identidad de género), así como ideológicas (p. ej. inclinación política). Los resultados aportaron evidencias sobre la unidimensionalidad de la escala y un alto grado de consistencia interna (wMHS-G = .879; wMHS-L = .906), además de unos índices de ajuste (CFIMHS-G = .95, CFIMHS-L = .97; RMSEAMHS-G = .064, 90% IC: .057-.071, RMSEAMHS-L = .059, 90% IC: .052-.066) y unos valores de validez externa (MHS-G y AN-T: r = .753, I.C. 95% = .722-.785; MHS-L y AN-T: r = .76. I.C. 95% = .730-.790) satisfactorios. Asimismo, sugirieron que tanto la subescala hacia hombres gais (MHS-G) como mujeres lesbianas (MHS-L) son constructos invariantes conforme a las variables estudiadas. Las conclusiones apuntan a la validez y la invariancia de medida del modelo propuesto para comparar los niveles de homonegatividad moderna entre los grupos estudiados.(AU)

The research aimed at analysing attitudes towards homosexuality recommends the use of instruments that can detect subtle aspects of dis-crimination against gay men and lesbian women. It also asserts that the measurement invariance of constructs is essential for valid comparisons between groups. The present study aims to validate the Modern Ho-monegativity Scale (MHS) in university students in the fieldof education (N= 1.283) with an age range of 17 to 49 years old (M = 2.88; SD = 3.02). In addition, we seekto examine the measurement invariance of the MHS in relation to certain sociodemographic and personal variables (e.g. gender identity), as well as ideological variables (e.g. political inclination). The re-sults provided evidence of the scale'sunidimensionality and a high degree of internal consistency (MHS-G= .879; MHS-L= .906), as well as satisfac-tory fit indices (CFIMHS-G= .95, CFIMHS-L= .97; RMSEAMHS-G= .064, 90% CI: .057-.071, RMSEAMHS-L= .059, 90% CI: .052-.066) and external validity values (MHS-G and AN-T: r= .753, CI 95% = .722-.785; MHS-L and AN-T: r= .76. CI 95% = .730-.790). They also indicated that both the subscales –towards gay men (MHS-G) and lesbian women (MHS-L) –are invariant constructs according to the variables studied. The findings point to the validity and measurement invariance of the proposed model for comparing levels of modern homonegativity between the groups studied.(AU)

Using virtual classroom for teaching special needs students in inclusive classrooms during and beyond Covid-19: Teachers' perspectives / Uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19: perspectivas de los docentes

Encouraging and continuing inclusive learning environments is important to allow all students to be able to fully participate, engage, and learn. The online learning environment obliges educators to think creative-ly about how to achieve this goal. The aim was to investigate using virtual classroom for teaching special needs students in inclusive classrooms dur-ing and beyond Covid-19 from the perspectives of their teachers. Teachers of special education from integration schools in the middle stage in Mak-kah were targeted. A 15-item survey instrument was developed particular-ly for this research study . Quantitative research is carried out with the aim to investigate using virtual classroom(VC) for teaching special needs stu-dents in inclusive classrooms during and beyond Covid-19 from the per-spectives of their teachers. A survey method was used. Data were collected through a structured self-administered questionnaire, which was based on the technology acceptance model(TAM). Pearson correlation(R) and mul-tiple regression (MRA) were used to analyze data . Results indicated that the BI is positively affected by PU, PEOU. PU, PEOU yielded a coeffi-cient of multiple regression (R) and a multiple correlation square. This shows that a total variance in BI is accounted for by PU, PEOU. In con-clusion, the findings in this study contribute to the literature on TAM and its use in special education in particular.(AU)

Fomentar y continuar con los entornos de aprendizaje inclusivos es importante para permitir que todos los estudiantes puedan participar, comprometerse y aprender plenamente. El entorno de aprendizaje online obliga a los educadores a pensar de forma creativa sobre cómo lograr este objetivo. El objetivo era investigar el uso del aula virtual para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de la COVID-19 desde la perspectiva de sus docentes. La investigación cuantitativa se lleva a cabo con el objetivo de investigar el uso del aula virtual (VC) para enseñar a estudiantes con necesidades especiales en aulas inclusivas durante y después de Covid-19 desde las perspectivas de sus maestros. Se utilizó un método de encuesta. Las variables independientes son la utilidad percibida (PU), la facilidad de uso percibida (PEOU), mientras que la variable dependiente es la intención de comportamiento del estudiante (BI). Los datos fueron recolectados a través de un cuestionario estructurado autoadministrado, que se basó en el modelo de aceptación de tecnología (TAM). Se utilizaron la correlación de Pearson (r) y la regresión múltiple (MRA) para analizar los datos. Los resultados indicaron que el BI se ve afectado positivamente por PU, PEOU. PU, PEOU arrojaron un coeficiente de regresión múltiple (R) y un cuadrado de correlación múltiple. Esto muestra que PU, PEOU explican una variación total en BI.(AU)

Moderated moderation modelling of subjective social status, pocket money and depressive symptoms of university students in Ghana.

Introduction: Although the relationship between subjective social status and depression in university students has been well-established, this association could be seen as a spurious one. Previous studies have shown that key variables like financial resources and age could play key roles in explaining the variances in social status and mental health outcomes. In this research, we assessed the complex interrelationships between subjective social status, financial resources at their disposal and depressive symptoms among university students within their young and middle adulthood stages. Methods: A cross-sectional survey was conducted in a university in Ghana to sample 1134 university students through accidental sampling. The McArthur Scale and WHO-5 Well-being measure were used for the data collection. Results: The results revealed that higher levels of subjective social status were associated with lower levels of depression. It was further found that the interaction between students' pocket money and age played unique roles in the relationship between subjective social status and depression. Conclusion: The study findings call on stakeholders in education to explore funding opportunities and to examine ways of empowering parents (financially) to adequately support the students. Health educationists and promoters, including psychologists, school counsellors and parents could compliment these efforts by helping to train and empower students through self-regulation or management skills to help improve their well-being. Continuous efforts are required to improve the financial status and mental health of students.

[Investigation on the current situation and influencing factors of sitting time and health literacy among high school students in China].

OBJECTIVE: To investigate the current situation of sitting time and health literacy among high school students in China, in order to provide a basis for improving their physical and mental health levels. METHODS: A stratified random cluster sampling method was used to investigate the length of sitting time and health literacy of first and second grade high school students from 31 provinces, cities, and autonomous regions in China(data did not include that of Hong Kong and Macao Special Administrative Region, and Taiwan Province of China). The Kruskal-Wallis H method, independent sample Mann-Whitney U test, and regression model were used to analyze the influencing factors of sitting time and total health literacy score. RESULTS: (1) The total score of health literacy was statistically significant (P < 0.01) in different regions, urban and rural distribution, annual family income, parents' educational background, age, and gender. (2) The length of sitting was statistically significant (P < 0.01) among multiple groups in different regions, family annual income, parental education, and gender. However, there was no statistically significant difference between groups of different ages and urban-rural distribution (P>0.05). (3) The analysis of multiple linear regression model showed that the total score of health literacy was positively correlated with the family' s annual income and the mother' s education, and negatively correlated with the father' s education and the length of sitting. Standardized regression coefficient ß comparison: Father' s education (-0.32) > family annual income (0.15) > mother' s education (0.09) > average daily sitting time (-0.02), with father' s education having the greatest impact, followed by family annual income. The length of sitting was positively related to the family' s annual income and the mother' s educational background, and negatively related to the total score of health literacy. Standardized regression coefficient ß comparison: Annual family income (0.14) > education background of mother (0.13)> total score of health literacy (-0.02), with the impact of annual family income the largest, followed by education background of mother. CONCLUSION: China' s first and second grade high school students generally spend a long time sitting every day, and the level of health literacy is generally low. The level of health literacy and sitting time are negatively correlated with each other, and are most influenced by the educational background of high school students' parents and their family economic levels.

Beyond sleepless nights: Unraveling the complexity of alexithymia and suicide risk among university students.

BACKGROUND: There is a solid relationship between alexithymia and suicide risk. Nonetheless, the specific impact of alexithymia's distinct subscales on suicide risk has received the attention it deserves. This article presents a comprehensive exploration of suicide risk among university students, focusing on the interconnections among alexithymia, insomnia, and suicidal behavior. Three components of alexithymia including difficulties in describing emotions or feelings (DDF), difficulties in identifying emotions or feelings (DIF), and the externally oriented thinking were considered. METHODS: The study involved 208 participants from a Persian university sample, examining the significance of incorporating both alexithymia and insomnia in suicide risk assessment and intervention planning. Insomnia was positioned as a pivotal mediator. A secure electronic link in the Telegram application was employed to collect the data. Both linear and nonlinear prediction models were used to explore potential associations among alexithymia, insomnia, and suicide risk. RESULTS: The study revealed substantial positive correlations between alexithymia and suicide risk, as well as between insomnia and suicide risk. Additionally, specific components of alexithymia exhibited noteworthy links to suicide risk. The inclusion of insomnia scores in suicide risk predictions is critical, as it greatly enhances the precision of risk assessments and facilitates the design of targeted and effective therapeutic interventions. The association between alexithymia and suicide risk showed a significant relationship (r = .29, p < .01). Moreover, a significant correlation was observed between alexithymia and insomnia (r = .32, p < .01). Additionally, insomnia exhibited a significant positive correlation with suicide (r = .35, p < .01). Interestingly, DDF and DIF showed positive correlations with suicide (r = .28, p < .01; r = .33, p < .01). CONCLUSION: The findings carry profound implications for suicide prevention efforts, providing valuable insights to safeguard the well-being and resilience of university students facing suicide risk challenges.