Relationship Between Positive Childhood Experiences and Psychological Resilience in University Students: The Mediating Role of Self-Esteem

2021 ◽  
pp. 1-12
Author(s):  
Metin Kocatürk ◽  
İlhan Çiçek
Keyword(s):  
University Students ◽  
School Psychologists ◽  
Psychosocial Development ◽  
Structural Equation ◽  
Self Esteem ◽  
Psychological Resilience ◽  
Childhood Experiences ◽  
Mediating Role ◽  
Resilience Scale

Abstract Childhood experiences can affect individuals’ self-esteem and psychological resilience during personality and psychosocial development in adolescence and adulthood. The effect of positive childhood experiences on adulthood has rarely been investigated, with most studies focusing on negative aspects of childhood. Evidence shows that they also influence the development of psychological resilience and self-esteem. This study examined the relationship between positive childhood experiences, self-esteem, and psychological resilience. A total of 570 university students completed the Positive Childhood Experience Scale, Brief Resilience Scale and Rosenberg Self-Esteem Scale. The results of structural equation modelling indicated that positive experiences significantly predicted self-esteem and resilience. Self-esteem also predicted psychological resilience. Most importantly, positive childhood experiences had an indirect effect on resilience through self-esteem. The results suggest that focusing on positive aspects of childhood is as important and functional as dealing with negative ones to contribute to self-esteem and resilience. We suggest that school psychologists and counsellors could integrate these results into intervention programs to improve resilience through increased self-esteem.

Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting Lifestyle

2021 ◽  
Author(s):  
Vafa Mostafa ◽  
Hajar Falahzadeh ◽  
Sorur Ahmadi ◽  
Omid Hamidi
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Attachment Styles ◽  
Structural Equation ◽  
Equation Modeling ◽  
Mediating Role ◽  
Health Promoting ◽  
Health Promoting Lifestyle ◽  
Self Differentiation

Aim: The aim of this study was to test the structural equation model of relationships between attachment styles and self-differentiation with academic performance of university students with the mediating role of health-promoting lifestyle. Methods: The method of this research was descriptive and correlation type. The statistical population consisted of all undergraduate students of Shahid Beheshti University (1554 people) in the academic year of 2018-2019. The sample size was estimated to be 308 based on Cochran formula. Eventually 305 questionnaires were finalized. Research tools included the Self-Distinction Questionnaire (Skowron & Schmitt, 2003), the Adults Attachment Inventory (AAI) (Hazen and Shaver, 1987), the Health Promoting Lifestyle Profile (Walker, Sichrist & Pender, 1995) and the Educational Performance Test (Pham and Taylor, 1999) were used and data were analyzed by descriptive and inferential statistical methods (Pearson correlation, path analysis and structural equation modeling) using SPSS 23 and AMOS 26 statistical softwares. Findings: The results showed that attachment styles and self-differentiation have a significant relationship with academic performance and these variables are able to directly predict academic performance (p<0.01). Promotional lifestyles can also play a mediating role between attachment styles and self-differentiation with academic performance (p<0.01). Conclusion: Regarding the relationship between attachment styles, self-differentiation and health-promoting lifestyle with academic performance, special attention to these variables is necessary to improve student performance.

scholarly journals Addressing Depression Symptoms among University Students under COVID-19 Restrictions—The Mediating Role of Stress and the Moderating Role of Resilience

2021 ◽  
Vol 18 (23) ◽  
pp. 12752
Author(s):  
Chang Liu ◽  
Melinda McCabe ◽  
Sebastian Kellett-Renzella ◽  
Shruthi Shankar ◽  
Nardin Gerges ◽  
...  
Keyword(s):  
Mental Health ◽  
University Students ◽  
Social Isolation ◽  
Perceived Stress ◽  
Structural Equation ◽  
Depression Symptoms ◽  
Targeted Interventions ◽  
Mediating Role ◽  
Moderating Role

Background: The COVID-19 pandemic has contributed to a decline in mental health globally. Compared to the general population, university students have been identified as a group vulnerable to developing depression symptoms during the pandemic. Social isolation, a signature mental health consequence under physical-distancing regulations, is a known predictor of depression symptoms during the pandemic. Yet, more research is required to understand the mechanism that underpins the isolation–depression association and identify psychological factors that may attenuate the association. The current study aimed to understand the role of stress and resilience in the isolation–depression association among university students. Methods: Data were collected from 1718 university students between 28 and 31 May 2020. Partial least squares structural equation modelling (PLS-SEM) was used to examine the mediating role of perceived stress and the moderating role of resilience in the isolation–depression association. Results: We found that perceived stress partially mediated the association between social isolation and depression symptoms. Both the direct and indirect effects were moderated by participants’ resilience levels. Conclusions: Social isolation during the pandemic may contribute to depression symptoms both directly and through elevated stress levels. As an internal strength, resilience may buffer the adverse effects of isolation and stress on depression symptoms. Targeted interventions including mindfulness and physical exercise training may provide promising results in reducing depression symptoms among university students and should be considered by university administrators particularly during times of imposed physical-distancing measures.

scholarly journals Career doubt in a dual-domain model of coping and progress for university students' academic and career goals

2018 ◽  
Author(s):  
Melodie Chamandy ◽  
Patrick Gaudreau
Keyword(s):  
Labor Market ◽  
University Students ◽  
Structural Equation ◽  
Domain Model ◽  
Career Goals ◽  
Equation Modeling ◽  
Mediating Role ◽  
Dual Domain ◽  
Task Oriented

University students set career goals during their academic journey in order to facilitate their transition to the labor market. Career goals can nonetheless be accompanied by doubt, even among the most determined students. The purpose of this study (N = 234) was to investigate the role of career doubt on the progress made by university students in the simultaneous pursuit of their academic and career goals. We examined the mediating role of academic and career coping strategies in the relationship between career doubt and academic and career goal progress. The results from structural equation modeling revealed a significant indirect effect for task-oriented coping in the relationships between career doubt and both career progress and academic progress. Overall, these results clarify the mechanisms by which university students pursue their goals as a preliminary effort to inform practitioners about the role of coping to better prepare students for a successful transition to the labor market.

Spiritual Health and Resilience Among University Students: the Mediating Role of Self-Esteem

2019 ◽  
Vol 69 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mitra Borji ◽  
Nadereh Memaryan ◽  
Zahra Khorrami ◽  
Elahe Farshadnia ◽  
Maryam Sadighpour
Keyword(s):  
University Students ◽  
Self Esteem ◽  
Spiritual Health ◽  
Mediating Role

Effect of family environment on adolescent compulsive buying: mediating role of self-esteem

2016 ◽  
Vol 28 (3) ◽  
pp. 396-419 ◽  
Author(s):  
Rashmi Singh ◽  
Jogendra Kumar Nayak
Keyword(s):  
Structural Equation ◽  
Compulsive Buying ◽  
Self Esteem ◽  
Content Type ◽  
Mediating Role ◽  
Adolescence Period ◽  
Buying Behaviour ◽  
Adolescent Relationship ◽  
The Relationship

Purpose – The purpose of this paper is to investigate the mediating role of self-esteem in the relationship between parent-adolescent relationship and adolescent compulsive buying behaviour. Using a sample of 300 adolescents (15-18 years) in India and the structural equation modelling technique, the findings reveal that self-esteem mediates the relationship between parent-adolescent relationship and adolescent compulsive buying behaviour. Design/methodology/approach – The present study is the first to experimentally manipulate important parent-adolescent relationship and measures its impact on compulsive buying among a sample of 15-18-year old adolescents. Next, the authors investigate the mediating role of self-esteem for the above relationship. Confirmatory factor analysis and structural equation modelling have been used in the study. Findings – The study also establishes that familial conflict and cohesion acts as major sources of adolescent compulsivity. The authors have also examined the mediating role of self-esteem on the above relationships and found that adolescents’ compulsivity varies with the level of self-esteem (i.e. higher level of self-esteem leads to lower levels of adolescents’ compulsivity). The practical and theoretical implications are discussed within the context of adolescents’ compulsivity. Originality/value – The study makes some inimitable and significant contributions to the literature. It portrays one of few studies to investigate compulsive buying during adolescence period – a hard to reach population. Here authors experimentally manipulate parent-adolescent relationship to investigate its impact on compulsive buying. The study’s findings in regard to mediating effect of self-esteem on the parent-adolescent relationship and adolescents’ compulsive buying behaviour suggest that compulsive buying begins during adolescence period and is a common coping strategy for both boys and girls.

scholarly journals Supportive study climate and academic performance among university students: the role of psychological capital, positive emotions and study engagement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Terje Slåtten ◽  
Gudbrand Lien ◽  
Solveig Beyza Narli Evenstad ◽  
Terje Onshus
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Structural Equation ◽  
Positive Emotions ◽  
Psychological Capital ◽  
Equation Modeling ◽  
Content Type ◽  
Mediating Role ◽  
Study Engagement

Purpose The overall aim of this study is to explore factors associated with academic performance among university students. Specifically, it explores whether a supportive study climate is directly related to academic performance and whether students’ psychological capital (PsyCap), positive emotions and study engagement play a role in the relationship between supportive study climate and academic performance. Design/methodology/approach A total of 588 bachelor students from a range of academic programs participated in a survey. The partial least squares (PLS)-based structural equation modeling (SEM) was used to test the conceptual models and the hypothesized relationships, using the software SmartPLS. Findings No support was found for a direct relationship between supportive study climate and academic performance. However, the results show that PsyCap, positive emotions and study engagement have a mediating role between supportive study climate and academic performance. In addition, the findings reveal a multifaceted pattern among PsyCap, positive emotions and study engagement that promotes academic performance. Originality/value This is the first study that simultaneously explores the role of PsyCap, emotions and study engagement between supportive study climate and academic performance among university students. Consequently, it broadens and deepens previous research and offers both theoretical and practical implications.

scholarly journals The Role of Generalized Anxiety Disorder, Cognitive Bias, and Resilience in Predicting Depression in Infertile People

2020 ◽  
Author(s):  
Azra Mohammadpanah Ardakan ◽  
Sahar Shams
Keyword(s):  
Cognitive Bias ◽  
Structural Equation ◽  
Short Form ◽  
Equation Modeling ◽  
Depression And Anxiety ◽  
General Anxiety ◽  
Mediating Role ◽  
Resilience Scale ◽  
Relationship Of

Introduction: The purpose of this study was to investigate the causal-structural relationship of cognitive bias and resiliency with depression in infertile people considering  the mediating role of  general anxiety. Methods: This descriptive correlational study was conducted based on the application of findings.  In order to conduct research among all infertile women who referred to infertility clinics in Yazd, 200 individuals were selected through a convenient sampling method. To collect data, focused cognitive bias questionnaires, Conner-Davidson Resilience Scale, Beck Depression Inventory (Short Form), and Spitzer et al. Inclusive Scale Anxiety Scale were used.  Structural Equation Modeling method was also applied to analyze the data. Results: The findings showed that high cognitive bias and low resilience were effective in incidence of depression and anxiety among infertile people. In other words, higher cognitive bias and lower resilience increased depression and general anxiety in infertile people.  Moreover, the conceptual model designed in the research was fitted using structural equation method. Conclusion: Findings showed that cognitive bias in infertile people predicts resilience, which is an effective factor in changing the rate of general anxiety and depression.  In addition, general anxiety plays an important role in predicting depression.

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