THE RELATIONSHIP BETWEEN AGGRESSIVE BEHAVIOUR AND NEGATIVE AUTOMATIC THOUGHTS IN UNIVERSITY STUDENTS: THE MEDIATOR ROLE OF HOPELESSNESS LEVEL

Background: It is important to investigate the role of cognitive, developmental and environmental factors in the development and maintenance of Obsessive Compulsive Symptomatology (OCS). Aims: The main objective of this study was to examine the vulnerability factors of OCS in a non-clinical sample. On the basis of Salkovskis’ cognitive model of OCD, the study aimed to investigate the role of perceived parental rearing behaviours, responsibility attitudes, and life events in predicting OCS. Furthermore, the mediator role of responsibility attitudes in the relationship between perceived parental rearing behaviours and OCS was examined. Finally, the specificity of these variables to OCS was evaluated by examining the relationship of the same variables with depression and trait anxiety. Method: A total of 300 university students (M = 19.55±1.79) were administered the Padua Inventory-Washington State University Revision, Responsibility Attitudes Scale, s-EMBU (My memories of upbringing), Life Events Inventory for University Students, Beck Depression Inventory, and State-Trait Anxiety Inventory-Trait Form. Results: Regression analysis revealed that perceived mother overprotection, responsibility attitudes and life events significantly predicted OCS. Furthermore, responsibility attitudes mediated the relationship between perceived mother overprotection and OCS. The predictive role of perceived mother overprotection and the mediator role responsibility attitudes were OCS specific. Conclusions: The findings of the present study supported that perceived mother over-protection as a developmental vulnerability factor significantly contributed to the explanation of a cognitive vulnerability factor (namely responsibility attitudes), and perceived maternal overprotection had its predictive role for OCS through responsibility attitudes.

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The Mediating Role of Forgiveness in the Relationship between Vengeance and Tranquility

International Journal of Psychology and Educational Studies ◽

10.17220/ijpes.2021.8.1.234 ◽

2021 ◽

Vol 8 (1) ◽

pp. 148-157

Author(s):

Tuğba Bingöl

Keyword(s):

University Students ◽

Mediating Role ◽

Mediator Role ◽

The Relationship

This research aimed to examine the mediating role of forgiveness in the relationship between vengeance and tranquility. 297 university students participated in this research. Scales of revenge, forgiveness and tranquility were used to collect data. The results indicated that forgiveness played a full mediator role in the relationship between vengeance and tranquility. In other words, in this model, as vengeance increases, tranquility and forgiveness decrease, and forgiveness plays a mediating role in that relationship. Individuals with high levels of vengeance are unlikely to have high levels of tranquility and forgiveness. If individuals feel more vengeance, they may have low forgiveness and exhibit less tendency to feelings of tranquility.

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Mediating Role of Mindfulness on the Associations of Friendship Quality and Subjective Vitality

Psychological Reports ◽

10.1177/0033294116661273 ◽

2016 ◽

Vol 119 (2) ◽

pp. 516-526 ◽

Cited By ~ 7

Author(s):

Umran Akin ◽

Ahmet Akin ◽

Erol Uğur

Keyword(s):

University Students ◽

Friendship Quality ◽

Subjective Vitality ◽

Mediating Role ◽

Quality Scale ◽

Mediator Role ◽

The Relationship ◽

Vitality Scale

This research investigated the mediator role of mindfulness on the relationship between friendship quality and subjective vitality. Participants were 273 university students ( M age = 21 years, SD = 1.1) who completed a questionnaire package that included the Friendship Quality Scale, the Cognitive and Affective Mindfulness Scale, and the Subjective Vitality Scale. Both mindfulness and subjective vitality were correlated positively with friendship quality and subjective vitality was correlated positively with mindfulness. Mindfulness mediated the relationship between friendship quality and subjective vitality. Together, the findings illuminate the importance of friendship quality in psychological and cognitive adjustment.

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The role of psychological inflexibility in Beck’s cognitive model of depression

Anales de Psicología ◽

10.6018/analesps.32.2.214551 ◽

2016 ◽

Vol 32 (2) ◽

pp. 441 ◽

Cited By ~ 8

Author(s):

Francisco J. Ruizq ◽

Paula Odriozola-González

Keyword(s):

Depressive Symptoms ◽

Cognitive Model ◽

Automatic Thoughts ◽

Mediation Model ◽

Psychological Inflexibility ◽

Cross Sectional ◽

Moderated Mediation Model ◽

Negative Automatic Thoughts ◽

The Relationship

Beck’s cognitive model of depression proposes that depressogenic schemas have an effect on depressive symptoms by increasing the frequency of negative automatic thoughts in response to negative life events. We aimed to test a moderated, serial mediation model where psychological inflexibility, a core concept of the Acceptance and Commitment Therapy (ACT) model of psychopathology, both mediates and moderates the relationship between depressogenic schemas and the frequency of negative automatic thoughts. A cross-sectional design was used in which 210 undergraduates responded to questionnaires assessing the constructs of interest. Results supported the proposed moderated mediation model. Both psychological inflexibility and negative automatic thoughts were significant mediators of the relationship between depressogenic schemas and depressive symptoms, and psychological inflexibility also moderated the effect of depressogenic schemas on negative automatic thoughts. We conclude that the role of psychological inflexibility in the cognitive model of depression deserves more attention.

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The Relationship Between Perfectionism and Forgiveness of University Students: The Mediator Role of Emotional Intelligence

Gaziantep University Journal of Social Sciences ◽

10.21547/jss.265492 ◽

2016 ◽

pp. 1086-1094

Author(s):

Adem Peker

Keyword(s):

Emotional Intelligence ◽

University Students ◽

Mediator Role ◽

The Relationship

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The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18126586 ◽

2021 ◽

Vol 18 (12) ◽

pp. 6586

Author(s):

Inmaculada García-Martínez ◽

José María Augusto Landa ◽

Samuel P. León

Keyword(s):

Quality Of Life ◽

Academic Achievement ◽

Life Satisfaction ◽

Emotional Intelligence ◽

Academic Performance ◽

University Students ◽

Mediational Role ◽

The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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