scholarly journals PSYCHOLOGICAL FEATURES OF UNCERTAINTY EXPERIENCE IN THE COVID-19 EPIDEMIC

2020 ◽  
pp. 245-268
Author(s):  
И.Г. Скотникова ◽  
П.И. Егорова ◽  
Ю.Л. Огаркова ◽  
Л.С. Жиганов
Keyword(s):  
Online Survey ◽  
Personality Development ◽  
Self Regulation ◽  
Well Being ◽  
Joint Work ◽  
Self Help ◽  
Scientific Group ◽  
Psychological Features ◽  
Academy Of Sciences ◽  
And Control

Представлены результаты онлайн-опроса о переживании людьми неопределённости в период пандемии COVID-19, а также о принятии ими решений и особенностях их саморегуляции в связи с рядом индивидуально-личностных и стилевых свойств. Опрос проведен научной группой Института психологии РАН совместно со специалистами ГАУГН и Высшей школы междисциплинарных исследований и развития личности. В опросе участвовало 54 респондента в возрасте от 22 до 63 лет из России и еще девяти стран, в большинстве психологи и студенты психологических факультетов, а также лица, интересующиеся психологией. Они проходили трехдневный психотерапевтический марафон, направленный на стабилизацию эмоционального состояния в самоизоляции в связи с вирусом и на обучение техникам самопомощи. У значительной части респондентов получены низкие значения показателей гибкости саморегуляции и активности и высокие - тревожности, что может быть объяснено ситуацией эпидемии и самоизоляции. Факторный анализ оценок респондентов позволил выделить четыре независимых фактора: эмоциональный интеллект, саморегуляцию и бдительность, самочувствие и настроение, рефлексию и контроль. По результатам опроса разработаны рекомендации населению по коррекции гибкости саморегуляции, активности и тревожности, а также рекомендации организациям о важности для сотрудников регулярных онлайн-совещаний, помогающих им по-прежнему ощущать себя в коллективе, в совместной работе и общении. В заключении подчеркнуты теоретико-методологические вопросы устойчивости/пластичности индивидуально-личностных и стилевых свойств в чрезвычайных условиях. The results of online survey were presented. It was focused on people experiencing uncertainty during the pandemic of COVID-19, as well as about their decision-making and the features of their self-regulation in connection with some individual-personal and style properties. The survey was conducted by a scientific group of the Institute of Psychology of the Russian Academy of Sciences together with specialists from GAUGN and the Higher School of Interdisciplinary Research and Personality Development. The survey involved 54 respondents aged 22 to 63 years from Russia and another nine countries, most psychologists and students of psychological faculties, as well as persons interested in psychology. They underwent a three-day psychotherapeutic marathon aimed at stabilizing their emotional state in isolation due to the virus and at training self-help techniques. A large proportion of respondents obtained low flexibility of self-regulation and low activity indices and high values of anxiety, which can be explained by the situation of the epidemic and self-isolation. Factor analysis of respondents' assessments made it possible to distinguish four independent factors: emotional intelligence, self-regulation and alertness, well-being and mood, reflection, and control. Based on the results of the survey, recommendations were developed for the population to correct the flexibility of self-regulation, activity, and anxiety, as well as recommendations to organizations on the importance for employees of regular online meetings that help them continue to feel in the team, joint work, and communication. The conclusions emphasize theoretical and methodological issues of stability/plasticity of individual-personal and style properties in emergency conditions.

scholarly journals Examining the Mental Well-Being of Australian Sport Coaches

2019 ◽  
Vol 16 (23) ◽  
pp. 4601 ◽  
Author(s):  
Fraser Carson ◽  
Mary Malakellis ◽  
Julia Walsh ◽  
Luana C. Main ◽  
Peter Kremer
Keyword(s):  
Online Survey ◽  
High Standard ◽  
Well Being ◽  
Work Life ◽  
Eta Squared ◽  
Unit Increase ◽  
Life Scale ◽  
And Control ◽  
Sport Coaches ◽  
Mental Well Being

Background: Research has highlighted the multitude of factors that are negatively associated with coach mental well-being but has failed to investigate how the determinants of mental well-being can affect the coach both positively and negatively. Accordingly, the aim of this study was to investigate levels of mental well-being among sport coaches and assess whether areas of work life—specifically workload and control—are related to levels of mental well-being. Method: An online survey comprising demographic and coaching experience details, the Areas of Work Life Scale (AWS), and the Warwick–Edinburgh Mental Well-Being Scale was completed by 464 Australian coaches involved in a range of sports. Differences in coach mental well-being according to key demographic and coaching-related subgroups were assessed using separate t-test and ANOVA analyses and the magnitude of effects was determined using Cohen’s d and the eta-squared (ή2) statistics. Multiple linear regression was used to examine relationships between both workload and control and mental well-being after controlling for age, gender, coaching setting and weekly coaching activity. Results: The findings indicate poorer mental well-being among both male and younger coaches and indicate that coach mental well-being is related to the ability to self-manage the workload associated with their role as a coach as well as greater autonomy over coaching-related tasks and activities. Specifically, a one-unit increase in AWS workload and AWS control were associated with ~three- and ~four-unit increases in coach mental well-being, respectively. Conclusion: Greater provision of resources and education is required to assist coaches to manage their own mental well-being, while being supported by the organisation they coach for. Enabling coaches to balance their coaching requirements and to have control over their environment will improve their ability to constantly coach at a high standard.

scholarly journals Pedagogical Conditions of Continuous Design-Training of Future Technology Teachers

2018 ◽  
Vol 6 (1) ◽  
pp. 12-22
Author(s):  
Svitlana Kucher
Keyword(s):  
Process Management ◽  
Personality Development ◽  
Self Regulation ◽  
Educational Process ◽  
Innovative Teaching ◽  
Professional Activities ◽  
Future Technology ◽  
Technology Teachers ◽  
Independent Design ◽  
And Control

The urgency of the scientific and pedagogical development of the pedagogical conditions of continuous students' design-training is connected with the necessity of formulating methodical features of the use of new forms and methods of teaching and control in the conditions of higher pedagogical education; systematization, streamlining and standardization of the process of independent design training of students; introduction of the principle of decentralization, democratization in the educational process management system. Based on the analysis of the research and experience of preparing the future teacher of technology, we have identified a number of conditions for continuous design training, among which the most important are the following: monitoring and correction of the level of readiness of future technology teachers to design and technological activities; technology of pedagogical assistance to the organization of continuous design training of students, based on the integration of design and rating technologies with the use of elements of personality development and innovative teaching methods; the formation of conscious self-regulation by students of their own educational and professional activities on the basis of unity of personal, artistic and technological components. Prospects for further exploration are the development of a model of a system of continuous design-training, which will take into account certain pedagogical conditions for the effectiveness of the organization of design training for future technology teachers in institutions of higher pedagogical education.

scholarly journals The Effectiveness of EMOVERE: An Emotional Education Program for Young Couples

2021 ◽  
Vol 18 (4) ◽  
pp. 1677
Author(s):  
Estefanía Mónaco ◽  
Usue de la Barrera ◽  
Inmaculada Montoya-Castilla
Keyword(s):  
Emotion Regulation ◽  
Intervention Program ◽  
Self Regulation ◽  
Well Being ◽  
Reliable Change Index ◽  
Hierarchical Regression ◽  
Control Group ◽  
Quasi Experimental ◽  
And Control ◽  
The Relationship

Our aim was to assess the effectiveness of EMOVERE, a psychoeducational and experiential program to increase emotion regulation in couples. Forty-four young couples (n = 88) aged between 18 and 36 years old participated in the study (53.4% women; M = 24.18; SD = 4.34). Twenty-two couples belonged to the experimental group (received the intervention) and 22 to the control group (received no intervention). The intervention program consisted of seven two-hour sessions over a month, in groups of four to five couples. The variables studied were sociodemographic characteristics, emotional intelligence (TMMS-24), emotional inter-regulation with the partner (SIERC), attachment (ECR-S) and satisfaction with the relationship (RAS). The proposed design was quasi-experimental, with two randomized groups (experimental and control group) and longitudinal data from two occasions. SPSS version 24.0 was used to perform analysis of variance (MANOVA and MANCOVA), multiple hierarchical regression and reliable change index. PROCESS was also used for moderation analyses. The results indicate that the program is effective in increasing emotional self-regulation and emotion regulation with the partner, as well as reducing couples’ avoidance of intimacy. Age, relationship duration and previous relationship satisfaction moderate the effectiveness of the program. The importance of continuing this research line to address well-being of young populations is discussed.

scholarly journals The interplay between mothers’ and children behavioral and psychological factors during COVID-19: An Italian study

2020 ◽  
Author(s):  
Elisa Di Giorgio ◽  
Daniela Di Riso ◽  
Giovanna Mioni ◽  
Nicola Cellini
Keyword(s):  
Sleep Quality ◽  
Psychological Factors ◽  
Online Survey ◽  
Self Regulation ◽  
Well Being ◽  
Subjective Time ◽  
Psychological Well Being ◽  
Time Experience ◽  
Mothers And Children ◽  
Temporary Closure

Italy has been the first nation outside of Asia to face the COVID-19 outbreak. To limit viral transmission of infection, by March 10th, 2020, the Italian Government has ordered a national lockdown, which established home confinement, home (smart) working, and temporary closure of non-essential businesses and schools. The present study investigated how these restrictive measures impacted mothers and their pre-school children's behavioral habits (i.e., sleep timing and quality, subjective time experience) and psychological well-being (i.e., emotion regulation, self-regulation capacity). An online survey was administered to 245 mothers with pre-school children (from 2 to 5 years). Mothers were asked to fill the survey thinking both on their habits, behaviors, and emotions and on those of their children during the quarantine, and retrospectively, before the national lockdown (i.e., in late February). A general worsening of sleep quality and distortion of time experience in both mothers and children, as well as increasing emotional symptoms and self-regulation difficulties in children, was observed. Moreover, even when the interplay between the behavioral and psychological factors was investigated, the factor that seems to mostly impact both mothers' and children's psychological well-being was their sleep quality. Overall, central institutions urgently need to implementing special programs for families, including not only psychological support to sustain families with working parents and ameliorating children's management.

scholarly journals Child Adjustment During COVID-19: The Role of Economic Hardship, Caregiver Stress, and Pandemic Play

2021 ◽  
Vol 12 ◽  
Author(s):  
Rachel B. Thibodeau-Nielsen ◽  
Francisco Palermo ◽  
Rachel E. White ◽  
Alaina Wilson ◽  
Shannon Dier
Keyword(s):  
Emotional Distress ◽  
Online Survey ◽  
Empirical Studies ◽  
Pretend Play ◽  
Self Regulation ◽  
Well Being ◽  
The United States ◽  
Lifestyle Changes ◽  
Protective Effects ◽  
Risk And Resilience

The coronavirus disease 2019 (COVID-19) led to many lifestyle changes and economic hardships for families with young children. Previous research on risk and resilience highlights that children's adjustment to family hardships is influenced by caregiver stress, but individual child behaviors and characteristics may protect children from negative outcomes. Interestingly, many children have been reported to incorporate COVID-19 themes in their pretend play. Theory suggests children may do so to cope with pandemic-related stress, but no empirical studies have explored this possibility. The purpose of this study was to understand the process by which COVID-19 economic hardships experienced by a family were related to children's emotional well-being and development and to investigate how this process may vary as a function of children's engagement in pandemic-related pretend play. Caregivers (N = 99; mostly high earning families) of preschoolers ages 3–6 years (51% girls, 82% White) living in the United States participated in an online survey at two time points during the pandemic. Result revealed that COVID-19 economic hardships were related to increased caregiver stress, which, in turn, was associated with children's emotional distress and poorer self-regulation. However, engaging in pandemic-related pretend play appeared to protect children's well-being by weakening the adverse association between caregivers' stress and children's emotional distress. Thus, addressing caregiver stress levels and allowing children an outlet to cope with challenges through pretend play could have crucial protective effects on early development and well-being during times of crisis.

scholarly journals Conceptualizing and Studying Characteristics, Units, and Fits of Persons and Environments: A Coherent Synthesis

2021 ◽  
pp. 089020702110487
Author(s):  
Christian Kandler ◽  
John F. Rauthmann
Keyword(s):  
Social Integration ◽  
Personality Development ◽  
Self Regulation ◽  
Well Being ◽  
Psychological Interventions ◽  
Narrow Sense ◽  
Personality Differences ◽  
Methodological Approaches ◽  
Well Differentiated ◽  
The Individual

Based on a perspective on personality coherence as the extent to which personality-relevant characteristics are differentiated and integrated within a person in his or her environment, we propose a synthesis that builds on and harmonizes existing and partly conflicting theories, methodological approaches, and empirical findings. This understanding of personality coherence needs clear definitions of person and environment characteristics. We define traits as characteristics of the person, adaptations as characteristics of the person-in-contexts, and states as characteristics of the person-in-situations. Thus, our synthesis involves concepts of environments and person-environment units. Next, we provide testable criteria to differentiate characteristics of persons from characteristics of person-environment units and to identify dispositional traits for a narrow-sense perspective on personality coherence. We raise awareness of the importance of fit between (profiles of) person and environment characteristics for an understanding of the integrated uniqueness of persons in their environments. We outline implications of this broader perspective on personality coherence for personality development, self-regulation, social integration, well-being, and psychological interventions. Lastly, we conclude that the analysis of an individual’s uniqueness and personality differences requires information about how well-defined, well-differentiated, well-integrated, and well-operationalized person(ality) variables are actually expressed in, or interact and transact with, the individual environment.

scholarly journals Social Support, Self-Regulation, and Psychological Skill Use in E-Athletes

2021 ◽  
Vol 12 ◽  
Author(s):  
Michael G. Trotter ◽  
Tristan J. Coulter ◽  
Paul A. Davis ◽  
Dylan R. Poulus ◽  
Remco Polman
Keyword(s):  
Social Support ◽  
Online Survey ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Psychological Skills ◽  
Organisational Structure ◽  
Game Performance

The aims of the present study were twofold. First, to investigate self-reported social support, self-regulation, and psychological skill use in esports athletes (e-athletes) compared to traditional athletes. Second, to determine if self-reported social support, self-regulation, and psychological skill use influenced e-athlete in-game rank. An online survey was used to collect data from an international sample of e-athletes (n = 1,444). The e-athletes reported less social support, self-regulation, and psychological skill use than reported by traditional athletes in previous studies. E-athletes with higher scores in social support, self-regulation, and psychological skill use was associated with higher in-game rank. The lack of an organisational structure in esports may be a contributing factor as to why e-athletes score lower than traditional athletes on social support, self-regulation, and psychological skill use. Future research is warranted to explore the development of esports programs aiming to promote athletes’ social support, self-regulation, and use of psychological skills to enhance in-game performance and well-being.

scholarly journals Physiological Coregulation during Social Support Discussions

2020 ◽  
Author(s):  
Katherine S. Zee ◽  
Niall Bolger
Keyword(s):  
Social Support ◽  
Self Regulation ◽  
Male Partner ◽  
Cardiovascular Responses ◽  
Well Being ◽  
Romantic Couples ◽  
Regulatory Systems ◽  
Equilibrium Level ◽  
And Gender ◽  
And Control

Close relationships are proposed to function as dynamic regulatory systems, whereby partners regulate each other’s emotions and physiology to maintain an equilibrium level of responding—–a process known as coregulation. Coregulation is proposed to contribute to well-being, yet little is known regarding when coregulation emerges. We hypothesized that because social support interactions involve explicit interpersonal emotion regulation attempts, they might be especially likely to engender beneficial patterns of coregulation. We conducted a dyadic laboratory experiment in which romantic couples completed social support and control discussions as cardiovascular responses were measured. To assess physiological self-regulation and dyadic coregulation, we used dynamical systems modeling with Bayesian estimation, which captures the frequency of oscillations around an equilibrium level and changes in amplitudes over time. Results indicated the presence of coregulation across discusisons as a whole, as well as dierences in coregulation by discussion type and gender. Self-regulatory and coregulatory dynamics were more pronounced during social support (vs. control) discussions, especially when the male partner received support. There was also substantial between-dyad heterogeneity in self- and coregulation, suggesting that some dyads showed pronounced regulatory dynamics whereas other did not. Overall, this work suggests the role of social support as a coregulatory context and oers novel insights into emotional dynamics linking relationships and health.

scholarly journals ‘It’s Like Therapy But More Fun’ Armed Forces and Veterans’ Breakfast Clubs: A Study of Their Emergence as Veterans’ Self-Help Communities

2020 ◽  
pp. 136078042090584
Author(s):  
Jim McDermott
Keyword(s):  
Military Service ◽  
Online Survey ◽  
Armed Forces ◽  
Well Being ◽  
Mutual Support ◽  
Civilian Life ◽  
Face To Face ◽  
Self Help ◽  
Support Organizations ◽  
Short Period

The armed forces veterans’ support sector is vast and, some would argue, overprovided for. At a time when some long-established ex-armed forces support organizations appear to be losing members, Armed Forces and Veterans’ Breakfast Clubs (AFVBCs) continue to grow. This article examines this phenomenon arguing that AFVBCs, which are organized in a somewhat unconventional way, provide a safe domain for veterans to reminisce, provide mutual support with others who share the same experiences, and understand military service and the difficulties of transition to civilian life, all factors which contribute to their well-being. They enable the generation and protection of military identity which is highly salient and prominent for many veterans. This study sees AFVBCs as a veteran’s self-help community which can also provide a focus for those responsible for implementing the Armed Forces Covenant. A total of 250 veterans contributed to this study, the majority being those who ‘do well’ in civilian life but with a minority who suffer in some way and need help. Veterans attending AFVBCs come from all branches of the armed forces, some having served for a short period and others a full career. Data were collected face-to-face at one AFVBC, from a study of online testimonials, conversations with the AFVBC founder and an online survey.

scholarly journals Learning from the Perspectives of Albert Bandura and Abdullah Nashih Ulwan: Implications Towards the 21st Century Education

DINAMIKA ILMU ◽  
2020 ◽  
Vol 20 (2) ◽  
pp. 199-218
Author(s):  
Norillah Abdullah ◽  
Sharifah Sariah Syed Hassan ◽  
Mohamed Abdelmagid ◽  
Siti Nazilah Mat Ali
Keyword(s):  
Social Interactions ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Personality Development ◽  
Self Regulation ◽  
Well Being ◽  
Classroom Teaching ◽  
Albert Bandura

A vast existing literature in educational research has been explored on Social Cognitive Theory (SCT) with the focus on addressing self-efficacy, self-regulation and social interactions in learning. This theory is used as a framework to predict behaviours and interventions. However, researchers have managed to comprehend and adopt the theory comprehensively with regards to all the factors involved specifically in the domain of pedagogical potentials in education and metaphysics. Thus, this paper has two-fold purposes. Firstly, this paper seeks to revisit the SCT from Islamic perspectives. Secondly, it attempts to propose a new pedagogical framework adapted from both theories for enhancing classroom teaching and learning. For this, the theoretical approach of Abdullah Nashih Ulwan has been compared and contrasted with an analytical approach by framing the references of the theory and the domain in education and well-being. Based on the analytic summary, this research has adopted comparative holistic visual representation by analyzing the SCT and Islamic perspectives. In consequence, a proposed learning model is given for a comprehensive view from both perspectives. The findings will advocate teachers and researchers when dealing with holistic human behaviour and personality development.

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