European Journal of Investigation in Health Psychology and Education最新文献

Nonzero-Sum Time Perception Is Associated with Greater Willingness to Help. 非零和时间观念与更大的助人意愿有关。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-21 DOI: 10.3390/ejihpe15050090

Yu Niiya, Syamil Yakin, Lora E Park, Ya-Hui Chang

{"title":"Nonzero-Sum Time Perception Is Associated with Greater Willingness to Help.","authors":"Yu Niiya, Syamil Yakin, Lora E Park, Ya-Hui Chang","doi":"10.3390/ejihpe15050090","DOIUrl":"https://doi.org/10.3390/ejihpe15050090","url":null,"abstract":"People are less likely to help others when they view time as a scarce resource. Does changing people's perception of time influence their willingness to help? We hypothesized that people would be more willing to help and would allocate more time to helping others when they view time as a nonzero-sum resource (i.e., as a resource that merely exists or that can be created moment-by-moment with their interactions with others) versus a zero-sum resource (i.e., a commodity that can be lost, taken, or given away). Study 1 measured people's perception of time and their willingness to help in hypothetical vignettes. Studies 2 and 3 manipulated the perception of time to examine its effect on people's willingness to help others and the amount of time they wanted to spend helping. Study 3 further examined prosocial motivation as a potential mediator. Across the three studies, we demonstrated that when people perceive time as a nonzero-sum resource versus a zero-sum resource, people are more willing to help others. People's prosocial motivation to reduce others' distress mediated this relationship. We speculate that when people perceive time to be nonzero-sum, time spent helping others is not viewed as costly, but as a resource to invest in to benefit both themselves and others.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emotional Competencies and Psychological Well-Being in Costa Rican Emerging Adults: The Mediating Role of Self-Esteem and Resilience. 哥斯达黎加新生成人的情绪能力和心理健康：自尊和弹性的中介作用。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-20 DOI: 10.3390/ejihpe15050089

María Teresa Dobles Villegas, Hugo Sanchez-Sanchez, Konstanze Schoeps, Inmaculada Montoya-Castilla

{"title":"Emotional Competencies and Psychological Well-Being in Costa Rican Emerging Adults: The Mediating Role of Self-Esteem and Resilience.","authors":"María Teresa Dobles Villegas, Hugo Sanchez-Sanchez, Konstanze Schoeps, Inmaculada Montoya-Castilla","doi":"10.3390/ejihpe15050089","DOIUrl":"https://doi.org/10.3390/ejihpe15050089","url":null,"abstract":"There is strong empirical evidence on the benefits of emotional competencies, self-esteem, and resilience for well-being in the youth and adult populations. However, little research has been conducted to identify protective factors for well-being among emerging adults in rural areas of Costa Rica, which are particularly vulnerable. This study aims to examine the relationships between emotional competencies and dimensions of psychological well-being, as well as the mediating role of self-esteem and resilience in Costa Rican university students. The sample consisted of 328 students aged 18 to 30 years (M = 21.31, SD = 3.28), of whom 47.90% were women. This study utilized Ryff's Psychological Well-being Scale, the Emotional Skills and Competence Questionnaire, Rosenberg's General Self-esteem Scale, and the Connor-Davidson Resilience Scale. The results indicated that emotional competencies, particularly emotion management and regulation, have direct positive effects on psychological well-being. Additionally, self-esteem played a mediating role, showing indirect effects between emotional competencies and the dimensions of psychological well-being. Resilience had a less pronounced mediating role than self-esteem in terms of effect size and the number of significant relationships. Moreover, negative effects were identified between emotional perception and understanding and certain well-being dimensions, such as positive relationships and environmental mastery. The findings provide evidence that emotional competencies, self-esteem, and resilience are key factors in promoting psychological well-being among emerging adults in rural areas of Costa Rica. These results highlight the importance of fostering emotional skills and strengthening self-esteem, particularly in emerging adults from socioeconomically disadvantaged backgrounds.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144151942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic Goals and Attitudes Towards Institutional Authority: A Relationship Mediated by Life Satisfaction and Sense of Belonging to the School. 学业目标与制度权威态度：生活满意度与学校归属感的中介关系。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-19 DOI: 10.3390/ejihpe15050088

Laura Giaquinto, Roberto Sanz, Pau García-Grau

{"title":"Academic Goals and Attitudes Towards Institutional Authority: A Relationship Mediated by Life Satisfaction and Sense of Belonging to the School.","authors":"Laura Giaquinto, Roberto Sanz, Pau García-Grau","doi":"10.3390/ejihpe15050088","DOIUrl":"https://doi.org/10.3390/ejihpe15050088","url":null,"abstract":"Academic success is conditioned by different factors, related to academic goals, life satisfaction, and feelings of belonging to the school. This article aims to assess whether beliefs, attributions (academic goals), and feelings (life satisfaction and sense of belonging to the school) do or do not influence attitudes towards school authority (school, teachers, learning, norms, and families). A total of 510 students from six secondary schools participated and four questionnaires were used: academic goals, life satisfaction, attitude towards institutional authority, and sense of belonging to school. The focus was on the description of academic goals and negative attitudes towards authority, focusing on the mediating role of school belonging and life satisfaction. Descriptive, variance, and mediation analyses were conducted. The questionnaire with the highest scores was sense of belonging to school. The dimension with the least influence on negative attitudes within academic goals was social reinforcement. Males showed more negative attitudes towards authority, and an indirect and significant relationship was observed between academic goals and negative attitudes towards authority, mediated by life satisfaction and sense of belonging to school. In conclusion, the role of the school as a protective agent is confirmed. Therefore, intervening in negative attitudes towards authority would solve coexistence problems and increase life satisfaction, expectations of academic performance, and the feeling of belonging to the school.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Association Between Social Determinants of Health (SDoH) and Mental Health Status in the US. 美国健康的社会决定因素（SDoH）与心理健康状况之间的关系

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-17 DOI: 10.3390/ejihpe15050087

Farhana Faruque, Gulzar H Shah, Robert M Bohler

{"title":"The Association Between Social Determinants of Health (SDoH) and Mental Health Status in the US.","authors":"Farhana Faruque, Gulzar H Shah, Robert M Bohler","doi":"10.3390/ejihpe15050087","DOIUrl":"https://doi.org/10.3390/ejihpe15050087","url":null,"abstract":"Social determinants of health (SDoH) are considered significant determinants of mental health. This study examines the association between SDoH and mental health status in the United States. We analyzed 2023 Behavioral Risk Factor Surveillance System (BRFSS) data from 183,318 U.S. adults using multinomial logistic regression. Several SDoH were significantly linked to the frequency of poor mental health days. After adjusting for all covariates, individuals facing difficulty paying utility bills had lower odds of experiencing episodic (vs. chronic) poor mental health (AOR = 0.47, p = 0.031). Transportation challenges were associated with lower odds of episodic distress rather than chronic mental health issues (AOR = 0.35, p = 0.026). Individuals who were unable to afford a doctor or who experienced employment loss had significantly lower odds of reporting no poor mental health days compared to reporting chronic poor mental health, with adjusted odds ratios of 0.37 and 0.84, respectively. Non-Hispanic Whites and males were more likely to report chronic poor mental health. Policies that prioritize economic stability and job security, reliable transportation, and equal access to education and healthcare are crucial for promoting mental health equity across diverse populations.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuroscience Exposure as a Predictor of Teaching Self-Efficacy. 神经科学暴露作为教学自我效能的预测因子。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-16 DOI: 10.3390/ejihpe15050086

Ana Julia Ribeiro, Rafael Lima Dalle Mulle, Fernando Eduardo Padovan-Neto

{"title":"Neuroscience Exposure as a Predictor of Teaching Self-Efficacy.","authors":"Ana Julia Ribeiro, Rafael Lima Dalle Mulle, Fernando Eduardo Padovan-Neto","doi":"10.3390/ejihpe15050086","DOIUrl":"https://doi.org/10.3390/ejihpe15050086","url":null,"abstract":"Teaching self-efficacy refers to a teacher's confidence in their ability to engage students and foster learning, directly influencing their instructional planning, strategies, and student assessment practices. Neuroscience education for teachers has been shown to increase enthusiasm and support professional growth by introducing essential brain-related principles. This study investigated whether prior exposure to neuroscience predicts teaching self-efficacy among Brazilian basic education teachers. A total of 1120 teachers completed online surveys, providing sociodemographic information, educational background, teaching experience, and data regarding their previous neuroscience exposure. Participants' neuroscience knowledge was assessed through a questionnaire designed to measure familiarity with fundamental neuroscience concepts, and teaching self-efficacy was evaluated using the Teacher Sense of Efficacy Scale (TSES). The results indicated that teachers with prior exposure to extracurricular neuroscience courses demonstrated significantly higher neuroscience knowledge. Additionally, those with previous neuroscience exposure exhibited a marginally significant increase in self-efficacy for instructional strategies and a significant increase in classroom management, while no significant differences were observed in student engagement. Regression analyses confirmed that neuroscience exposure significantly predicted self-efficacy in instructional strategies and classroom management. These findings reinforce the connection between neuroscience education and enhanced teaching self-efficacy, underscoring the importance of neuroeducation programs as valuable tools for supporting teachers' professional development and well-being.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bullying and Cyberbullying Are Associated with Inappropriate Use of the Internet, Cell Phones, and Video Games in Children and Adolescents. 欺凌和网络欺凌与儿童和青少年不恰当使用互联网、手机和视频游戏有关。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-15 DOI: 10.3390/ejihpe15050082

José Enrique Moral-García, Alba Rusillo-Magdaleno, Fredy Alonso Patiño-Villada, Emilio J Martínez-López

{"title":"Bullying and Cyberbullying Are Associated with Inappropriate Use of the Internet, Cell Phones, and Video Games in Children and Adolescents.","authors":"José Enrique Moral-García, Alba Rusillo-Magdaleno, Fredy Alonso Patiño-Villada, Emilio J Martínez-López","doi":"10.3390/ejihpe15050082","DOIUrl":"https://doi.org/10.3390/ejihpe15050082","url":null,"abstract":"The aim of the present study was to analyze the association of bullying and cyberbullying with the level of Internet, cell phone, and video game use in children and adolescents. In total, 677 Spanish students (53.03% girls) aged 10 to 16 years (13.81 ± 1.56) participated. The association between variables and risk of exposure was carried out by analysis of covariance (ANCOVA) and binary logistic regression (odds ratio = OR), respectively. The effects of both victimization and perpetration in bullying and cyberbullying were analyzed separately to identify differences by role. All analyses were performed separately for boys and girls and adjusted for age, body mass index, mother's education, and average weekly physical activity. The results showed that both victims and perpetrators of bullying and cyberbullying present a significant increase in and risk of abusive and inappropriate use of the Internet, cell phones, and video games. Girls involved in bullying/cyberbullying behaviors reached the highest levels of inappropriate use of the Internet, cell phones, and video games with respect to peers not affected by bullying behaviors. In all cases, girls, both victims and perpetrators of bullying and cyberbullying, multiplied the risk of harmful use of these devices by at least 3 times. It is suggested to implement educational policies to prevent situations, especially cyberbullying, in both victims and perpetrators, prioritizing student safety.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144151684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of Social Capital on Depression in University Students. 社会资本对大学生抑郁的影响。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-15 DOI: 10.3390/ejihpe15050083

Mario Eduardo Castro Torres, Pablo Marcelo Vargas-Piérola, Aarón Marco Layme Mamani, Andrea Katerine Murillo Toro, Aneydith Ribera Domínguez, Carlos F Pinto

{"title":"Effects of Social Capital on Depression in University Students.","authors":"Mario Eduardo Castro Torres, Pablo Marcelo Vargas-Piérola, Aarón Marco Layme Mamani, Andrea Katerine Murillo Toro, Aneydith Ribera Domínguez, Carlos F Pinto","doi":"10.3390/ejihpe15050083","DOIUrl":"https://doi.org/10.3390/ejihpe15050083","url":null,"abstract":"This study examines how bonding social capital (BSC) is related to depression symptoms (Dsym) in university students, focusing on the mediating roles of socio-emotional support, instrumental support, self-efficacy, self-esteem, and academic stress. A cross-sectional design was employed, with data collected from 217 undergraduate students (from an initial sample of 250) using validated questionnaires. Data were analyzed using partial least squares structural equation modeling (PLS-SEM) to evaluate direct and indirect relationships. The key findings indicate that BSC has an indirect, relevant, and significant negative effect on Dsym (H5) (β = -0.201, 95% CI [-0.266, -0.216]) through six routes, involving enhanced self-esteem and reduced academic stress. The model highlights self-esteem as a critical mediator between social capital and mental health outcomes. With strong predictive validity (R2 ≥ 0.1, Q2 > 0, PLS-SEM RMSE < LM), the study provides a framework for potential interventions. The theoretical contributions include distinguishing social capital from support and prioritizing self-esteem over self-efficacy in depressive pathways. Although the cross-sectional design limits causal inferences, the model advances systemic approaches to student mental health, highlighting the need for longitudinal validation in diverse contexts.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144151826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Technology-Driven Assistive Learning Tool and Framework for Personalized Dyscalculia Interventions. 个性化计算障碍干预的技术驱动辅助学习工具和框架。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-15 DOI: 10.3390/ejihpe15050085

Dipti Jadhav, Sarat Kumar Chettri, Amiya Kumar Tripathy, Manob Jyoti Saikia

{"title":"A Technology-Driven Assistive Learning Tool and Framework for Personalized Dyscalculia Interventions.","authors":"Dipti Jadhav, Sarat Kumar Chettri, Amiya Kumar Tripathy, Manob Jyoti Saikia","doi":"10.3390/ejihpe15050085","DOIUrl":"https://doi.org/10.3390/ejihpe15050085","url":null,"abstract":"Recognizing the impact of mathematical learning difficulties on student achievement, this research focuses on developing adaptive, technology-based solutions for those struggling with learning mathematics, including individuals with dyscalculia. Dyscalculia, a difficulty in understanding numbers and mathematics, can profoundly affect a child's academic progress and self-confidence. Many interventions aim for broad effectiveness but often struggle to address individual learning differences. This research addresses this gap by employing Dynamic Bayesian Networks (DBNs) within intelligent tutoring systems to develop a personalized, gamified approach for improving mathematical skills in children with dyscalculia. We assessed 158 children aged 6-10 years using the Smartick Dyscalculia Assessment Tool to identify specific numerical cognition deficits. Based on these assessments, we have developed EDSense (Early Detection and Intervention for Insufficient Number Sense), an adaptive web-based learning tool. EDSense provides personalized support and targets skill refinement in mathematics learning. A pre-test and post-test design evaluates EDSense's effectiveness and demonstrates significant improvements in numerical abilities. The findings highlight the crucial role of adaptive learning platforms in addressing dyscalculia. The EDSense platform demonstrates gamified, self-directed learning environments to enhance both engagement and learning outcomes by accommodating individual cognitive differences. We have proposed a technology-driven framework for personalized dyscalculia interventions, emphasizing early detection to support mathematical skill development.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Arithmetic Proficiency Across Adulthood: Cognitive and Subjective Influences. 成人算术熟练程度：认知和主观影响。

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-15 DOI: 10.3390/ejihpe15050084

Elisabeth Goettfried, Katharina Thaler, Margarete Delazer, Demis Basso, Manuela Piazza, Michael Knoflach, Laura Zamarian

{"title":"Arithmetic Proficiency Across Adulthood: Cognitive and Subjective Influences.","authors":"Elisabeth Goettfried, Katharina Thaler, Margarete Delazer, Demis Basso, Manuela Piazza, Michael Knoflach, Laura Zamarian","doi":"10.3390/ejihpe15050084","DOIUrl":"https://doi.org/10.3390/ejihpe15050084","url":null,"abstract":"Arithmetic competence is crucial for navigating modern society and maintaining independence. It relies on domain-general and domain-specific cognitive skills, as well as subjective factors. Given its importance, understanding how these factors shape adult arithmetic proficiency is essential. This study investigated demographic, cognitive, and subjective influences on various arithmetic skills throughout adulthood, including both younger and older individuals. In total, 134 adults aged 20-68 completed computerized tasks assessing simple calculations, exact and approximate complex calculations, and arithmetic principles, alongside neuropsychological testing and self-ratings on math anxiety, math self-concept, attitudes toward mathematics, and the frequency of engagement with numbers. The results indicate that accuracy varied by task, with approximate calculations being the most challenging. Self-ratings showed low math anxiety but moderate-to-high math self-concept, positive attitudes, and moderate engagement with numbers. Age correlated only with arithmetic principles; however, interference inhibition and engagement with numbers, not age, best predicted performance. Executive functions correlated solely with approximate calculations and arithmetic principles, while subjective measures were related to all arithmetic tasks. The regression analyses indicate strong interrelationships, particularly among calculation tasks. The findings highlight the multifaceted nature of arithmetic competence and suggest it remains stable in adulthood, with age-related declines only evident in arithmetic principles, likely due to declining executive functions.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cumulative Incidence of Mental Disorders Among German Military Personnel Deployed to Iraq 2015-2018-An Epidemiological Study. 2015-2018年驻伊拉克德国军人精神障碍累积发病率的流行病学研究

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European Journal of Investigation in Health Psychology and Education Pub Date : 2025-05-14 DOI: 10.3390/ejihpe15050081

Ulrich Wesemann, Karl-Heinz Renner, Harald Hofmann, Nils Hüttermann, Gerd-Dieter Willmund

{"title":"Cumulative Incidence of Mental Disorders Among German Military Personnel Deployed to Iraq 2015-2018-An Epidemiological Study.","authors":"Ulrich Wesemann, Karl-Heinz Renner, Harald Hofmann, Nils Hüttermann, Gerd-Dieter Willmund","doi":"10.3390/ejihpe15050081","DOIUrl":"https://doi.org/10.3390/ejihpe15050081","url":null,"abstract":"Background: There is currently no study examining the mental health consequences of deployed German service members in Iraq. The aim is, therefore, to determine the cumulative incidence and latency period until the first diagnosis of deployment-related mental disorders. We hypothesized a lower rate than for Afghanistan with 2.4%. Methods: All registered N = 1635 German military personnel who were deployed to the mission \"Training support contingent Northern Iraq\" between 2015 and 2018 were included. Individuals with mental disorders attributed to this deployment were identified in a central database. Differences in latency between diagnoses were calculated by t-tests for independent samples. Results: By January 2024, n = 55 (3.4%) individuals had been recorded who developed a mental disorder as a result of this deployment. Most of them (54.5%) had a post-traumatic stress disorder (PTSD) as the main or comorbid diagnosis. There were no gender differences in the cumulative incidence (male 3.6%; female 2.9). The latency period between the onset of disease and initial diagnosis was, on average, 1.0 years (standard deviation 1.1 years; Q25 < 1 year, Q50 = 1 year and Q75 = 2 years). With 1.3 vs. 0.6 years, the latency was significantly longer for individuals with PTSD. Conclusions: The cumulative incidence appears to be higher after the Iraq deployment than after most other Bundeswehr deployments. This is attributed to particular threats. The latency period is higher for those affected with PTSD than with other disorders. This could be due to a higher degree of stigmatization. It is, therefore, worthwhile to compare the different deployments in order to be able to derive better preventive and aftercare measures as well as destigmatization programs to prevent chronification.","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 5","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144151752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0