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

{"title":"Psychometric Validation of the STEM Disciplines Attitude Scale (SDAS): Investigating Measurement Invariance and Psychological Correlates in Italian High School Students.","authors":"Angelo Fumia, Luana Sorrenti, Carmelo Mario Vicario, Francesca Ferraioli, Simona Massimino, Rosa Angela Fabio, Pina Filippello, Daniele Mollaioli","doi":"10.3390/ejihpe16090125","DOIUrl":"10.3390/ejihpe16090125","url":null,"abstract":"<p><p>Promoting positive student attitudes toward STEM is essential for fostering innovation; however, many existing measures do not adequately distinguish attitudes across specific disciplines, particularly within hard sciences such as physics and chemistry. This study presents the development and validation of the STEM Disciplines Attitude Scale (SDAS). Across three studies involving 2577 high school students, Exploratory and Confirmatory Factor Analyses supported a 25-item, five-factor structure assessing attitudes toward Mathematics, Physics, Chemistry, Engineering, and Science and Technology. The SDAS showed good internal consistency and strong convergent and discriminant validity. Measurement invariance analyses demonstrated full invariance across grade levels and metric invariance across genders. Gender comparisons indicated more positive attitudes among males in mathematics, physics, engineering, and science and technology, whereas no gender differences emerged in chemistry. Correlational and regression analyses identified Mastery Orientation and Problem-Solving Confidence as positively related to attitudes across several STEM domains. Learned Helplessness and Emotional Control showed more discipline-specific associations, particularly for Mathematics and Engineering. The SDAS fills an important measurement gap by providing a reliable tool for assessing discipline-specific STEM attitudes and their psychological correlates, thereby supporting both research and educational interventions.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 9","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13605343/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149040911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Esteem as a Mediating Mechanism in the Association Between Emotional Experiences and Academic Performance in School Students: The Moderating Role of Age.","authors":"Roxana Bernal-Rojas, David Quispe-Sanca, Gutember Peralta-Eugenio, Wilter C Morales-García, Liset Z Sairitupa-Sanchez","doi":"10.3390/ejihpe16090123","DOIUrl":"10.3390/ejihpe16090123","url":null,"abstract":"<p><p><i>Background</i>: Academic performance does not depend solely on cognitive abilities, but also depends on socioemotional processes. Emotional experiences may be associated with school performance; however, their effects are often inconsistent, suggesting the need to examine mediating mechanisms such as self-esteem and developmental conditions such as age. <i>Objective</i>: We aimed to analyze the association between positive and negative emotional experiences and academic performance in school students, assessing the mediating role of self-esteem and the moderating effect of age. <i>Methods</i>: A cross-sectional explanatory study was conducted with 325 students from Lima, Peru (149 boys and 176 girls). Emotional experiences were assessed using the PANAS-N, self-esteem with the Rosenberg Self-Esteem Scale, and academic performance with final grades in Communication and Mathematics. Data were analyzed using partial least squares structural equation modeling (PLS-SEM), with bootstrapping based on 10,000 subsamples. <i>Results</i>: Positive emotional experiences were positively associated with self-esteem (<i>β</i> = 0.434, <i>p</i> < 0.001) and academic performance (<i>β</i> = 0.272, <i>p</i> < 0.001). Negative emotional experiences were negatively associated with self-esteem (<i>β</i> = -0.489, <i>p</i> < 0.001) but showed no significant direct association with academic performance (<i>β</i> = -0.005, <i>p</i> > 0.05). Self-esteem was positively associated with academic performance (<i>β</i> = 0.114, <i>p</i> = 0.043). The model explained 40.8% of the variance in self-esteem and 11.3% of the variance in academic performance. Age moderated only the association between negative emotional experiences and self-esteem (Δ<i>β</i> = 0.183, <i>p</i> = 0.035). <i>Conclusions</i>: Self-esteem plays a significant mediating role in the association between emotional experiences and academic performance, and this effect is especially relevant during adolescence. The findings suggest that self-worth constitutes a key psychological process for understanding how emotional experiences are linked to school performance.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 9","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13605769/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149040991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Motivation Profiles Towards Academic Reading, Substance-Related and Problematic Behaviors in Future Teachers.","authors":"María de la Rocha Díaz, Inmaculada Méndez, Nuria Antón-Ros, Cecilia Ruiz-Esteban","doi":"10.3390/ejihpe16090124","DOIUrl":"10.3390/ejihpe16090124","url":null,"abstract":"<p><strong>Background: </strong>Motivation for academic reading is a relevant component of initial teacher training. However, little is known about whether distinct motivational profiles exist in association with patterns of substance use and problematic behaviors among prospective teachers.</p><p><strong>Methods: </strong>A cross-sectional study was conducted with 289 students (77.5% female; aged 18-34) enrolled in Early Childhood Education and Primary Education degree programs. Motivation for academic reading was assessed using the Academic Reading Motivation Scale (EMLA), while substance- and behavior-related problems were evaluated using the MULTICAGE CAD-4 questionnaire. Latent profile analysis was used to identify academic reading motivation profiles, and multivariate and post hoc analyses were performed to examine differences in scores across profiles.</p><p><strong>Results: </strong>Three motivational profiles were identified, characterized by high, intermediate, and low levels of academic reading motivation. Significant differences between profiles were observed regarding problems related to alcohol, drug use, gambling, video games, and compulsive spending.</p><p><strong>Conclusions: </strong>Academic reading motivation profiles were associated with various screening indicators for substance use and problematic behaviors. Given the cross-sectional and self-report nature of the study, these findings should not be interpreted in terms of causality. The results highlight the potential value of jointly considering academic motivation and health-related behavioral indicators in future teacher training.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 9","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13605590/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149040940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Classroom Social Climate and Resilience in Secondary Education Students.","authors":"Ana María Carroza-Pacheco, Benito León-Del-Barco, Carolina Bringas-Molleda","doi":"10.3390/ejihpe16090122","DOIUrl":"10.3390/ejihpe16090122","url":null,"abstract":"<p><p>Classroom social climate has become a factor of increasing interest within the educational field due to its potential influence on students' well-being and adjustment. The present study focused on analysing the relationship between the different dimensions of classroom social climate and school resilience in a sample of 609 Spanish secondary education students aged between 11 and 17 years. The Classroom Social Climate Scale (CSC) and the School Resilience Scale (SRS) were used as data collection instruments. The data were analysed using correlations and linear regressions to examine associations while retaining the continuous nature of the resilience scores, complemented by multinomial logistic regressions to examine the probability of belonging to relatively low, medium, or high resilience resource groups. The results showed positive and significant associations between the dimensions Relationship, Interest and Communication with Teachers (RIC) and Group Cohesion and Satisfaction (GCS), and both the Internal Resources and External Resources dimensions of resilience. Linear regression models explained 17.2% and 18.0% of the variance in Internal and External Resources, respectively, whereas multinomial logistic regression models yielded Nagelkerke R² values of 0.160 and 0.190. Furthermore, the GCS dimension appeared to show a stronger predictive contribution to the different dimensions of resilience, particularly for External Resources. The findings suggest that positive peer relationships and group cohesion constitute relevant contextual factors for the development of resilience during adolescence.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 9","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13605879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149040934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing Life Skills and Adolescent Mental Health: Cross-Cultural Adaptation and Psychometric Evaluation of the Life Skills Scale in Portugal.","authors":"Ana Cristina Maia Rocha, Ana João, César Fonseca, Leonel Lusquinhos, Lara Guedes de Pinho","doi":"10.3390/ejihpe16090121","DOIUrl":"10.3390/ejihpe16090121","url":null,"abstract":"<p><p>Life skills are cognitive, emotional and social competencies that help adolescents manage everyday demands and participate in school and social contexts. This study aimed to translate, culturally adapt and examine the psychometric properties of the European Portuguese Life Skills Scale (LSS). A cross-sectional methodological study included a convenience sample of 1807 Portuguese adolescents aged 13-19 years from public secondary schools in Central Portugal. The sample was randomly split for exploratory factor analysis (EFA; <i>n</i> = 903) and confirmatory factor analysis (CFA; <i>n</i> = 904). EFA supported an interpretable eight-factor solution explaining 50.7% of the variance. CFA compared the original ten-factor model with the EFA-derived eight-factor model. The ten-factor model showed significant standardised loadings (λ = 0.444-0.849) and comparatively better fit, with acceptable root mean square error of approximation (RMSEA = 0.045) and standardised root mean square residual (SRMR = 0.062), although the comparative fit index (CFI = 0.855) and Tucker-Lewis index (TLI = 0.849) remained below preferred thresholds. Internal consistency was satisfactory to excellent (α = 0.782-0.963; ω = 0.783-0.964). Average variance extracted (AVE) and heterotrait-monotrait ratio (HTMT) analyses provided partial evidence of convergent validity and additional support for discriminant validity. Supplementary multi-group CFA provided preliminary support for measurement invariance across female and male adolescents. Findings provide initial support for the European Portuguese LSS as a multidimensional measure of adolescent life skills.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 9","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13605295/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149040746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sleep and the Developing Brain: What We Know, What We Don't, and Where to Act-A Systematic Review and Evidence and Gap Map.","authors":"Kuanysh Shonbay, Olga M Shikhova, Yevgeniy Duplyakin, Raikhan S Sagimova, Maiya Taushanova, Indira Karibayeva","doi":"10.3390/ejihpe16080120","DOIUrl":"10.3390/ejihpe16080120","url":null,"abstract":"<p><p>Sleep supports cognition across the lifespan, but its significance may differ developmentally: in adults, it largely maintains and restores functioning within mature neural systems, whereas in children and adolescents it may also support the formation of cognitive, emotional, and self-regulatory capacities. This systematic review and evidence and gap map, prospectively registered in PROSPERO and conducted according to PRISMA 2020, searched PubMed, PsycINFO, Scopus, and Web of Science for studies of sleep duration, quality/fragmentation, timing/regularity, and daytime sleepiness in relation to executive function/self-regulation, attention/vigilance, emotion/behavior regulation, and academic functioning among typically developing children and adolescents. Twenty-five studies contributed 46 study-outcome links. Across nearly all populated evidence cells, more adequate sleep profiles were associated with better developmental outcomes. The strongest and most experimentally supported evidence concerned sleep duration in relation to executive function, emotion/behavior regulation, and academic functioning; evidence for sleep timing/regularity and daytime sleepiness was weaker and predominantly cross-sectional. Unlike adults, for whom sleep primarily restores a mature system, children may lose not only today's functioning but tomorrow's developmental trajectory when sleep is chronically curtailed. Sleep duration currently provides the strongest basis for intervention, whereas the long-term developmental effects of sleep quality, timing, regularity, and sleepiness require further longitudinal and experimental investigation during this formative period.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 8","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13512791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Associations Between Emotional Competence and Emotional Empathy in Secondary-Level Vocational Nursing Students at One Croatian School: A Cross-Sectional Study.","authors":"Martina Trnčević, Ivana Pišćenec, Višnja Pranjić, Ljerka Armano, Aleksandar Racz","doi":"10.3390/ejihpe16080119","DOIUrl":"10.3390/ejihpe16080119","url":null,"abstract":"<p><p>Empathy is essential to humanized nursing care, yet its relationship with emotional competence before professional entry remains insufficiently specified. This single-school cross-sectional study examined whether distinct dimensions of emotional competence were differentially associated with emotional empathy among 337 secondary-level vocational nursing students enrolled in a five-year Croatian program for general care nurses/medical technicians. Students completed the Emotional Skills and Competence Questionnaire (ESCQ-45) and the Emotional Empathy Scale from the E-Questionnaire, which primarily captures affective responsiveness to others' distress and other negative-valence states. Spearman correlations, Kruskal-Wallis tests with Dunn-Holm post hoc comparisons, Welch tests, and hierarchical linear regression with heteroscedasticity-consistent type 3 robust standard errors were used. Emotional empathy correlated with emotion perception and understanding (ρ = 0.35, <i>p</i> < 0.001) and emotion management (ρ = 0.28, <i>p</i> < 0.001), but not with emotion expression and naming (ρ = 0.10, <i>p</i> = 0.070). In the fully adjusted regression model, emotion perception and understanding (β = 0.254, <i>p</i> < 0.001), emotion management (β = 0.254, <i>p</i> = 0.003), and female versus male reported sex (β = 0.277, <i>p</i> < 0.001) were statistically significant predictors, whereas clinical exposure was not (<i>p</i> = 0.429). Emotion expression and naming had a negative adjusted coefficient (β = -0.158, <i>p</i> = 0.040) after simultaneous control for the remaining predictors. The findings support a dimensional interpretation of emotional competence and indicate that negative-valence emotional empathy is more closely associated with recognizing, understanding, and managing emotions than with expressive emotional skills considered in isolation.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 8","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13512357/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148832827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge and Risk Perception Regarding Skin Cancer in Immunosuppressed Patients: A Systematic Review and Meta-Analysis.","authors":"Luisa Leonie Brokmeier, Sophia Haas, Laura Ilic, Wolfgang Uter, Markus Vincent Heppt, Olaf Gefeller, Isabelle Kaiser","doi":"10.3390/ejihpe16080118","DOIUrl":"10.3390/ejihpe16080118","url":null,"abstract":"<p><p>Immunosuppressed patients have a substantially increased risk for developing skin cancer. Therefore, it is mandatory that such patients are adequately informed and aware of skin cancer and their increased risk to modify their behavior. Numerous studies have evaluated the topic, but no synthesis of their findings exists. The protocol of this systematic review was registered on PROSPERO (CRD42024618851) and its reporting followed the PRISMA-2020 guideline. To identify all studies assessing knowledge or perception of skin cancer in immunosuppressed patients, forward and backward citation tracking was employed in addition to an electronic literature search across five databases. For the risk of bias (ROB) assessment, the Joanna Briggs Institute checklist for prevalence studies was used. Quantitatively comparable outcomes were meta-analyzed, while all others were qualitatively synthesized. Thirty-two reports comprising 4214 patients were included. Acknowledging substantial heterogeneity between studies, just over two thirds of patients recalled having been informed about their increased skin cancer risk (pooled proportion: 68.34%, 95% confidence interval (CI): 55.48-78.90). Awareness of the increased risk for skin cancer varied widely (34.5-100%), and pooled mean Skin Cancer and Sun Knowledge scores were 14.77 (CI = 8.57-20.96). About half of those patients asked about risk factors for skin cancer knew that immunosuppression was among them. This indicates that immunosuppressed patients are insufficiently educated about their increased skin cancer risk. However, the high heterogeneity in the synthesized outcomes and the minimal proportion (3%) of low ROB ratings for the included studies call for further research to better understand the awareness of skin cancer risk in this vulnerable population.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 8","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13512661/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148832886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Semantically Constrained Detection of Systemic Archetype-Inspired Patterns in Idiographic Case Formulations: A Rule-Based Framework Using FCM-FRHP Functional Semantics.","authors":"Carlos Hurtado-Martínez, Luis Botella, Alejandro Sanfeliciano, Ernesto Aranda-Escolástico, Luis Angel Saúl","doi":"10.3390/ejihpe16080117","DOIUrl":"10.3390/ejihpe16080117","url":null,"abstract":"<p><p>In psychotherapy, case formulation can organize clinically relevant information into a coherent account of how psychological difficulties emerge, persist, and may change. The Personal Meaning System Fuzzy Cognitive Map (PMS-FCM) represents the client's bipolar construct system as a weighted directed graph, whereas the FCM-FRHP (Fuzzy Cognitive Map of Human Problem Formation and Resolution) provides a professional functional reference model for problem formation and resolution. This paper proposes a semantically constrained method for identifying systemic archetype-inspired configurations in PMS-FCM representations enriched with FCM-FRHP semantics. Rather than importing classical systemic archetypes directly, the method reformulates them as configurable graph templates adapted to intrapersonal bipolar construct systems. Detection combines FCM-FRHP functional roles, predefined semantic-affinity rules and PB-based structural criteria, edge-weight thresholds, and ranking criteria. The goal is to support the traceable identification of static structures that may inform the examination of clinically relevant systemic hypotheses, without treating them as diagnoses or evidence of observed temporal dynamics. The pipeline combines property-graph querying, RDF/SHACL conformance checking, ranked materialization, and rule-based trace generation. A local language model is used only after detection and conformance checking, as a constrained graph-to-text layer grounded in graph evidence and FCM-FRHP semantics. The approach offers a formally specified and reproducible method for conducting explicit, auditable pattern-level analysis of psychological case formulations.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 8","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13511919/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pathways to Wellbeing: Differentiated Associations Across Three Forms of Campus Engagement in a Diverse UAE University Context.","authors":"Christopher Bryan, Ruba Ahmed, Tatiana Tairi, Oliver Bones, Muna Amr, Sariah Daouk","doi":"10.3390/ejihpe16080116","DOIUrl":"10.3390/ejihpe16080116","url":null,"abstract":"<p><p>University students in diverse higher education contexts face concurrent risks: flourishing often below optimal levels alongside elevated depression and anxiety, though these are often addressed through generic, undifferentiated wellbeing provision. In diverse settings such as United Arab Emirates (UAE) universities, where international students constitute the majority of many student bodies, how campus activities relate to social belonging is both a wellbeing question and an equity issue. This study examined how extracurricular participation, sport (a subset of extracurricular participation), and exercise were associated with student wellbeing among 801 students across two UAE institutions. Extracurricular participation was associated with social belonging, which showed significant indirect associations with flourishing, depression, and anxiety, consistent across covariate adjustment and robustness checks. Exercise showed a similarly consistent direct association with flourishing; it was also associated with lower depression and anxiety in the primary model, though these associations were less robust than the flourishing finding and did not hold under further sensitivity checks. Sport showed a small association with stress mindset and anxiety, though this relies on a measure with low reliability and should be treated as tentative. Loneliness was not significantly associated with any engagement form. These findings point to a differentiated picture of campus engagement, in which extracurricular participation and exercise show the clearest links to wellbeing, while sport's association with stress appraisal requires further evidence.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"16 8","pages":""},"PeriodicalIF":3.7,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13512712/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148832939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}