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

{"title":"Personality Assessment Inventory in Fibromyalgia: Links to Functional, Physical-Somatic, and Emotional Impact.","authors":"Andrea Doreste, Jesus Pujol, Eva Penelo, Víctor Pérez, Laura Blanco-Hinojo, Gerard Martínez-Vilavella, Fabiola Ojeda, Jordi Monfort, Joan Deus","doi":"10.3390/ejihpe15080149","DOIUrl":"10.3390/ejihpe15080149","url":null,"abstract":"<p><p><b>Background:</b> Fibromyalgia (FM) is a chronic condition characterized by widespread pain, fatigue, cognitive difficulties, and psychological symptoms. Patients often present distinct personality traits and psychopathological patterns associated with symptom severity. <b>Objective:</b> To examine psychopathological profiles in FM patients based on functional, physical-somatic, and emotional impairment domains, as well as on cumulative disease severity. <b>Materials and Methods:</b> A cross-sectional study was conducted with 70 women clinically diagnosed with FM at a specialized Fibromyalgia Unit. Psychological functioning was assessed using the Personality Assessment Inventory, and disease impact was measured with the Fibromyalgia Impact Questionnaire. Hierarchical cluster analyses were used to classify participants into mild and severe clusters across FIQ domains, and psychological profiles were compared. <b>Results:</b> Patients with severe functional impairment had more affective dysregulation (76.43 vs. 70.20, <i>p</i> < 0.01) and somatic complaints (85.57 vs. 79.76, <i>p</i> < 0.05) than those with mild impairment. The severe-physical cluster showed greater mood instability, somatization, and suicidal ideation (60.94 vs. 53.61, <i>p</i> < 0.05). The severe-emotional cluster had higher rates of major depression (85.71% vs. 64.28%) and persistent depressive disorder (76.19% vs. 70.61%, <i>p</i> < 0.05). Severe showed more emotional instability and somatization, distinguishing it from mild. Greater cumulative severity intensified depressive and somatic disorders. <b>Discussion:</b> Findings support FM's biopsychosocial profile, where emotional distress may relate to psychological and physical symptoms, reinforcing the need for personalized, multidisciplinary care and comprehensive assessment.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 8","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12386036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972079","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":"Segmenting Preventive Health Behavior: Gender Disparities and Psychosocial Predictors in a Culturally Diverse Italian Region.","authors":"Dietmar Ausserhofer, Verena Barbieri, Stefano Lombardo, Timon Gärtner, Klaus Eisendle, Giuliano Piccoliori, Adolf Engl, Christian J Wiedermann","doi":"10.3390/ejihpe15080148","DOIUrl":"10.3390/ejihpe15080148","url":null,"abstract":"<p><p>Grounded in health behavior theory, this study examined patterns of preventive health behavior in a culturally diverse, multilingual region of northern Italy using data from a representative population survey (<i>n</i> = 2090). Preventive behaviors were assessed using the 16-item Good Health Practices (GHP-16) scale. Latent profile analysis (LPA) identified five behavioral profiles, ranging from 'Globally Low Engagers' to 'Comprehensive High Engagers'. Binary logistic regression compared 'Globally Low Engagers' to 'Broadly Moderate Preventers', examining predictors including gender, age, education, language, chronic disease status, health literacy (HLS-EU-Q16), patient activation (PAM-10), mistrust of health information, living situation, and healthcare employment. The results showed that men, younger adults, individuals with low patient activation, those living alone, and respondents with high mistrust of health information had higher odds of belonging to the low engagement group. Health literacy and language group membership were not significantly associated with the profile membership. Item-level comparisons revealed gender differences in information-seeking, oral hygiene, and dietary behaviors, with men reporting lower engagement. These findings support a segmentation-based understanding of preventive health behavior and highlight the need to address personal capacities and contextual barriers in interventions while challenging assumptions of uniformly higher female health vigilance.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 8","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12385775/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972139","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":"The Reaction to Diagnosis Questionnaire-Sibling Version: A Preliminary Study on the Psychometric Properties.","authors":"Chiara Martis, Annalisa Levante, Flavia Lecciso","doi":"10.3390/ejihpe15080147","DOIUrl":"10.3390/ejihpe15080147","url":null,"abstract":"<p><strong>Background: </strong>The diagnosis of a disability in a child may significantly impact the entire family system. While existing literature has primarily focused on parental reaction to the diagnosis, little is known about how typically developing siblings process this event.</p><p><strong>Methods: </strong>This exploratory study presented the preliminary psychometric properties of the Reaction to Diagnosis Questionnaire-Sibling Version, adapted from an instrument originally designed to assess parental reaction to the child's diagnosis. Following a back-translation and adaptation process, a cross-sectional study was conducted on 623 typically developing siblings (<i>M</i> = 24.6 years, <i>SD</i> = 5.76) of individuals with neurodevelopmental disorders or physical disabilities.</p><p><strong>Results: </strong>Exploratory factor analyses supported a refined 32-item questionnaire with two factors-lack of resolution versus resolution, both showing excellent internal reliability. No significant differences were found based on typically developing sibling sex, age, or type of disability of the brother/sister, while correlational analyses indicated that greater disability severity was associated with lower resolution and higher lack of resolution.</p><p><strong>Conclusions: </strong>Results suggested that the Reaction to Diagnosis Questionnaire-Sibling Version is a promising tool for assessing the reaction to the brother/sister diagnosis on behalf of the typically developing siblings. Further research is needed to confirm these results and inform intervention programs promoting well-being and adaptive family functioning.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 8","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12385898/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972146","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":"Leaving School: A Healthy Transition in Late Adolescence?","authors":"Max Herke","doi":"10.3390/ejihpe15080146","DOIUrl":"10.3390/ejihpe15080146","url":null,"abstract":"<p><strong>Background: </strong>Adolescents' subjective well-being (SWB) is a key indicator of quality of life. While its development during schooling has been widely studied, few studies have examined changes in SWB after leaving school due to the need for longitudinal data. This study investigates changes in SWB among adolescents in Germany over the two years before and after leaving school, focusing on school type, socioeconomic position, gender, and family structure.</p><p><strong>Methods: </strong>We use data from the ninth-grade cohort of the German National Educational Panel Study, first surveyed in 2010 and followed annually. Growth modeling (specifically, a multilevel discontinuity model) is applied to analyze SWB trajectories and potential moderation by background characteristics. The final sample includes 19,767 observations from 6599 individuals.</p><p><strong>Results: </strong>SWB increases notably after leaving school and remains stable before and after the transition. The increase is smaller for adolescents completing higher secondary education, living in nuclear families, or identifying as male. These groups report higher SWB prior to the transition, so post-school changes reduce group differences.</p><p><strong>Conclusion: </strong>The findings suggest that schools may lack adequate resources to support adolescents in mastering key developmental challenges. While school is a critical environment, it may also impose pressures that are associated with lower well-being.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 8","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12385248/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972138","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":"Problematic Internet Use: Measurement and Structural Invariance Across Sex and Academic Year Cohorts.","authors":"Mateo Pérez-Wiesner, Kora-Mareen Bühler, Jose Antonio López-Moreno","doi":"10.3390/ejihpe15080145","DOIUrl":"10.3390/ejihpe15080145","url":null,"abstract":"<p><p>The extensive use of digital media among adolescents has raised concerns about its impact on emotional development and mental health. Understanding the psychological factors behind problematic digital media use is essential for effective prevention. This study examined whether the relationships between emotion regulation (negative and positive), compulsive use, cognitive preoccupation, and negative outcomes linked to digital media are consistent across sex and academic year. We used a cross-sectional design with 2357 adolescents (12-16 years old) from Compulsory Secondary Education. Participants completed validated self-report questionnaires assessing problematic digital media use, and associated consequences in four domains: internet, video games, social networking, and messaging. Four structural equation models (SEMs), each focused on a media type, tested whether these relationships remained stable across sex and academic year. All models showed good fit, and differences between groups were minimal, supporting valid comparisons. Results confirm that emotion regulation difficulties and problematic digital media use are consistently associated with negative outcomes in all adolescents, regardless of sex or academic level. Preventive strategies targeting emotional regulation and digital media behaviors may be broadly applied to reduce emotional and functional problems related to excessive media use.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 8","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12385649/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972141","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":"Grittier and More Hopeful About the Future? A Nine-Month School-Based Longitudinal Study on Grit and Adolescent Possible Selves.","authors":"Shimin Zhu, Chongzeng Bi","doi":"10.3390/ejihpe15080144","DOIUrl":"10.3390/ejihpe15080144","url":null,"abstract":"<p><p>The changes in adolescents' visions for the future are important to adolescents' developmental trajectories, motivation, and educational outcomes, yet understudied. This study examined the change in possible selves and its association with grit during school closure and life interruption during COVID-19. We conducted a school-based longitudinal survey among 1577 students (Mage = 13.05, <i>SD</i> = 0.86) from 12 secondary schools at the start and end of an academic year prior to and during the COVID-19 pandemic with a 9-month interval. Demographic, grit, socioeconomic status (SES), self-control, and possible selves were measured. Paired <i>t</i>-tests indicated a significant decrease in academic possible selves and strategies. Hierarchical regression analysis results show that participants with higher grit scores reported higher academic and life possible selves; in particular, the effect of grit-perseverance was stronger than grit-passion after controlling self-control. SES moderated the effect of grit-passion on academic possible selves. The current longitudinal study provides important implications for education and youth social work practice for young people growing up with the influence of the pandemic.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 8","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12385853/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144972084","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":"Access Is Progress: Understanding Rural Secondary Student Access and Outcomes of Advanced Placement Courses.","authors":"Phillip D Grant, Ali Jahanaray, T Logan Arrington","doi":"10.3390/ejihpe15070143","DOIUrl":"10.3390/ejihpe15070143","url":null,"abstract":"<p><p>This study examines the availability and outcomes of Advanced Placement (AP) courses in secondary schools in Georgia (USA) and South Carolina (USA), focusing on how school locale (rurality) and demographic composition influence AP availability and student achievement. The authors analyzed population-level school data from the 2021-22 academic year using a two-step quantitative approach. A zero-inflated negative binomial regression model (ZINB) was employed to assess AP course participation and AP exam performance while addressing overdispersion and excess zeros in the data. Key predictors included school locale (rural versus nonrural), state (Georgia versus South Carolina), and minoritized-majority status. This study finds that rural schools and those where minoritized students make up the majority (i.e., fewer than 50% White students) are significantly less likely to offer AP courses or have any students participate in AP exams. Moreover, these schools had a significantly lower success rate; for example, rural schools were 59% less likely to have students with scores above three. The findings indicate that gaps in access to advanced curriculum may exacerbate existing college and career readiness disparities. Moreover, this study confirms that previous research using sampled datasets underestimates the disparity of AP access.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 7","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12293853/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709207","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":"The Quality of the Parent-Child Relationship in the Context of Autism: The Role of Parental Resolution of the Child's Diagnosis, Parenting Stress, and Caregiving Burden.","authors":"Annalisa Levante, Chiara Martis, Flavia Lecciso","doi":"10.3390/ejihpe15070142","DOIUrl":"10.3390/ejihpe15070142","url":null,"abstract":"<p><p><b>Background.</b> Parents of autistic children face challenges that can negatively affect the quality of the parent-child relationship. This study aimed to explore the potential protective role of parental resolution about positive (closeness) and negative (conflict and dependence) aspects of the parent-child relationship, with parenting stress and caregiving burden as mediators. <b>Methods</b>. A cross-sectional study (ethical approval: CE n. 92949) was conducted with 51 Italian parents of autistic children. A multiple mediation model was tested. <b>Results</b>. Parental resolution had a significant total effect (β = 0.012; BootLLCI = 0.002; BootULCI = 0.024) and a significant direct effect on the parent-child relationship (β = 0.223; BootLLCI = 0.058; BootULCI = 0.389), indicating that resolving the child's diagnosis could potentially influence parents' perceptions of their relationship with their child, possibly leading to views of it being somewhat closer, experiencing fewer conflicts, and involving a lower degree of dependence. An indirect effect via parenting stress was also significant (β = -0.130; BootLLCI = -0.009; BootULCI = -0.291), while caregiving burden did not show a mediating effect. <b>Conclusion</b>: Despite the exploratory and cross-sectional nature of this study, the findings highlight the importance of promoting family well-being in the context of autism. The findings may inform future research on parental resources and guide clinicians in developing intervention programmes to mitigate the emotional impact of receiving a child's autism diagnosis.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 7","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12293883/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709177","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":"The Relationship Between Social Problem-Solving and Passive-Aggressive Behavior Among Adolescents.","authors":"Zita Gál, Márió Tibor Nagy, István Károly Takács, László Kasik","doi":"10.3390/ejihpe15070140","DOIUrl":"10.3390/ejihpe15070140","url":null,"abstract":"<p><p>The aim of the study was to investigate the relationship between passive-aggressive behavior and social problem-solving among Hungarian adolescents (16- and 18-year-olds, N = 496). The Passive Aggression Scale (PAS) was used to explore the characteristics of criticism, ignoring, and sabotage, and the Social Problem-Solving Inventory-Revised (SPSI-R) was employed to measure negative and positive problem orientations and rational, impulsive, and avoidant problem-solving styles. Both questionnaires performed reliably for both ages. The results show that 18-year-olds are more likely to have a negative problem orientation. Both age groups show a similarly strong positive relationship between criticism-impulsivity and ignoring-rationality. Based on a latent profile analysis, two problem-solving profiles (mixed and positive rational) were distinguished for 16-year-olds and three (mixed, positive rational, and negative avoidant) for 18-year-olds. Only the profiles obtained for the older age groups differ in passive-aggressive characteristics: criticism is most common for impulsive avoiders, ignoring is least typical of positive rationalists, and sabotage is most characteristic of mixed profiles. Developmental and socio-psychological features are usually well understood in these patterns, but a measure of various passive-aggressive behaviors is needed that is specific to adolescents.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 7","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12295273/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709178","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":"What Drives the Non-Medical Use of Stimulants Among College Students? The Role of Self-Efficacy and Attitudes: A Cross-Sectional Study of Israeli Undergraduates.","authors":"Keren Dopelt, Shiran Bord, Nourit Houminer-Klepar","doi":"10.3390/ejihpe15070141","DOIUrl":"10.3390/ejihpe15070141","url":null,"abstract":"<p><strong>Background: </strong>Non-medical use of prescription stimulants is increasing among college students worldwide. While intended for ADHD treatment, many students use these substances to improve their concentration and academic performance. Despite global research, little is known about the psychological and attitudinal factors influencing such use in the Israeli academic context.</p><p><strong>Objectives: </strong>We wished to examine the relationship between self-efficacy, attitudes toward stimulant use, and actual use among Israeli college students, aiming to uncover the mechanisms behind non-medical stimulant consumption.</p><p><strong>Methods: </strong>A cross-sectional online survey was conducted among 598 students from two Israeli academic institutions. The participants completed validated questionnaires assessing their demographic characteristics, stimulant use patterns, self-efficacy, and attitudes.</p><p><strong>Results: </strong>A total of 22% of students reported using stimulants, 17% of them without a prescription. Positive attitudes significantly increased the likelihood of use (Exp(B) = 3.31, <i>p</i> < 0.001), while higher self-efficacy reduced it (Exp(B) = 0.69, <i>p</i> < 0.01). A negative correlation was found between self-efficacy and favorable attitudes (r = -0.17, <i>p</i> < 0.001). The mediation analysis revealed that self-efficacy influences stimulant use entirely through its effect on attitudes toward stimulants. Additionally, stimulant use was significantly more common among Jewish students (25%) compared to non-Jewish students (11%; <i>p</i> < 0.05) and among smokers (36%) compared to non-smokers (20%; <i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>Positive attitudes and low self-efficacy are key risk factors for stimulant misuse. These findings underscore the need for educational interventions aimed at strengthening self-efficacy and promoting healthier coping strategies in academic settings.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 7","pages":""},"PeriodicalIF":2.6,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12295038/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709180","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}