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

{"title":"Consistency Analysis of Assessment Boards in University Entrance Examinations in Spain.","authors":"Alejandro Veas, José-Antonio López-Pina","doi":"10.3390/ejihpe15060102","DOIUrl":"10.3390/ejihpe15060102","url":null,"abstract":"<p><p>University entrance examinations (EBAU in Spanish) are a nationwide program for assessing student achievement levels in Spain and determining access to public undergraduate degrees. Considering the need to measure the progress of rater performance, this study analyzes rating data from the June 2018 exam sitting in the Valencian Community, Spain. A total of 54 assessment boards and 3000 students from five public universities were observed. The Many-Facet Rasch Model (MFRM) was used as an extension of the one-parameter Rasch measurement model. All facets involved in analyses (examination board severity, subject difficulty, and group performance) were located on a common underlying linear scale. The results showed large inconsistencies in the rating process, with differences in the severity levels of many subjects both within and between universities. This study may serve as a starting point for a reflective debate on the need to apply better criteria for ensuring the comparability of examination standards in Spain.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12191483/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486274","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":"Psychometric Properties of the SEQ-W Scale: An Instrument for the Estimation of Sexual Harassment in the Workplace.","authors":"M Isabel Soler-Sánchez, José Antonio López-Pina, Mariano Meseguer-de Pedro","doi":"10.3390/ejihpe15060101","DOIUrl":"10.3390/ejihpe15060101","url":null,"abstract":"<p><p>(1) Background: Sexual harassment in the workplace is a problem that particularly affects women and is not an exception in the world of work. Factors such as power asymmetry, the predominantly masculinized culture in many organizations, and the potential impunity of perpetrators increase the associated risks. This study aims to analyze the psychometric properties of the Sexual Experiences Questionnaire-Workplace (SEQ-W) to measure sexual harassment at work and assess its validity in Spanish. (2) Methods: A total of 120 active female workers (67.5% European and 32.5% South American) participated, completing validated instruments to measure sexual harassment, workplace bullying, self-perceived health, and job satisfaction. The questionnaires were administered online, ensuring anonymity and explaining the study's objectives. (3) Results: An exploratory factor analysis revealed a bifactorial structure with the dimensions \"Sexual Harassment by Coercion\" and \"Harassment by Unwanted Sexual Attention.\" Both dimensions demonstrated adequate internal consistency, concurrent validity with workplace bullying and well-being scales, and discriminant validity with job satisfaction. Additionally, a pronounced floor effect was observed, indicating a low prevalence of sexual harassment in the sample. (4) Conclusions: the SEQ-W scale is a useful tool for assessing sexual harassment among active Spanish-speaking female workers, considering its validated bidimensional structure in Spanish.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486310","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":"Factorial Reduction of the Main Scales of the Motivated Strategies for Learning Questionnaire (MSLQ) in Mexican Health Sciences University Students.","authors":"Aniel Jessica Leticia Brambila-Tapia, Edgar Ulises Velarde-Partida, Laura Arely Carrillo-Delgadillo, Saúl Ramírez-De-Los-Santos, Fabiola Macías-Espinoza","doi":"10.3390/ejihpe15060103","DOIUrl":"10.3390/ejihpe15060103","url":null,"abstract":"<p><p><b>Background:</b> MSLQ is a self-report instrument that measures motivational orientations and learning strategies of college students and is widely used to measure self-regulated learning. MSLQ has not been translated into Spanish and validated in the Spanish-speaking Latin American population. <b>Objective:</b> The objective of the study is to adapt, validate, and perform a factorial reduction of 9 out of 15 scales of the MSLQ instrument and correlate the scales with the grade point average (GPA) of a sample of health sciences university students. <b>Methods:</b> Nine scales (48 items) of the MSLQ were translated into Spanish and adapted to the Mexican population. Students were invited directly in their classrooms and filled out an electronic questionnaire with personal variables and these nine scales of the MSLQ instrument. We performed exploratory and confirmatory factor analysis (EFA and CFA) and based on the EFA a reduced version of the instrument was proposed. <b>Results:</b> A total of 439 students were included. The CFA showed unacceptable fit parameters with the original scale, therefore an item reduction and rearrangement were performed according to the EFA, and this yielded a reduced version with six scales and 25 items which showed acceptable fit parameters. This new reduced version rearranged the items of the effort regulation scale (ERE) into two different scales newly created in this version: time regulation (TRE) and self-regulation (SRE). The scales that disappeared in the reduced version were: intrinsic goal orientation (IGO), meta-cognitive self-regulation (MSR), and elaboration (ELA). <b>Conclusions:</b> The reduced version showed acceptable fit parameters that included the creation of two new scales (TRE and SRE). In addition, two scales were reduced (TVA and CTH), three scales were modified (MSE, TSE and ERE), two were unmodified (RHE and ORG), and two scales were eliminated (IGO and ELA).</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12191629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486202","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":"Exploring Traditional and Cyberbullying Profiles in Omani Adolescents: Differences in Internalizing/Externalizing Symptoms, Prosocial Behaviors, and Academic Performance.","authors":"Ahmed Al Saidi, Claudio Longobardi, Matteo Angelo Fabris, Sofia Mastrokoukou, Shanyan Lin","doi":"10.3390/ejihpe15060100","DOIUrl":"10.3390/ejihpe15060100","url":null,"abstract":"<p><p>In the digital age, adolescents spend considerable time online, heightening their exposure to both cyberbullying and traditional bullying. However, few studies have investigated both forms of victimization simultaneously, particularly regarding their impact on adolescents in Middle Eastern countries such as Oman. This study used latent profile analysis to identify victimization profiles based on indicators of verbal, social, physical, and cyberbullying victimization. The participants included 1204 Omani students (604 girls, 50.2%; <i>M</i> = 14.04, <i>SD</i> = 0.20, aged 14-15). Three victimization profiles emerged: (1) non-victims (<i>n</i> = 989, 82.1%), (2) traditional victims (<i>n</i> = 156, 13.0%), and (3) dual victims (<i>n</i> = 59, 4.9%). The BCH approach revealed that adolescents in the non-victims profile, with the lowest levels of both traditional and cyberbullying victimization, reported the lowest levels of internalizing (<i>M</i> = 10.14, <i>SD</i> = 0.11) and externalizing symptoms (<i>M</i> = 10.36, <i>SD</i> = 0.10) and the highest academic performance (<i>M</i> = 4.59, <i>SD</i> = 0.02), whereas their prosocial behaviors were relatively low (<i>M</i> = 4.71, <i>SD</i> = 0.08). Adolescents in the traditional victims' profile had moderate levels on nearly all outcomes. Adolescents in the dual victims' profile, who experienced both traditional and cyberbullying, reported the highest levels of behavioral symptoms (<i>M_{internalizing}</i> = 11.94, <i>SD_{internalizing}</i> = 0.34; <i>M_{externalizing}</i> = 12.81, <i>SD_{externalizing}</i> = 0.38) and prosocial behaviors (<i>M</i> = 5.63, <i>SD</i> = 0.36), along with the lowest academic performance (<i>M</i> = 4.37, <i>SD</i> = 0.11). These findings underscore the need for culturally sensitive, multi-level interventions to protect Omani adolescents from both traditional and cyberbullying and to support their academic and psychosocial well-being.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192131/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486201","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":"Mediating and Moderating Mechanisms in the Relationship Between Social Media Use and Adolescent Aggression: A Scoping Review of Quantitative Evidence.","authors":"Georgios Giannakopoulos, Afroditi Prassou","doi":"10.3390/ejihpe15060098","DOIUrl":"10.3390/ejihpe15060098","url":null,"abstract":"<p><p>Adolescents' pervasive use of social media has been increasingly linked to aggression, including cyberbullying and hostile online interactions. While this association is well documented, the psychological and contextual mechanisms that mediate or moderate it remain unclear. This scoping review maps quantitative evidence on mediators and moderators between social media use and aggression among adolescents. A comprehensive search using ProQuest's Summon platform was conducted across PsycINFO, Scopus, PubMed, and Web of Science, following the PRISMA 2020 guidelines. Eligible studies, published between January 2020 and March 2025, included adolescents aged 11-18 and reported at least one statistical mediation or moderation analysis. Forty-four studies from 19 countries (N > 90,000) were thematically synthesized. Key mediators included problematic use, moral disengagement, depression, attention-seeking, and risky digital behaviors. Moderators included gender, body satisfaction, cultural setting, school type, and family attachment. Most of the studies used structural equation modeling or PROCESS macro, although cross-sectional designs predominated. Limitations included reliance on self-reports and inconsistent social media measures. The findings suggest that social media-aggression links are indirect and shaped by emotional, cognitive, and ecological factors. Multi-level interventions targeting digital literacy, moral reasoning, and resilience are needed. This review was not registered and received no external funding.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192510/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486304","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 Social Functioning and Indicators of University Student Engagement.","authors":"Marco Turi, Rocco Servidio, Giovanna Esposito, Flaviana Tenuta, Lorena Montesano, Andrea De Giacomo, Antonella Valenti, Maria Francesca Freda, Linda S Pagani, Francesco Craig","doi":"10.3390/ejihpe15060099","DOIUrl":"10.3390/ejihpe15060099","url":null,"abstract":"<p><p>Less socially adaptive behaviors have often been underestimated in university students, with limited research addressing their impact on academic functioning. This study aimed to identify distinct profiles of social functioning difficulties in university students and to examine their associations with academic engagement, learning difficulties, and psychological distress. A cross-sectional, web-based survey was conducted with 540 undergraduate university students (mean age = 23.06, SD = 6.53; 89.7% female). Participants completed standardized self-report assessments of social functioning (SRS-2), academic engagement (SAES), learning difficulties (Vinegrad Plus), and psychological distress (GAD-7, PHQ-9). Latent profile analysis (LPA), based on ASD-related traits, revealed two latent profiles: one reflecting non-social functioning difficulties (311 participants, 57.6%-Profile 1) and another reflecting social functioning difficulties (229 participants, 42.4%-Profile 2), while binomial regression analyses examined their associations with academic outcomes. Participants in Profile 2 scored significantly higher than those in Profile 1 across all SRS-2 variables-awareness, cognition, communication, motivation, and restricted interests and repetitive behavior (<i>p</i> = 0.001)-indicating greater overall functioning in these domains. Students in the Non-social functioning difficulties profile showed higher levels of academic engagement in all areas. In contrast, students in the Social functioning difficulties profile experienced more self-reported learning challenges (<i>p</i> = 0.001), anxiety (<i>p</i> = 0.001), and depression (<i>p</i> = 0.001), underscoring the significant differences in social, academic, and emotional outcomes between the two profiles. These findings underscore the impact of vulnerability to social functioning difficulties on academic engagement, highlighting the need for tailored support systems within higher education settings.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12191958/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486271","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":"Pro-Health Behaviours and Depressive Symptoms as Well as Satisfaction with and Quality of Life Among Women with Hashimoto's Disease.","authors":"Maria Gacek, Agnieszka Wojtowicz, Jolanta Kędzior","doi":"10.3390/ejihpe15060097","DOIUrl":"10.3390/ejihpe15060097","url":null,"abstract":"<p><strong>Background: </strong>Lifestyle is one of the important factors determining health and quality of life. The aim of the study was to analyse relationships between pro-health behaviours, depression and quality of life among women with Hashimoto's thyroiditis.</p><p><strong>Material and methods: </strong>The study was conducted among 219 women aged 20-50 from southern Poland, using (i) Juczyński's Healthy Behaviour Inventory (HBI); (ii) Beck's Depression Inventory (BDI); (iii) satisfaction with life scale (SWLS) and (iv) WHOQoL-Bref (Quality of Life-BREFF). In the statistical analysis, Spearman's R correlation coefficient and multiple regression analysis were applied, assuming a significance level of α = 0.05.</p><p><strong>Results: </strong>It was shown that with the increase in the general indicator of pro-health behaviours, the level of depressive symptoms decreased, while the level of satisfaction with life and all four aspects of quality of life on the WHOQoL scale increased (<i>p</i> < 0.001). Regression analysis demonstrated that the model consisting of all analysed pro-health behaviours explains a high percentage of variance in depressive symptoms (38%), life satisfaction (31%) and all aspects of quality of life, including those somatic and social (19%), psychological (28%) and environmental (12%).</p><p><strong>Conclusions: </strong>The noted correlations between pro-health behaviours, the intensity of depressive symptoms as well as the level of life satisfaction and quality of life indicate justification for promoting a pro-health lifestyle as a significant factor contributing to mental health and better quality of life among women with hypothyroidism.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486309","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":"Is Mindfulness the Common Ground Between Mental Toughness and Self-Compassion in Student Athletes? A Cross-Sectional Study.","authors":"Zacharias Papadakis, Shana M Walsh, Grant B Morgan, Paul J Deal, Andreas Stamatis","doi":"10.3390/ejihpe15060095","DOIUrl":"10.3390/ejihpe15060095","url":null,"abstract":"<p><p>This study interrogates whether mental toughness (MT) and self-compassion (SC)-historically framed as oppositional constructs-can coexist synergistically among NCAA Division II, III, and NAIA collegiate athletes, with mindfulness as a hypothesized mediator. A cross-sectional survey of 396 participants (mean age: 19.8 yrs ± 1.9 SD; females: 51%), revealed a robust MT-SC correlation (r = 0.46), which attenuated to 0.31 when mindfulness was modeled, signaling its role as a partial mediator. Hierarchical regression controlling for sex showed that MT and sex together explained 22% of the SC variance (ΔR² = 0.22, <i>p</i> < 0.001). Adding mindfulness increased the total explained variance to 39% (ΔR² = 0.17, <i>p</i> < 0.001). Females scored slightly lower on SC (β = -0.14, SE = 0.05, <i>p</i> = 0.008). Sobel testing confirmed significant partial mediation (Z = 7.22, <i>p</i> < 0.001), with mindfulness explaining 33% of MT's total effect on SC. Mindfulness-based interventions that exploit athletes' intrinsic attentional resources can simultaneously enhance mental toughness and self-compassion. By reconciling performance-oriented rigor with resilient self-regard, such strategies hold promise for athletes operating at diverse competitive levels.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192151/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486203","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":"Measuring Parental School Involvement: A Systematic Review.","authors":"Helena Mocho, Cátia Martins, Rita Dos Santos, Elias Ratinho, Cristina Nunes","doi":"10.3390/ejihpe15060096","DOIUrl":"10.3390/ejihpe15060096","url":null,"abstract":"<p><p>Parental school involvement (PSI) is a multidimensional construct that significantly influences children's academic adjustment and overall development. However, inconsistencies persist in its definition and measurement, with researchers operationalizing PSI through a varied of parental activities. This study aimed to (1) identify PSI instruments and their theoretical models and (2) evaluate their psychometric properties. Following PRISMA guidelines (PROSPERO ID CRD42023451091, registered August 2023), this systematic review examined six databases (Web of Science, ERIC, MEDLINE, Psychology and Behavioral Sciences Collection, PsycArticles, and PsycInfo), analyzing quantitative studies from 2000 to 2024. Inclusion criteria encompassed instruments designed for parents, teachers, or children aged 6-15 and published in peer-reviewed journals in English, Portuguese, Spanish, or French. From an initial pool of 490 records, 38 studies were included, yielding 43 instruments: 23 for parents, 15 for children, and 5 for teachers. Seven instruments followed Epstein's model, while nine followed the Hoover-Dempsey and Sandler framework, underscoring the prominence of these theoretical approaches. The study quality, assessed with MMAT, was generally moderate to high. Despite an exhaustive search effort, it is possible that some relevant instruments were not identified. Nevertheless, this review advances the understanding of PSI operationalization, promotes more consistent and replicable assessments, enhances alignment between instruments and study objectives, and strengths the validity of findings derived from these tools.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12191724/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486302","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":"Development and Psychometric Testing of Perfectionism Inventory to Assess Perfectionism and Academic Stress in University Students: A Cross-Sectional Multi-Centre Study.","authors":"Michela Piredda, Alessio Lo Cascio, Anna Marchetti, Laura Campanozzi, Paolo Pellegrino, Marina Mondo, Giorgia Petrucci, Roberto Latina, Maddalena De Maria, Rosaria Alvaro, Maria Grazia De Marinis","doi":"10.3390/ejihpe15060094","DOIUrl":"10.3390/ejihpe15060094","url":null,"abstract":"<p><strong>Background: </strong>Perfectionism is a growing concern among university students, who face high expectations, demanding workloads, and complex academic tasks. These pressures often lead to stress, negatively impacting performance, well-being, and career trajectories. Existing measures of perfectionism and related stress lack focus on their causes and relevance to students.</p><p><strong>Methods: </strong>This study developed and psychometrically tested an inventory assessing the causes (ROOTS), manifestations (MPS-R), and stress (IPSS-R) related to perfectionism. A multicenter cross-sectional online survey was conducted across multiple Italian universities with 469 students. The ROOTS tool was developed, and the MPS and IPSS were adapted following established guidelines. Content validity was examined, and pilot testing was performed. Confirmatory factor analyses tested three-factor models with a second-order factor for each instrument. Construct validity and reliability were also assessed.</p><p><strong>Results: </strong>The ROOTS, MPS-R, and IPSS-R demonstrated strong structural and construct validity, with acceptable reliability. Significant correlations highlighted the interconnectedness of perfectionism's causes, manifestations, and stress.</p><p><strong>Conclusions: </strong>The Perfectionism Inventory offers a comprehensive tool for identifying causes, manifestations, and consequences of perfectionism in university students. It can help educators and policymakers develop strategies to mitigate its impact on mental health and academic success. Future research should explore its applicability in other populations.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12191519/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486278","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}