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

{"title":"Correction: Moral-García et al. (2025). Bullying and Cyberbullying Are Associated with Inappropriate Use of the Internet, Cell Phones, and Video Games in Children and Adolescents. <i>European Journal of Investigation in Health, Psychology and Education</i>, <i>15</i>(5), 82.","authors":"José Enrique Moral-García, Alba Rusillo-Magdaleno, Fredy Alonso Patiño-Villada, Emilio J Martínez-López","doi":"10.3390/ejihpe15060108","DOIUrl":"10.3390/ejihpe15060108","url":null,"abstract":"<p><p>In the original publication (Moral-García et al [...].</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192238/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486275","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":"Mechanics of Mindfulness: Investigating Metacognitive Beliefs as a Pathway of Effect on Anxiety and Depression.","authors":"Corey Jackson, Christian M Jones","doi":"10.3390/ejihpe15060109","DOIUrl":"10.3390/ejihpe15060109","url":null,"abstract":"<p><p>This study aimed to address the dearth of literature on mechanisms of effect of mindfulness-based interventions by investigating metacognitive beliefs as a potential mechanism of symptomology-reduction effects. The Cognitive Attentional Syndrome (CAS) component of the Self-Regulatory Executive Function (S-REF) model was augmented to include subtypes of mind wandering and rumination. One hundred and seventy-eight participants sourced from professional networks (<i>M_age</i> = 53.13; <i>SD</i> = 11.80) completed an online questionnaire measuring dispositional mindfulness, metacognitive beliefs, rumination, mind wandering, worry, anxiety and depression. Effects of meditation frequency on these variables were examined, as were the relationships between them. Dispositional mindfulness was significantly negatively correlated with metacognitive beliefs, which were positively correlated with worry, mind wandering and rumination, all of which were positively correlated with symptomology. Significant correlations were stronger for spontaneous mind wandering and brooding rumination than their counterparts. Those reporting a daily meditation practice scored significantly higher on three of the five facets of mindfulness and significantly lower on anxiety and depression symptomology and several CAS elements than those who rarely meditated. Changes in metacognitive beliefs are a potential pathway for MBI-driven reductions in anxiety and depression symptomology. Increases in dispositional mindfulness through MBIs are likely to reduce metacognitive beliefs, which reduce maladaptive processes of the CAS, flowing on to reductions in symptomology. A daily meditation practice appears to increase the efficacy of this mechanism. Subtypes of mind wandering and rumination differ in their contribution to this pathway, perhaps more accurately represented as extremes on their respective continua rather than the current categorical model of typologies measured independently.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192271/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486303","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":"Perceived Stress and Society-Wide Moral Judgment.","authors":"Yi Chen, Junfei Lu, David I Walker, Wenchao Ma, Andrea L Glenn, Hyemin Han","doi":"10.3390/ejihpe15060106","DOIUrl":"10.3390/ejihpe15060106","url":null,"abstract":"<p><p>This study examines the relationship between perceived stress and society-wide moral judgment by integrating two influential frameworks: the neo-Kohlbergian approach and the CNI model of utilitarian-deontological decision-making. The neo-Kohlbergian approach to moral judgment proposes three moral schemas: (1) Personal Interest (PI), where decisions are self-focused; (2) Maintaining Norms (MN), which emphasizes adherence to social rules and norms; and (3) Postconventional (PC), where universal ethical principles are prioritized. The CNI model for Utilitarian-Deontological judgment features three psychological processes in decision-making: Sensitivity to Consequence, Sensitivity to Norm, and Inaction Preference. A survey study was conducted to measure perceived stress, neo-Kohlbergian moral judgment (using the behavioral Defining Issues Test [DIT]), and the psychological processes underlying utilitarian-deontological decision-making (CNI). The results indicate that higher perceived stress is linked to greater PI schema endorsement, reduced Norm Sensitivity, and increased Consequence Sensitivity. Furthermore, the PI schema mediated the relationship between perceived stress and Norm Sensitivity. These findings provide insights into how stress shapes moral reasoning and decision-making, with implications for psychological and ethical studies.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12191677/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486307","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":"Cyberpsychopathy: A Multidimensional Framework for Understanding Psychopathic Traits in Digital Environments.","authors":"Alexandre Hudon, Emmy Harvey, Sandrine Nicolas, Mathieu Dufour, Caroline Guérin-Thériault, Julie Bérubé-Fortin, Isabelle Combey, Yu Chen Yue, Antoine Perreault, Stéphanie Borduas Pagé, Véronique MacDermott","doi":"10.3390/ejihpe15060107","DOIUrl":"10.3390/ejihpe15060107","url":null,"abstract":"<p><p>The rapid expansion of digital communication platforms has created new spaces for antisocial, manipulative, and emotionally detached behaviors. While psychopathy has been extensively studied in clinical and forensic settings, its digital manifestation, referred to as cyberpsychopathy, remains conceptually underdefined. This integrative review aimed to synthesize empirical research exploring psychopathy and aversive personality traits in online contexts to identify key conceptual domains and propose a preliminary definition. A systematic search across five databases yielded 35 peer-reviewed studies meeting the inclusion criteria. Using a biopsychosocial framework and thematic synthesis, six interrelated domains were identified: online behaviors (e.g., trolling and deception), online environments (e.g., anonymity and reward mechanisms), sociodemographic factors (e.g., age and gender), personality traits (e.g., psychopathy and narcissism), psychological factors (e.g., emotion dysregulation and low self-esteem), and motivations (e.g., dominance and emotional compensation). These domains interact to shape how psychopathic tendencies manifest online. Most studies were of moderate-to-high methodological quality, though variability limited direct comparisons. We propose cyberpsychopathy as a multidimensional construct representing the expression of aversive traits facilitated by digital affordances and psychological vulnerabilities. This review provides a foundational framework for understanding cyberpsychopathy and underscores the need for empirical validation and the development of assessment tools suited to digital behavior in both clinical and forensic settings.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192149/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486277","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":"Teachers' Practices in Developing Entrepreneurial Competence for Innovative Quality Education.","authors":"Andrea Gracia-Zomeño, Eduardo García-Toledano, Ramón García-Perales, Ascensión Palomares-Ruiz","doi":"10.3390/ejihpe15060104","DOIUrl":"10.3390/ejihpe15060104","url":null,"abstract":"<p><p>Entrepreneurial Competence (EC) is increasingly recognized as essential to foster innovation and enhance educational quality. This study explores how education professionals perceive and develop the EC within educational centres, using a qualitative approach through structured interviews with education professionals. The findings highlight the need for a more explicit and systematic development of the EC, emphasizing continuous teacher training in entrepreneurial approaches. While digital and paper-based resources support the EC, educators stress the importance of active and practical methodologies such as Project-Based Learning and Learning by Doing. Limited collaboration among educators is identified as a barrier to effectively foster EC. Moreover, the lack of strategic planning within educational institutions remains an obstacle. This study underscores the importance of introducing structured and innovative pedagogical approaches to ensure that students cultivate the skills necessary to navigate an evolving and uncertain future.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12192342/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486311","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 the Links Among Risky Substance Use, Problematic Internet Use, and Academic Outcomes in University Freshmen: The Role of Mediating Factors.","authors":"Jessica Dagani, Chiara Buizza, Clarissa Ferrari, Giuseppe Rainieri, Alberto Ghilardi","doi":"10.3390/ejihpe15060105","DOIUrl":"10.3390/ejihpe15060105","url":null,"abstract":"<p><p><b>Background:</b> Alcohol and substance use among young people is a well-documented public health concern, and is particularly prevalent in college populations. Problematic internet use is also an emerging issue, with potential negative effects on academic achievement. University dropout remains a critical challenge, especially among freshmen, with research highlighting the role of academic engagement factors such as motivation, self-efficacy, and university connectedness in students' academic trajectories. <b>Methods:</b> This study explored the relationships among risky substance use, problematic internet use, academic engagement factors, and academic outcomes, identifying potential mediators. Freshmen from an Italian university were invited to complete an online survey assessing these variables. The study defined two academic outcomes: (i) academic performance (Grade Point Average, GPA) and (ii) dropout intentions. Spearman's rho coefficients and multiple linear regression models examined the associations among risky substance/internet use, academic engagement factors, and academic outcomes. Mediation analyses assessed whether academic engagement variables mediated the relationship between risky substance/internet use and academic outcomes. <b>Results:</b> The results showed that only problematic internet use was significantly associated with GPA, with self-efficacy and lack of motivation fully mediating this relationship. Regarding dropout intentions, problematic internet use and the risky use of alcohol, cannabis, and sedatives were directly and positively associated with dropout intentions. Several motivation subscales, self-efficacy, and university connectedness mediated these relationships. <b>Conclusions:</b> These findings highlight the role of academic engagement factors in mitigating the impact of risky behaviors on students' academic trajectories, emphasizing the need for targeted prevention and intervention strategies.</p>","PeriodicalId":30631,"journal":{"name":"European Journal of Investigation in Health Psychology and Education","volume":"15 6","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12191502/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486280","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":"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}