METHODS: A sample of 837 Chinese students in elementary and middle school was collected for this study. The Perceived Stress Scale, the Social Support Scale, the Emotional Intelligence Scale, and the Post-Stress Growth Scale were employed to examine them. The data were analyzed using SPSS 25.0 software.
RESULTS: The results indicate a significant negative association between perceived stress and post-stress growth. Among perceived stress and social support, the former acted as a mediator, while the latter as a moderator. This study sheds light on the post-stress growth of Chinese left-behind children. The findings validated a model of moderated mediation that shows the relationship between perceived stress, emotional intelligence, social support, and post-stress growth.
CONCLUSION: This study confirmed that social support is one of the most important factors among left-behind children, from perceived stress to post-stress growth. Furthermore, the study reveals that emotional intelligence can adjust the relationship between perceived stress and social support to post-stress growth. Therefore, for both family education and school education, the result provides a new direction.
METHODS: Exploratory and confirmatory factor analyses were used in this study to evaluate the psychometric features of the flexibility/inflexibility scale (MPFI) in a sample of Iranian university students.
FINDINGS: In the exploratory factor analysis involving a sample of 300 students, six factors were identified for flexibility and six for inflexibility (56.3% males and 43.7% females). In the confirmatory factor analysis with a sample of 388 participants, the results validated 60 items across a total of six flexibility and inflexibility factors. This outcome can serve as a robust estimate for flexibility, inflexibility, the second-order model, and the final model. Cronbach's alpha values for various components, including acceptance, present-moment awareness (or contact with the present moment), self as context, cognitive defusing, values, committed action, total flexibility, experiential avoidance, lack of present-moment awareness, self as content, fusion, lack of contact with values, inaction, and total inflexibility, were reported as follows: 0.818, 0.869, 0.862, 0.904, 0.935, 0.935, 0.942, 0.895, 0.839, 0.883, 0.904, 0.912, 0.941, and 0.941, respectively.
CONCLUSIONS: The Farsi version of the MPFI for university students has great psychometric qualities, making it a reliable assessment instrument for the ACT.
METHODS: This study is a randomized controlled trial with both a control group and an experimental group, including pre-tests and post-tests. The study subjects were 167 adolescents, including 84 (n 1 = 84) adolescents in the experimental group and 83 (n 2 = 83) adolescents in the control group.
RESULTS: The results showed that adolescents under the intervention condition reported significantly improved growth mindset and resilience.
DISCUSSION: Compared with the control group, resilience significantly increased. These findings indicate that positive educational intervention is a promising approach to improve boarding adolescents 'growth mindset and resilience.
METHODS: In terms of the effects of such interventions, empirical research has shown inconclusive results. This meta-analysis applies 12 effect sizes from 12 independent empirical studies, with a total of 640 participants, to assess the overall impact of interventions on students' hardiness and to test for moderators, in light of the contradictory findings in prior work. The current meta-analysis calculates the standardized mean differences (SMD) of pre-post interventions. The level of study heterogeneity, represented by I 2, was interpreted as small (I 2 ≤ 25%), moderate (25% < I 2 ≤ 50%), substantial (50% < I 2 ≤ 75%), or considerable (I 2 > 75%). Twelve studies met the inclusion criteria and were included in the meta-analysis.
RESULTS: The results show that the interventions had a significant positive overall effect on students' hardiness (g = 0.998, k = 12) and show significant heterogeneity among effect sizes. Among the interventions, cognitive-based intervention yielded the largest mean effect size (g = 2.015, k = 5). Furthermore, moderator analyses suggest that the effects of the interventions on students' hardiness are moderated by respondent type, culture, intervention type, research design, years, and duration of intervention.
DISCUSSION: We conclude that interventions that promote students' hardiness are officious. Despite the low homogeneity of the results and limitations of this meta-analysis (e.g., a small number of included studies) which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.
METHODS: A mediation model was tested to test the hypothesis that social comparison orientation and fear of missing out would mediate the link between smartphone addiction and phubbing behavior. Additionally, a moderated mediation model was leveraged to examine loneliness as a moderator within the hypothesized model. The data collected were analyzed using SPSS.
RESULTS AND DISCUSSION: The findings show a significant positive relationship between smartphone addiction and phubbing behavior. The findings confirm the hypothesized associations and reveal that smartphone addiction is positively linked to phubbing behavior. The link, on the other hand, is partially and sequentially mediated by the fear of missing out and social comparison orientation. As a result, both mediators might be regarded as proximal variables of phubbing behavior. Moreover, the associations between both smart addiction and phubbing behaviors as well as social comparison orientation and phubbing behaviors are moderated by loneliness. These two effects were stronger for university students with high loneliness than for those with low loneliness. This study addresses a major gap in the clinical psychology literature through the attempt to explore the relationship between smartphone addiction and increased phubbing behavior among university students.