European Journal of Investigation in Health, Psychology and Education

22 pages, 815 KiB

Open AccessReview

Teachers’ Perceptions and Preparedness for Teaching English as a Foreign Language to Students with Developmental Dyslexia: A Systematic Review

by Vasiliki Folia and Afroditi Malisiova

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 64; https://doi.org/10.3390/ejihpe15040064 - 16 Apr 2025

Abstract

Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive [...] Read more.

Students with developmental dyslexia (DD) face significant challenges when learning English as a foreign language (EFL), highlighting the need for targeted support in educational systems. EFL teachers’ perceptions and preparedness regarding DD are crucial for effective instruction and improved learning outcomes in inclusive classrooms. However, no systematic review has yet explored EFL teachers’ perceptions and preparedness to teach students with DD. This systematic review, conducted in accordance with the PRISMA guidelines, examines existing research between 2005 and 2025 on EFL teachers’ perceptions and preparedness to teach students with DD. Studies were retrieved from databases including APA PsycNet, Crossref, ERIC, ProQuest, PubMed, and Scopus databases. Of 17,798 results, 16 studies met the inclusion criteria. The findings reveal mixed EFL teachers’ perceptions toward DD and inadequate training specific to DD. Moreover, practical teaching strategies and targeted interventions remain underrepresented in the literature. Most teachers lack formal DD-specific training, leading to insufficient classroom support. This review emphasizes the urgent need for improved in-service training and the development of effective resources. Future research should prioritize developing and evaluating practical teaching strategies and professional development programs on teacher preparedness in EFL contexts. Full article

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23 pages, 1360 KiB

Open AccessArticle

Psychometric Properties of the Adverse Childhood Experiences Abuse Short Form (ACE-ASF) for Ecuadorian Youth

by Andrés Ramírez, Luis Burgos-Benavides, Jessica Vanessa Quito-Calle, Hugo Sinchi-Sinchi, Javier Herrero Díez and Francisco Javier Rodríguez-Díaz

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 63; https://doi.org/10.3390/ejihpe15040063 - 16 Apr 2025

Abstract

Adverse childhood experiences, such as abuse, are a risk factor for mental health and poor socio-emotional development in adulthood. Assessing these experiences in specific populations allows for the identification of patterns and the implementation of preventive interventions. Objective: To evaluate the psychometric properties [...] Read more.

Adverse childhood experiences, such as abuse, are a risk factor for mental health and poor socio-emotional development in adulthood. Assessing these experiences in specific populations allows for the identification of patterns and the implementation of preventive interventions. Objective: To evaluate the psychometric properties of the abbreviated version of the Adverse Childhood Experiences Abuse Form (ACE-ASF) in Ecuadorian youth, aiming to ensure the validity, reliability, and consistency of the instrument in accurately measuring abuse dimensions in this Ecuadorian population. Methodology: An instrumental study was conducted on the psychometric properties of the eight-item ACE-ASF, applying it to a sample of 840 university students (52.1% females and 47.9% males). The evaluation focused on analyzing the factorial structure and internal consistency of the instrument in this sample. Results: The two-factor model showed a satisfactory fit across all levels of invariance (configural, metric, scalar, and strict), with acceptable fit indices (CFI, TLI, GFI, RMSEA, and SRMR). The internal consistency was adequate, as assessed using the McDonald’s omega and Cronbach’s alpha coefficients. Convergent and discriminant validity were confirmed using the AVE and HTMT indices, ensuring proper differentiation between the dimensions assessed. Conclusion: The ACE-ASF proved to be a valid and reliable instrument for assessing abuse experiences in Ecuadorian youth. Its two-factor structure reflects distinct yet related dimensions, providing a useful tool for identifying adverse childhood experiences in this population. Full article

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23 pages, 996 KiB

Open AccessArticle

Satisfied and Secured—An Integration of Self-Determination Theory and Attachment Theory in the Environmental Domain

by Jean-François Bureau, Ariane J. Gauthier, Shanna With, Audrey-Ann Deneault, Nicole Racine, Simon G. Beaudry, Steve Lorteau and Luc G. Pelletier

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 62; https://doi.org/10.3390/ejihpe15040062 - 15 Apr 2025

Abstract

While environmental motivation research has investigated several factors that can facilitate and promote the adoption of pro-environmental behaviors, questions remain on how individuals can be brought to change their behaviors and habits. In the current study, we draw on attachment theory and self-determination [...] Read more.

While environmental motivation research has investigated several factors that can facilitate and promote the adoption of pro-environmental behaviors, questions remain on how individuals can be brought to change their behaviors and habits. In the current study, we draw on attachment theory and self-determination theory to better understand why motivational interventions meant to increase pro-environmental behaviors are ineffective for some individuals. Using a person-centered approach, our analysis uncovered four latent profiles characterized by varying levels of attachment insecurity and basic psychological need satisfaction. Further analysis suggests that these four profiles are associated with distinct motivational pathways in the environmental domain. Our results suggest that self-determined motivation is a direct predictor of pro-environmental behaviors solely for individuals from the secure attachment and high-need satisfaction profile. This association was not observed in individuals arising from insecure attachment and low-need satisfaction profiles, suggesting that the association between motivation and pro-environmental behaviors commonly reported in the literature might be moderated by one’s social environment. Implications for motivation researchers and policymakers are discussed, such as the relevance of considering attachment when designing motivational interventions in the environmental domain. Full article

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26 pages, 909 KiB

Open AccessArticle

Enhancing Psychological Well-Being Assessment Through Data Mining: A Case Study from Thailand

by Asamaporn Treearpornwong, Thiyaporn Kantathanawat, Mai Charoentham, Paitoon Pimdee and Aukkapong Sukkamart

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 61; https://doi.org/10.3390/ejihpe15040061 - 14 Apr 2025

Abstract

This study examines the psychological well-being (PWB) of lower secondary school students in Bangkok’s Secondary Educational Service Area Offices (SESAO) 1 and 2, using data mining techniques to analyze key influencing factors and develop a culturally adapted PWB questionnaire. The research framework is [...] Read more.

This study examines the psychological well-being (PWB) of lower secondary school students in Bangkok’s Secondary Educational Service Area Offices (SESAO) 1 and 2, using data mining techniques to analyze key influencing factors and develop a culturally adapted PWB questionnaire. The research framework is based on six components: autonomy, environmental mastery, personal growth, positive relationships, life purpose, and self-acceptance. Data were collected from 2543 students in the 2023 academic year and analyzed using the Waikato Environment for Knowledge Analysis (WEKA) program and the JRip rule-based classification model. Results indicate that personal growth is the most predictive in the classification performance of PWB, followed by positive relationships and life purpose. A newly developed PWB questionnaire was tested for reliability, with the Supplied Test Set (80:20) method yielding strong performance metrics, including accuracy (90.18%), precision (69.00%), recall (90.90%), and F-measure (78.40%). This study demonstrates data mining’s effectiveness in identifying factors influencing adolescent PWB within the Thai context. The findings provide educators and policymakers with insights for fostering student well-being and contribute to research by offering a validated, culturally relevant assessment tool. Full article

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16 pages, 970 KiB

Open AccessArticle

Parent Attachment and Video Gaming Addiction: The Serial Mediation Role of Social Support and Maladaptive Daydreaming

by Usman Ahmad Zaheer, Sofia Mastrokoukou, Claudio Longobardi and Paolo Bozzato

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 60; https://doi.org/10.3390/ejihpe15040060 - 13 Apr 2025

Abstract

Previous research has demonstrated both direct and indirect relationships between parental attachment and gaming addiction in adolescents. This study aimed to investigate the role of parental attachment in adolescent gaming addiction, specifically examining how maladaptive daydreaming and perceived social support function as mediators [...] Read more.

Previous research has demonstrated both direct and indirect relationships between parental attachment and gaming addiction in adolescents. This study aimed to investigate the role of parental attachment in adolescent gaming addiction, specifically examining how maladaptive daydreaming and perceived social support function as mediators in this relationship. A convenience sample of 898 Italian adolescents (550 female, M_age = 14.89 years, SD = 1.71) completed a questionnaire that included the Inventory of Parent and Peers Attachment, the Maladaptive Daydreaming Scale, the Game Addiction Scale, and a demographic survey. Correlation analyses confirmed a negative relationship between parental attachment and gaming addiction. Mediation analyses also showed that perceived social support and maladaptive daydreaming serve as significant serial mediators in this relationship. These results emphasize the importance of both factors in understanding how parental attachment influences gaming addiction. Adolescents exhibiting gaming addiction is caused by low perceived social support and maladaptive daydreaming may benefit from psychological interventions targeting adaptive regulation strategies. Strengthening the sense of security and self-confidence through such interventions may help to reduce excessive gaming behaviors. Full article

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12 pages, 258 KiB

Open AccessArticle

Have Coping Resources and Trust in State Institutions Helped Jews and Arabs to Overcome Stress During the Iron Swords War?

by Orna Braun-Lewensohn, Tehila Kalagy and Sarah Abu-Kaf

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 59; https://doi.org/10.3390/ejihpe15040059 - 13 Apr 2025

Abstract

The events of 7 October 2023 and the subsequent Iron Swords War have profoundly impacted Israeli society, leaving both Jewish and Arab populations exposed to unprecedented levels of violence and uncertainty. This study examined the roles of trust in state institutions and a [...] Read more.

The events of 7 October 2023 and the subsequent Iron Swords War have profoundly impacted Israeli society, leaving both Jewish and Arab populations exposed to unprecedented levels of violence and uncertainty. This study examined the roles of trust in state institutions and a sense of coherence (SOC) as coping resources that may mitigate psychological distress following exposure to such events. Four hundred and seventy-one participants (69.9% Jewish, 30.1% Arab) filled out a questionnaire that addressed the demographics, war exposure, trust in institutions, SOC, and mental-health outcomes. The Jewish participants reported greater exposure to war events, a stronger SOC, and less psychological distress than the Arab participants. Levels of trust in different institutions varied significantly between the groups, with Jews expressing greater trust in the military and Arabs reporting higher levels of trust in the parliament, educational system, and media. SOC protected against psychological distress among both groups. Trust in the military was associated with lower levels of distress among Jews, whereas trust in the parliament was linked to higher levels of distress among Arabs. This study highlights the need for tailored interventions that enhance the SOC and address disparities in institutional trust, to foster resilience among different sociocultural groups. Full article

14 pages, 302 KiB

Open AccessArticle

Lost in Thought or Just Lonely? Everyday Cognitive Competence in Middle Adulthood

by Luka Juras, Marina Martincevic and Andrea Vranic

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 58; https://doi.org/10.3390/ejihpe15040058 - 10 Apr 2025

Abstract

Everyday cognitive competence refers to the ability to manage cognitively demanding tasks essential for maintaining functional independence. While cognitive abilities are well explored in explaining individual differences in everyday cognitive competence, growing attention has been directed toward the impact of non-cognitive factors like [...] Read more.

Everyday cognitive competence refers to the ability to manage cognitively demanding tasks essential for maintaining functional independence. While cognitive abilities are well explored in explaining individual differences in everyday cognitive competence, growing attention has been directed toward the impact of non-cognitive factors like loneliness. This study aims to investigate how executive function (EF) components—updating, inhibition, and task shifting—predict everyday cognitive competence and whether loneliness explains the additional variance beyond EF processes. To account for the multifaceted nature of everyday cognitive competence, both performance-based (Everyday Problems Test—EPT) and self-reported measures (Cognitive Failures Questionnaire—CFQ) were administrated. The sample included 176 middle-aged adults (ages 43–65), a group suitable for investigating predictors of everyday cognitive competence in the early stages of cognitive aging. The findings reveal that updating is a significant predictor of the performance on the EPT, while loneliness is not. When self-reported cognitive lapses are considered, loneliness emerges as a significant predictor. The lack of a relationship between the EPT and CFQ, along with their differing associations with EF, loneliness, and sociodemographic factors, suggests they assess distinct aspects of everyday cognitive competence. This highlights the need for a multidimensional assessment framework to gain a comprehensive understanding of everyday cognitive competence in middle-aged adults. Full article

14 pages, 771 KiB

Open AccessArticle

Frustrated Teachers: An REBT Intervention to Reduce Frustration Discomfort in Middle School Teachers—A Quasi-Experimental Study

by Claudia Lupuleac, Darian Faur and Florin Alin Sava

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 57; https://doi.org/10.3390/ejihpe15040057 - 8 Apr 2025

Abstract

Teaching requires sustained emotional effort from educators, and the gap between reality and teachers’ expectations regarding student engagement can negatively affect their psychological well-being. The current research implemented a program to reduce their frustration discomfort. The main objective was to investigate the effectiveness [...] Read more.

Teaching requires sustained emotional effort from educators, and the gap between reality and teachers’ expectations regarding student engagement can negatively affect their psychological well-being. The current research implemented a program to reduce their frustration discomfort. The main objective was to investigate the effectiveness of an intervention program based on the Rational-Emotive Behavioral Therapy (REBT) framework, specifically designed for middle school teachers. A sample of 54 teachers was gathered and conveniently divided into two equal groups: intervention and control. Participants in the intervention group participated in a weekly REBT group intervention program for six weeks, while the control group did not receive any intervention. Evaluations were conducted at four points: pretest, post-test, and follow-up assessments three and seven months after the intervention. Frustration discomfort was the primary dependent variable, while low frustration tolerance as an irrational belief, and pupil control ideology were treated as secondary dependent variables. The results indicated that the intervention effectively reduced frustration discomfort, and this positive effect was maintained during the follow-up assessments. Full article

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25 pages, 2013 KiB

Open AccessArticle

The Development of Emotion Recognition Skills from Childhood to Adolescence

by Marialucia Cuciniello, Terry Amorese, Carl Vogel, Gennaro Cordasco and Anna Esposito

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 56; https://doi.org/10.3390/ejihpe15040056 - 8 Apr 2025

Abstract

This study investigates how the ability to recognize static facial emotional expressions changes over time, specifically through three developmental stages: childhood, preadolescence, and adolescence. A total of 301 Italian participants were involved and divided into three age groups: children (7–10 years), pre-adolescents (11–13 [...] Read more.

This study investigates how the ability to recognize static facial emotional expressions changes over time, specifically through three developmental stages: childhood, preadolescence, and adolescence. A total of 301 Italian participants were involved and divided into three age groups: children (7–10 years), pre-adolescents (11–13 years), and adolescents (14–19 years). Participants completed an online emotional decoding task using images from the Child Affective Facial Expression (CAFE) database, depicting anger, disgust, fear, happiness, sadness, surprise, and neutrality, conveyed by children of different ethnicities (African American, Caucasian/European American, Latino, and Asian). Results indicated that female participants generally exhibited a higher emotion recognition accuracy than male participants. Among the emotions, happiness, surprise, and anger were the most accurately recognized, while fear was the least recognized. Adolescents demonstrated a better recognition of disgust compared to children, while pre-adolescents more poorly recognized neutrality compared to children and adolescents. Additionally, this study found that female facial expressions of disgust, sadness, and fear were more accurately recognized than male expressions, whereas male expressions of surprise and neutrality were better recognized than female expressions. Regarding the ethnicity of facial expressions, results revealed that ethnicity can be better or more poorly recognized depending on the emotion investigated, therefore presenting very heterogeneous models. Full article

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23 pages, 1379 KiB

Open AccessArticle

Ethical Climate, Intrinsic Motivation, and Affective Commitment: The Impact of Depersonalization

by Santiago-Torner Carlos, Jiménez-Pérez Yirsa and Tarrats-Pons Elisenda

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 55; https://doi.org/10.3390/ejihpe15040055 - 7 Apr 2025

Abstract

Although affective commitment has been the focus of numerous studies, we know relatively little about certain factors that drive or hinder its progress. In this sense, this study contributes to the knowledge on the subject by establishing a relationship between a benevolent ethical [...] Read more.

Although affective commitment has been the focus of numerous studies, we know relatively little about certain factors that drive or hinder its progress. In this sense, this study contributes to the knowledge on the subject by establishing a relationship between a benevolent ethical climate and affective commitment, taking into account the mediating effect of intrinsic motivation. Furthermore, we highlight depersonalization as an aspect that can hinder these relationships when it assumes a moderating function. The sample was established through 448 employees of the Colombian electrical sector. The mediating effect was confirmed through a four-step method. The moderated mediation model was examined using SEM structural equations. The results show that a benevolent ethical climate is positively related to affective commitment and that intrinsic motivation is a mediating factor that justifies this relationship. However, depersonalization moderates the mediation between benevolent ethical climate, intrinsic motivation, and affective commitment. Specifically, the positive effect of the benevolent ethical climate on affective commitment is halted when depersonalization is high. The positive relationship between intrinsic motivation and affective commitment is interrupted when depersonalization is medium or high. Finally, as depersonalization progresses, the positive relationship between a benevolent ethical climate and intrinsic motivation is reduced. Therefore, organizations in the Colombian electrical sector must take measures that, in addition to avoiding social isolation, behave as indicators that warn when employees’ behaviors change significantly. Full article

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28 pages, 1519 KiB

Open AccessSystematic Review

Analysis of Teachers’ Visual Behaviour in Classes: A Systematic Review

by Rodrigo Mendes, Mário Pereira, Paulo Nobre and Gonçalo Dias

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 54; https://doi.org/10.3390/ejihpe15040054 - 5 Apr 2025

Abstract

(1) Background: Teachers’ visual behaviour in classes has an important role in learning and instruction. Hence, understanding the dynamics of classroom interactions is fundamental in educational research. As mapping evidence on this topic would highlight concepts and knowledge gaps in this area, this [...] Read more.

(1) Background: Teachers’ visual behaviour in classes has an important role in learning and instruction. Hence, understanding the dynamics of classroom interactions is fundamental in educational research. As mapping evidence on this topic would highlight concepts and knowledge gaps in this area, this systematic review aimed to collect and systematise the analysis of teachers’ visual behaviour in classroom settings through the use of eye-tracking apparatus; (2) Methods: The methodological procedures were registered in the INPLASY database and this systematic review used the PRISMA criteria for the selection and analysis of studies in this area. We searched on six literature databases (B-on, ERIC, ScienceDirect, Scopus, TRC and WoS) between 1 January 2015 and 31 December 2024. Eligible articles used eye tracking apparatus and analysed teachers’ visual behaviour as a dependent variable in the experiment; (3) Results: The main results of the articles selected (n = 41) points to the differences in teachers’ visual behaviour in terms of professional experience and the relationship between gaze patterns and several classroom variables; (4) Conclusions: A deeper understanding of teachers’ visual behaviour can lead to more effective teacher training and better classroom environments. The scientific research in this area would benefit from more standardized and robust methodologies that allow more reliable analyses of the added value of eye tracking technology. Full article

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21 pages, 554 KiB

Open AccessArticle

Individual Work Attitudes and Work Ability

by Nicola Magnavita, Carlo Chiorri, Francesco Chirico and Igor Meraglia

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 53; https://doi.org/10.3390/ejihpe15040053 - 3 Apr 2025

Abstract

Work capacity depends on many factors, including the age and health status of the employee, but also on personal characteristics and attitudes, such as reduced tolerance of unfavorable working conditions (Work Annoyance, WA), excessive commitment to work (Overcommitment, OC), passion for work (Work [...] Read more.

Work capacity depends on many factors, including the age and health status of the employee, but also on personal characteristics and attitudes, such as reduced tolerance of unfavorable working conditions (Work Annoyance, WA), excessive commitment to work (Overcommitment, OC), passion for work (Work Engagement, WE), and social interactions (Social Capital, SC). A total of 1309 workers who underwent a medical examination at work completed questionnaires on work attitudes and assessed their work ability using the Work Ability Score (WAS). The relationship between variables expressing work attitudes and WAS was studied using hierarchical linear regression and moderation analyses. WA is associated with low WAS values; SC is a positive predictor of WAS and moderates the effect of WA on WAS. OC reduces work ability, while Vigor and Dedication, components of WE, have a strong positive effect on work ability. To improve the work ability of employees, employers and managers should improve social relations in the workplace and discourage overcommitment. A positive working environment can increase engagement and avoid triggers of work annoyance. Full article

(This article belongs to the Special Issue Occupational Health Challenges: Mapping Psychosocial Factors Driving Healthy Organizations)

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14 pages, 1045 KiB

Open AccessArticle

The Impact of Neuroticism and Daydreaming in the Link Between Attachment and Suicide Risk in Emerging Adults

by Danilo Calaresi, Valeria Saladino, Fiorenza Giordano and Valeria Verrastro

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 52; https://doi.org/10.3390/ejihpe15040052 - 3 Apr 2025

Abstract

Insecure attachment styles (AS) are related to increased emotional distress, leading individuals to employ unhealthy coping mechanisms. These maladaptive strategies are often linked to impaired functioning, feelings of hopelessness, and isolation, all of which are recognized as risk factors for suicide. This study [...] Read more.

Insecure attachment styles (AS) are related to increased emotional distress, leading individuals to employ unhealthy coping mechanisms. These maladaptive strategies are often linked to impaired functioning, feelings of hopelessness, and isolation, all of which are recognized as risk factors for suicide. This study aimed to examine whether neuroticism and maladaptive daydreaming (MD) sequentially mediate the relationship between AS and suicide risk (SR). A total of 1152 emerging adults (50% female) between the ages of 18 and 25 completed self-report questionnaires. The results revealed that secure attachment (SA) did not show any direct relationship with MD, but it was linked to SR through the mediating influence of neuroticism. Dismissing attachment (DA) did not demonstrate any connections with the other variables. The path among preoccupied attachment (PA) and SR was fully mediated by neuroticism and MD, while the path among fearful attachment (FA) and (SR) was partially mediated by these factors. These findings suggest that addressing neuroticism and MD could be crucial in reducing SR, especially among individuals with specific AS. Additionally, the results underscore the importance of personalized approaches, as interventions may need to be tailored to individuals’ specific AS. Full article

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21 pages, 1265 KiB

Open AccessArticle

Scale of Subtle Prejudices Towards Disability at the University: Validation in Mexican Population

by Andrés Sánchez-Prada, Carmen Delgado-Álvarez and Alicia Gurdián-Fernández

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 51; https://doi.org/10.3390/ejihpe15040051 - 1 Apr 2025

Abstract

The purpose of this study was to analyze the adequacy of the “Subtle Prejudice Scale towards Disability in the University” for a university environment in Mexico. The theoretical model of this scale, which incorporates the gender dimension, was previously validated in Spain and [...] Read more.

The purpose of this study was to analyze the adequacy of the “Subtle Prejudice Scale towards Disability in the University” for a university environment in Mexico. The theoretical model of this scale, which incorporates the gender dimension, was previously validated in Spain and Costa Rica with good psychometric properties and evidence of construct validity. The application of the scale in a Mexican university sample of 601 participants (83.4% students; 53.1% women and 45.3% men; aged 18 to 82, M = 25 years) confirmed the dimensional structure of the original four-factor model, with good fit indices through exploratory and confirmatory factor analysis and with adequate internal consistency for each dimension: avoidance of contact (ω = 0.81), benevolent idealization (ω = 0.77), excessive demands (ω = 0.73), and sexist amplification of prejudice (ω = 0.77). Relations between the scale dimensions and other variables (participants’ sex, political opinion, and preferred university policies for people with disabilities) were consistent with the current literature: men and right-wing people tend to show higher levels of ableism, which in turn are inversely associated with the supporting of inclusive policies. The results endorse the cultural validity of the scale and its suitability to evaluate ableism in Mexican universities. Full article

(This article belongs to the Special Issue Equity, Diversity, Inclusion, Well-Being, and Belonging in Education across the Disciplines)

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18 pages, 2288 KiB

Open AccessArticle

Evaluating the Effects of Sensorimotor Training on the Physical Capacities of Older People

by Carolina A. Cabo, Víctor Hernández-Beltrán, Orlando Fernandes, Cláudia Mendes, José M. Gamonales, Mário C. Espada and José A. Parraca

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 50; https://doi.org/10.3390/ejihpe15040050 - 1 Apr 2025

Abstract

Background: Physical activity (PA) plays a crucial role in improving the quality of life (QoL) in older people, particularly by enhancing their balance and movement coordination. Objective: This study aimed to assess the effects of sensorimotor training intervention in older adults. Methods: A [...] Read more.

Background: Physical activity (PA) plays a crucial role in improving the quality of life (QoL) in older people, particularly by enhancing their balance and movement coordination. Objective: This study aimed to assess the effects of sensorimotor training intervention in older adults. Methods: A total of 90 participants, divided into a Control Group (n = 44) and Experimental Group (n = 46) were involved in a 24-week sensorimotor training program. The physical capacities of the participants were assessed both before and after the intervention program. Strength and flexibility were measured using the “Rikli and Jones” protocol (1999), while agility and speed were assessed through “Timed-up-and-go” tests. Taking into account the participants’ gender, a descriptive analysis of the sample was conducted to describe the data using the mean and standard deviation. Student’s T test was performed to compare the differences between the groups according to the first and second data collection moments (before and after the intervention). Jamovi software (v. 2.5.2.0) was used to develop the statistical analysis, using a p-value of less than 0.05 to assess the statistical significance. Results: The Experimental Group showed significant improvements across all the analyzed variables following the intervention (p < 0.005), indicating substantial gains in physical capacities. In contrast, the Control Group in the “sitting and reaching” test did not show a significant difference between the groups highlighting the lack of improvement without intervention. According to the effect size of the sample, it was observed that the parameters “reach behind your back (right)” and “reach behind your back (left)” showed the highest effect size comparing the Control Group and Experimental Group (ES: 0.60, 0.71). Conclusions: The findings highlight the practical clinical impact of implementing tailored physical activity programs for older adults. Such interventions are critical for enhancing QoL, reducing the risk of falls, injuries, and chronic illnesses, and promoting overall health, independence, and well-being. Integrating sensorimotor training into the routine care for older people can support healthy aging and functional independence. Full article

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26 pages, 646 KiB

Open AccessSystematic Review

Effectiveness of Therapeutic Interventions in the Treatment of Internet Gaming Disorder: A Systematic Review

by Sandra Núñez-Rodríguez, David Burgos-González, Luis Alberto Mínguez-Mínguez, Félix Menéndez-Vega, José Luis Antoñanzas-Laborda, Jerónimo Javier González-Bernal and Josefa González-Santos

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 49; https://doi.org/10.3390/ejihpe15040049 - 1 Apr 2025

Abstract

Internet Gaming Disorder (IGD) has been recognized by the World Health Organization (WHO) in the International Classification of Diseases (ICD-11) and as an emerging condition in the DSM-5. IGD is increasingly prevalent, with various negative effects on individuals’ development and adaptation. To address [...] Read more.

Internet Gaming Disorder (IGD) has been recognized by the World Health Organization (WHO) in the International Classification of Diseases (ICD-11) and as an emerging condition in the DSM-5. IGD is increasingly prevalent, with various negative effects on individuals’ development and adaptation. To address this issue, different therapeutic interventions, like CBT, virtual reality, mindfulness, or family therapy, have been explored. This systematic review aimed to answer the following research question: What is the effectiveness of therapeutic interventions in reducing IGD symptoms in adolescents and young adults diagnosed with this disorder? Following PRISMA guidelines, 22 studies published between 2014 and 2025 were included. Results show that cognitive behavioral therapy (CBT) is the most effective intervention, significantly reducing IGD severity, anxiety, and depression. Combining CBT with physical exercise or mindfulness further enhanced outcomes. Other promising approaches include virtual reality (VR), transcranial direct current stimulation (tDCS), and family-based interventions. Additionally, treatments involving mindfulness and animal-assisted therapy showed potential in improving emotional regulation and interpersonal relationships. However, further research is needed to evaluate long-term efficacy and explore emerging therapies. Full article

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32 pages, 983 KiB

Open AccessArticle

Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective

by Mélanie Tinnes-Vigne, Claude Houssemand, Frédéric Guay, Débora Poncelet and Christophe Dierendonck

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 48; https://doi.org/10.3390/ejihpe15040048 - 27 Mar 2025

Abstract

Research has demonstrated that social–emotional learning (SEL) positively influences myriad domains of children’s development. However, the underlying mechanisms influencing teachers’ adoption of SEL remain underexplored. Guided by the Theory of Planned Behaviour (TPB), this quantitative cross-sectional study sought to elucidate the factors that [...] Read more.

Research has demonstrated that social–emotional learning (SEL) positively influences myriad domains of children’s development. However, the underlying mechanisms influencing teachers’ adoption of SEL remain underexplored. Guided by the Theory of Planned Behaviour (TPB), this quantitative cross-sectional study sought to elucidate the factors that motivate teachers to adopt SEL teaching practices. The study’s sample included 166 volunteer teachers in Luxembourg, recruited as part of a nationwide educational survey. Of these, 82.5% were women. Participants were recruited through convenience sampling, ensuring diversity in socio-economic backgrounds, grade levels, and student needs. Although these findings are based on self-reported data, they offer novel insights by quantifying teachers’ engagement with SEL, with over 50% already implementing related activities. Structural equation modelling shows that the TPB model accounted for 49% of the variance in teachers’ intentions and 44% of the variance in the adoption of SEL practices. Higher intention and self-efficacy predicted more frequent SEL implementation. Teachers with positive SEL attitudes and higher self-efficacy showed greater intention to implement SEL. These findings underscore the significance of cultivating positive attitudes and self-efficacy to facilitate the effective implementation of SEL in educational settings. The role of teacher gender and audience, as well as implications for teaching, professional development, and SEL research, are discussed. Full article

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27 pages, 1459 KiB

Open AccessArticle

A Parallel Mediation Model of Career Adaptability, Career Self-Efficacy, and Future Career Choice Among University Students: The Role of Basic Psychological Needs Satisfaction and Mindfulness

by Girum Tareke Zewude, Anmut Endalkachew Bezie, Getachew Tassew Woreta, Tsehaynew Getaneh Tareke, Tun Zaw Oo, Ayalew Hassen, Merkebu Tareke, Yvette Orsovics and Krisztián Józsa

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 47; https://doi.org/10.3390/ejihpe15040047 - 26 Mar 2025

Cited by 1

Abstract

This study aims to explore the importance of basic psychological needs satisfaction (BPNS) and mindfulness of university students in their career adaptability (CA), career self-efficacy (CSE), and future career choice (CC). The sample consisted of 1026 undergraduate students, of which 495 (48.2%) were [...] Read more.

This study aims to explore the importance of basic psychological needs satisfaction (BPNS) and mindfulness of university students in their career adaptability (CA), career self-efficacy (CSE), and future career choice (CC). The sample consisted of 1026 undergraduate students, of which 495 (48.2%) were female and 531 (51.8%) male, from three public universities in the Amhara Region, Ethiopia. The assessments, such as the Career Decision-Making Self-Efficacy Scale-Short Form, the Five Facet Mindfulness Questionnaire Short Form, the Career Adapt-Ability Short Form Five Scale, the Basic Psychological Needs Satisfaction Scale, and the Career Choice scale instruments were used. Findings from a parallel mediation model showed that both CA and CSE had a direct positive effect on the BPNS of university students. Additionally, this study found that both BPNS and mindfulness had a substantial and positive direct effect on the students’ CC. Importantly, we found that both CA and CSE significantly and indirectly predicted the future CC through BPNS and mindfulness. In addition, BPNS and mindfulness also partially mediate the relationship between CA, CSE, and the students’ future CC. Importantly, we found that mindfulness and BPNS fully and partially mediated the relationship between CA, CSE, and CC. These results support the notion that both psychological constructs (BPNS and mindfulness) play a crucial role in explaining the relationship between CA, CSE, and CC. By enhancing students’ BPNS and mindfulness, institutions can empower students to make informed decisions about their future career paths, ultimately nurturing their personal and professional growth. Full article

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14 pages, 1954 KiB

Open AccessArticle

Exploring the Associations Between School Climate and Mental Wellbeing: Insights from the MOVE12 Pilot Study in Norwegian Secondary Schools

by Karoline Gulbrandsen Hansen and Svein Barene

Eur. J. Investig. Health Psychol. Educ. 2025, 15(4), 46; https://doi.org/10.3390/ejihpe15040046 - 26 Mar 2025

Abstract

This study examined the association between school climate, defined by social and academic environments, and mental wellbeing among 446 first-year upper-secondary students in eastern Norway (ISRCTN10405415). As part of the MOVE12 pilot study conducted in February 2023, a cross-sectional online questionnaire targeted approximately [...] Read more.

This study examined the association between school climate, defined by social and academic environments, and mental wellbeing among 446 first-year upper-secondary students in eastern Norway (ISRCTN10405415). As part of the MOVE12 pilot study conducted in February 2023, a cross-sectional online questionnaire targeted approximately 600 students from five schools offering diverse academic and vocational tracks. Mental wellbeing was assessed using the Warwick–Edinburgh Mental Wellbeing Scale (SWEMWBS, scale 7–35), and the data were analyzed with stepwise multiple linear regression. The mean mental wellbeing score was 24.5 ± 4.3, with significant gender differences (p < 0.05) but no variations between academic and vocational tracks. Self-efficacy was the strongest predictor of mental wellbeing (b = 0.236, p < 0.001), followed by health satisfaction (b = 0.179, p < 0.001), time spent with friends (b = 0.163, p < 0.001), social isolation (b = −0.162, p = 0.001), wellbeing in physical education (b = 0.129, p = 0.002), and classroom climate (b = 0.128, p = 0.007). These findings emphasize the critical role of self-efficacy, peer connections, and supportive classroom climates in promoting mental wellbeing. Addressing these elements of school climate can significantly enhance the mental health and overall outcomes of upper-secondary students. Full article

(This article belongs to the Special Issue Equity, Diversity, Inclusion, Well-Being, and Belonging in Education across the Disciplines)

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European Journal of Investigation in Health, Psychology and Education

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