This study aimed at determining and validating the Schutte Self-Report Emotional Intelligence Test (SSEIT) in a Zambian context. It examined the feasibility of its use in this cultural context. Additionally, the study aimed at examining the reliability of the instrument when used in the same context. The participants were drawn from two cohorts (2016/2017 and 2017/2018 academic years) of first year students from the Department of Mathematic sand Science Education at the Copperbelt University in Zambia. One hundred and seven (25 females and 82 males) students from the 2016/2017 cohort and 138 (47 females and 91males) students from the 2017/2018 cohort participated in the study. The process of validating the instrument involved factor analysis. Using Principal Components Analysis (PCA), the Monte Carlo PCA for Parallel Analysis and Varimax methods for both cohorts, a four factor structure model of the SSEIT was reported. The instrument was reliable with a Cronbach coefficient of 0.79 in the 2016/2017 Cohort and 0.74 in the 2017/2018 Cohort. The study concluded that the SSEIT is a reliable and valid tool to measure the emotional intelligence of first year students from the Department of Mathematic sand Science Education at the Copperbelt University in Zambia.

This study examined teachers’ attributions and emotions for their subjectively perceived interpersonal relationships with their students as positive or negative, and whether hope (pathways thinking, agency thinking) influences the perceived positive or negative interpersonal relationships, the subsequent attributions and emotions, and the impact of attributions on emotions. Fifty teachers, of both genders, completed the questionnaire for each of their five students who were randomly selected from their teaching classes. The results revealed that the positive interpersonal relationships were predominately attributed to stable, personally controllable and self-student controllable factors, whereas the negative interpersonal relationships were primarily attributed to external, external controllable, unstable, and self-student controllable factors. Also, teachers reported positive emotions of high intensity (sympathy, cheerfulness, exciting, love, not anger, calmness) for the positive relationships, and negative emotions of moderate intensity (no enthusiasm, shame, anxiety, no excitement) for the negative relationships. Yet, the high hope teachers made adaptive attributional and emotional appraisals for the positive and, mainly, negative interpersonal relationships. Agency thinking, as compared to pathway thinking, was a better and worse formulator of the appraisals in negative and positive interpersonal relationships, respectively. Hope, additionally, had direct effect on the emotions, beyond that afforded by attributions, particularly in negative interpersonal relationships.

The role of motivation, temperament, personality and well-being as predicting propensity factors for mathematical abilities was investigated in 30 adults. By embedding these predictors in the Opportunity-Propensity framework, this study aimed to reveal their unique contribution in math development, which is important to improve mathematics education. To our knowledge, the present study is the first to combine predictors and find evidence for the importance of some non-cognitive and socio-emotional propensity factors for mathematical performance by using primary data. Results indicated significant interrelations between the propensities, pleading to integrate them in math research. Furthermore, the relationship propensities and mathematics was dependent on the specific investigated math task, which is in line with the componential nature of mathematics. Negative Affect was the best prediction of accuracy (lower levels of subjective well-being associated with lower levels of mathematical accuracy) whereas Intrinsic Motivation was the best predictor for fact retrieval speed. Limitations and implications for future research are described.

Findings from a research synthesis of the relationships between family needs and parent, family, and child functioning are reported. The synthesis included 31 studies conducted in 12 different countries. The studies were conducted between 1987 and 2021 and included 4,543 participants. Eight different family needs scales or adaptations of the scales were completed by the study participants (mothers, fathers, or grandmothers of children with developmental disabilities, autism spectrum disorders, or medical conditions). The outcome measures included caregiver psychological health, parenting stress, parenting burden, parenting beliefs, family coping strategies, family functioning, family support, and child functioning. The correlations between family needs and the outcome measures were used as the sizes of effects for evaluating the strength of the relationships between measures. Results showed that unmet family needs were associated with more negative and less positive family and family member functioning and fewer unmet family needs were associated with more positive and less negative family and family member functioning. The sizes of effect for parenting stress and burden were larger than were the sizes of effects for each of the other outcome measures. Child condition and study quality moderated the relationship between family needs and parenting stress and burden but not the other outcome measures. The results are discussed in terms of one component of family systems intervention models.

This paper presents an investigation that aims to: 1) explore the relations between core symptoms of adult Attention Deficit and Hyperactivity Disorder (ADHD) and several typical Internet activities, and 2) compare the predictive power of two core symptoms of ADHD- inattention and hyperactivity/impulsivity- in predicting Internet addiction. Methods: A total of 2016 Chinese college students participated in this study. The ADHD symptoms were assessed using Conners self-rating scales and DSM-5 semi-structured interviews. Structured Clinical Interview for the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (SCID-5) was used to exclude other psychiatric disorders. Chen’s Internet addiction scale (CIAS) was used to evaluate Internet addiction. Information about Internet activities (e.g., online gaming) was collected through a self-constructed questionnaire. Results: The ratio of Internet addiction problems among individuals with ADHD symptoms is significantly higher than in ordinary individuals (48.9% vs. 14.3%). Further, each core ADHD symptom has unique relations with different types of Internet activities. Specifically, both core ADHD symptoms are negatively associated with information downloading and online learning, and positively associated with online gaming, while online shopping is only associated with hyperactivity/impulsivity. Furthermore, both core ADHD symptoms are significant predictors of Internet addiction, especially inattention. Conclusion: College students with ADHD symptoms are at a higher risk of having Internet addiction than peers without ADHD symptoms. For individuals with ADHD symptoms and excessive online gaming and/or online shopping behaviors, the probability of having Internet addiction is even higher. These findings have important implications for identifying risk factors of Internet addiction and preventing Internet addiction in Higher Education settings.

This study was conducted to explore the five-factor structure of the Need for Closure scale on Indian samples using exploratory and confirmatory factor analysis. Data were initially collected from 450 samples which were reduced to 235 cases later based on the lie score criteria of the Need for Closure Scale. To rule out the problems caused by all questionnaire items like low reliability and low communalities, parceling of the items (creating three parcels from each facet) was done before the multivariate analysis (EFA and CFA). In the results, EFA showed that the five-factor structure of the NFC scale explains 52% of the variance. The goodness of fit statistics in the CFA model met the criteria (χ2 = 190.153, GFI = 0.908, TLI = 0.855, CFI = 0.890, RMSEA = 0.077) for the reasonable fit of the single factor structure of the NFC construct. In conclusion, this study presented the good psychometric properties of the NFC scale. It can be used to assess the individual's need for closure in the wider contexts of Indian studies.

The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.

The aim of the present study is to conduct a confirmatory factor analysis (CFA) of the Rosenberg Self-esteem Scale (RSES) as part of the study of affective variables using a sample of English as a foreign language (EFL) university students in Morocco. Two hundred and six (N = 206) participants of undergraduate, graduate, and post-graduate levels completed the self-esteem (SE) questionnaire. Using classical methods of factor extraction before employing more robust techniques comprising minimum average partial (MAP) and parallel analysis (PA) to perform preliminary factor analysis (FA) using principal axis factoring (PAF), results conclusively and parsimoniously yielded a one-factor solution with acceptable construct reliability (Composite Reliability). CFA results, including goodness-of-fit indexes, confirmed that the one-factor model was better fitting compared to its competing independent two-factor counterpart, but marginally less so compared to the correlated version of the latter. Two out of the three constructed models showed good fit indexes, thus demonstrating the conformity of two measurement models with their respective hypothesized structural models. Furthermore, using the heterotrait-monotrait (HTMT) ratio, both two-factor models showed acceptable discriminant validity. The obtained results further corroborate both the one-factor and two-factor solutions reported in previous works for which we present new evidence from a Moroccan EFL context.

Online trolling is online behavior in which the troll provokes, harms, and pretends to be someone else to achieve their goals. The purpose of trolls may be to harm the other person, but they can also be for entertainment purposes. Online trolling, for whatever purpose, can have significant psychological effects on individuals and people who are socially exposed. In addition, online trolling is becoming more common every day. However, there are very few studies on trolling. Therefore, the study aims to examine the mediating role of empathy in the relationship between dark triad personality traits and levels of online trolling. For this purpose, structural equation modeling and bootstrapping method was used. The participants comprised 516 (%71.6 females; %28.4 males) undergraduates. The ages of the participants ranged from 18 to 31 (X̄ = 21.09). The measures used included the Online Trolling Scale, Dirty Dozen Scale, and Toronto Empathy Questionnaire. In the study, it was found that there were significant relationships between the dark triad, online trolling, and empathy. Also, the results of the structural equation model showed that the effect of the dark triad on online trolling was mediated by empathy. This result was found to be significant with bootstrapping.

Education being one of the cornerstones of the Philippines, teachers may experience pressure and burnout from carrying the workload and responsibilities of being second to parents being the steppingstone for the development of young children. This study used a moderation analysis research design to examine if resilience moderates the relationship between work-related burnout and psychological well-being. Using a non-probability purposive sampling technique, over 233 Filipino public elementary school teachers from Quezon City, Philippines, participated. Results revealed a substantial negative relationship between psychological well-being and work-related burnout, and a positive relationship exists between resilience and psychological well-being. Furthermore, linear regression analysis showed that work-related burnout negatively predicted psychological well-being. Moreover, this study found that resilience does not moderate the association between work-related burnout and psychological well-being among public elementary school teachers.

Education in the modern era expects institutions to help students to thrive. Not only may class engagement improve academic performance, but it may also enhance students' well-being. This study investigated class engagement and its motivation and academic achievements’ effect on university students’ mental well-being. 231 university students, with a mean age of 21.46, participated in this study. About 65% were senior students, and average GPA was 3.46 (SD = 0.32). For measurements, General Class Engagement Scale, Motivations for Class Engagement Scale, and Warwick-Edinburg Mental Well-being Short Form was employed. Academic achievement was measured by GPA. For data analysis, Pearson correlation analysis and regression analyses were conducted. Results show that class engagement, its motivations, academic achievement, and mental well-being were all positively correlated. Moreover, class engagement and its motivations positively predicted mental well-being. However, GPA was non-significant. Hence, in a group of mostly senior university students, class engagement was more significant than academic achievement regarding their mental well-being. Furthermore, about 91% of this study’s participants were honor students (above 3 GPA). Therefore, being academically successful may not always be enough to be happy and well. However, educators may help students by emphasizing class engagement.

The use of grades as an extrinsic motivator in formal schooling has been demonstrated in previous research to have negative implications for students’ learning and mental health. This subject matter has been particularly absent from the research literature in Vietnam, where the obsession with grades is self-evident. The present study aims to explore Vietnamese university students’ orientations toward learning and grades, learning strategy use, mental well-being, and how these variables correlate. In addition, the study examines the potential interplay between learning orientation and grade orientation to influence the latter two variables. A quantitative research design was employed to achieve these goals. Survey responses were collected from 38 second- and third-year students majoring in English Language at a large, public university during a summer semester. Specifically for learning strategy use, participants were directed to pull from their experiences in a Public Speaking course that they had completed in the previous semester. Results revealed that a learning orientation was moderately related to both adaptive learning strategy use and mental wellness, whereas a grade orientation was only negatively related to learning strategy use and unrelated to mental well-being. Moreover, a strong learning orientation alone resulted in the most positive outcomes for both learning and mental health, and higher levels of grade orientation weakened those outcomes. Limitations of the study, directions for future research in this area, and implications for students and educators are then discussed.  

This study aimed to validate the Learned Helplessness Questionnaire (LHQ), originally developed in Italy, for use in an American context. It examined the LHQ's factor structure, social desirability bias, the relationship between learned helplessness and mastery orientation, and demographic differences in these constructs. Data from 100 adults were collected via an online survey. Confirmatory factor analysis supported the two-factor structure of the LHQ (learned helplessness and mastery orientation), with acceptable fit indices after minor modification. Internal consistency was deemed to be acceptable for both factors. Social desirability bias analysis indicated significant correlations with both constructs, suggesting that participants may have overreported mastery orientation and underreported learned helplessness. A significant negative correlation was found between the two constructs, with participants generally reporting higher levels of mastery orientation. No significant differences were observed across gender or age groups. These findings contribute to the cross-cultural validation of the LHQ, highlighting the importance of social desirability bias in self-reported measures and suggesting potential areas for refinement.