Objective: The study aimed to evaluate the internalised stigma and self-esteem in adult outpatients with major depressive disorder (MDD) attending a psychiatric outpatient clinic in Iraq, and to explore the relationship between these variables. Methods: A cross-sectional correlational study among 120 adults with MDD who attended psychiatric outpatient clinics of Azadi Teaching Hospital in Kirkuk, Iraq. All participants filled out a sociodemographic and clinical questionnaire, the Internalised Stigma of Mental Illness Scale (ISMI), and the Rosenberg Self-Esteem Scale (RSES). Data were analysed using descriptive statistics, Pearson's correlation coefficient and simple linear regression. Results: The overall mean ISMI score was 2.90 (SD = 0.42), with the highest scores for stereotype endorsement (M = 3.16) and alienation (M = 3.14) and the lowest for stigma resistance (M = 2.19). The overall mean RSES score was 2.29 (SD = 0.38). There was a negative correlation between internalised stigma and self-esteem (r = −0.338, p < 0.001). Self-esteem was statistically associated with internalised stigma (β = −0.338, t = −3.897, p < 0.001), explaining 11.4% of the variance (R² = 0.114) in simple linear regression. Conclusions: In this single-centre sample of adults with MDD, internalised stigma and self-esteem were inversely related. Since the study is a cross-sectional design, the association observed cannot be considered a causal relationship. The results provide a basis for consideration of the psychosocial aspects of routine psychiatric care (stigma and self-esteem) and for further longitudinal and multicentre research to establish temporal relationships and to determine potentially modifiable factors.
Background: Body image dissatisfaction (BID) is an emerging public health concern among college students due to its association with depression, anxiety, and low self-esteem. Sociocultural pressures during the transition to adulthood increase vulnerability. Evidence from Western Gujarat remains limited. Objectives: To determine the prevalence of BID and identify its sociodemographic and psychological predictors among undergraduate students in Western Gujarat. Methods: A cross-sectional study was conducted among 297 undergraduate students (18–24 years) from a medical college in Western Gujarat. Data were collected using a structured questionnaire, including MBSRQ-AS, BDI-II, HAM-A, and RSES. BMI was calculated using standard anthropometric measurements. Data were analyzed using SPSS v25 with chi-square tests, independent t-tests, and binary logistic regression. Statistical significance was set at p < 0.05. Results: The prevalence of BID was 58.2%. Females reported significantly higher dissatisfaction than males (66.1% vs. 48.5%, p < 0.001). Higher BID was observed among overweight/obese students (75.4%) and underweight students (66.7%). Multivariate analysis identified female gender (AOR = 1.95, 95% CI: 1.13-3.37), overweight/obesity (AOR = 3.59, 95% CI: 1.85-6.97), higher depression scores (AOR = 1.05 per unit), and lower self-esteem (AOR = 0.89 per unit) as independent predictors (Nagelkerke R² = 0.398). Conclusion: BID is highly prevalent among undergraduate students in Western Gujarat, particularly among females and those with higher BMI, depression, and low self-esteem. Targeted campus-based interventions promoting body positivity, self-esteem, and mental well-being are warranted.
The present study aimed at examining relationship between sociotropy and autonomy with self-esteem and anxiety in adults in Pakistan and to test the moderation effect of perceived social support in the relationships between sociotropy and autonomy with self-esteem and anxiety. Methods: A quantitative correlational design was used. The sample consisted of 500 healthy unmarried individuals aged 18-29 years who were selected from government and private universities across the country, using a purposive sampling technique. The Personal Style Inventory, Multidimensional Scale of Perceived Social Support, Rosenberg Self-Esteem Scale, and the anxiety subscale of the Depression Anxiety Stress Scales-21 were all filled out by the participants. Data were processed in SPSS version 26, descriptive statistics, Pearson product-moment correlation, Hayes' PROCESS Macro Model 1 and internal consistency analysis were used. Results: There was a significant correlation between sociotropy and anxiety (r=.22, p<.01) and with perceived social support (r=.29, p<.01), but not with self-esteem (r=-.05, p=.267). Self-esteem (r=.15, p<.01), anxiety (r=.12, p<.01) and perceived social support (r=.20, p<.01) were positively related to autonomy. Perceived social support was shown to be significantly positively related to self-esteem (r=.14, p<.01) and, surprisingly, not significantly related to anxiety (r≈0, p=.977). Sociotropy × perceived social support interactions were significant for self-esteem (B=.002, p=.026) and anxiety (B=.001, p=.010), but the autonomy × perceived social support interactions were not significant for self-esteem (B≈0, p=.750) or anxiety (B≈0, p=.569). Conclusion: The results suggest that the sociotropic orientation is related to higher anxiety and that perceived social support modifies the relationship between sociotropy and self-esteem and anxiety. A positive relationship was found between autonomy and self-esteem and autonomy and anxiety; and perceived social support did not significantly change these relationships. These findings underline the need for taking both vulnerability and inter-personal resources into account to comprehend anxiety in young adults in Pakistan.
The digital revolution has fundamentally transformed childhood experience across the globe. In Ghana, rapid mobile internet penetration, the proliferation of low-cost smartphones, and COVID-19-induced remote learning have dramatically intensified basic school children's exposure to digital screens. Emerging evidence links digital screen addiction (DSA) to significant impairments in children's psychological well-being encompassing emotional, cognitive, social, and behavioural dimensions. Yet, school management responses in Ghanaian basic schools remain underdeveloped and largely uncoordinated. This narrative literature review synthesizes global and sub-Saharan African evidence on digital screen addiction and its psychological well-being consequences among basic school children (ages 5–15), critically examines existing school management frameworks, and proposes a School-Based Digital Wellness Management Framework (SBDWMF) for Ghanaian basic schools. A narrative synthesis approach was employed. Literature was sourced from PubMed, Google Scholar, Scopus, PsycINFO, African Journals Online (AJOL), and grey literature from the WHO, UNESCO, UNICEF, Ghana Education Service (GES), Ghana Health Service (GHS), and the Ministry of Education. Peer-reviewed empirical studies, systematic reviews, meta-analyses, and policy documents published from 2010 to 2024 were included, with a total of 72 sources forming the evidence base. DSA is prevalent among basic school-age children globally, with pooled prevalence estimates ranging from 19% to 38% depending on measurement tools and contexts. Excessive screen exposure is consistently associated with psychological distress, anxiety, depression, attentional difficulties, emotional dysregulation, impaired self-esteem, peer-relationship deficits, and poor academic well-being. In Ghana, contextual risk amplifiers, including parental digital literacy gaps, absent school mental health services, post-COVID normalization of extended screen use, and fragmented policy, compound the psychological burden. School management frameworks in Ghanaian basic schools are largely inadequate to address DSA, with critical deficits in policy, counselling capacity, teacher training, and parental engagement. DSA poses a mounting psychological well-being challenge for Ghanaian basic school children, demanding an urgent, evidence-informed school management response. The proposed six-pillar SBDWMF offers a practical governance architecture for Ghanaian basic school heads, district education officers, and national policymakers to address DSA comprehensively within the school setting.
Background Over 15 million plastic surgeries and 19 million non-plastic aesthetic procedures were carried out globally between 2020 and 2023, representing a substantial growth of more than 40%, according to the International Society of Aesthetic Plastic Surgery (ISAPS). The purpose of this study was to ascertain the degree of propensity for cosmetic surgery among Khoy University of Medical Sciences students and investigate its associations with demographic features, the frequency of watching content related to beauty (per day), perceived body image, and self-esteem. Materials and methods This analytical cross-sectional study included 196 students from Khoy University of Medical Sciences, selected via convenience sampling for the 2024–2025 academic year. Valid and reliable questionnaires were used to gather data: 69 items on perceived body image, 10 items on self-esteem, and 24 items on tendency toward cosmetic surgery. Multiple linear regression, ANOVA, and independent t-tests were used to analyze the data in SPSS version 26. Results The mean age of participants was 23 years. The majority were female (86%), single (94%), enrolled in health and basic sciences (43%), at the bachelor level (75%), and reported a monthly income of more than 300 million Iranian Rials (52%). No statistically significant differences were observed between demographic features and mean tendency toward cosmetic surgery (P > 0.05). However, a high frequency of watching beauty‑related content per day (β = 10.06, P < 0.001) and low self‑esteem (β = −1.25, P < 0.001) were significantly associated with a greater tendency toward cosmetic surgery. Conclusion Students’ tendency toward cosmetic surgery is influenced by their self-esteem, and even the frequency of exposure to beauty-related content.
Objective. The aim of this paper was to examine the association between appearance-based social comparison and eating disorder symptoms, body satisfaction, depressive symptoms, drive for muscularity, self-esteem, and physical activity in Brazilian college women. Method. The participants were 542 college women aged 18 to 30. A questionnaire was used to collect information on appearance comparisons, eating disorders symptoms, body satisfaction, depressive symptoms, drive for muscularity, self-esteem, and physical activity. A multiple linear regression was conducted adjusted by age, marital status, body mass index, and economic level. Results. The model that best explained the appearance comparisons scores variation included eating disorders symptoms (β= .385; p< .001), body satisfaction (β= -.200; p< .001), depressive symptoms (β= .169; p< .001), and drive for muscularity (β= .091; p< .05). Conclusion. Eating disorders, depressive symptoms, drive for muscularity, and body satisfaction were associated with appearance comparisons.
This study examined the associations of self-regulation, self-esteem, and digital literacy with students' perceived learning achievement at Ariya Metta Vocational High School, Tangerang. The quantitative ex post facto study included 154 students drawn from a population of 250 through proportional stratified random sampling. Online questionnaire responses were analysed using multiple linear regression in SPSS version 27. Self-regulation (B = 1.349; β = 0.494; t = 6.739; p < .001) and self-esteem (B = 0.624; β = 0.345; t = 4.113; p < .001) were positively associated with perceived achievement after adjustment for the other predictors. Digital literacy showed no significant unique association (B = 0.040; β = 0.019; t = 0.248; p = .804). The model accounted for 63.0% of the observed variation (R² = .630; adjusted R² = .622). Although digital literacy was significant in a simple regression, the association did not persist in the full model, indicating overlapping explanatory information among predictors. The findings support attention to learning management and students' evaluations of themselves while encouraging academically purposeful uses of digital resources. Because achievement was self-reported and the design was observational, the results do not establish causality.
The increasing participation of women in the workforce has been accompanied by growing professional and personal demands that may affect the psychological well-being of career women. The World Health Organization (WHO) reports that approximately 15% of the working-age population experiences mental health problems, while work-related pressures contribute to approximately 12 billion lost working days annually. These conditions highlight the importance of resilience as a psychological resource that enables career women to adapt, recover, and function effectively when facing workplace challenges. This study aimed to examine the predictive relationships of self-esteem and emotion regulation with resilience among career women. A quantitative cross-sectional survey design was employed involving 200 career women in Semarang City, Indonesia, selected through purposive sampling. Data were collected using questionnaires measuring self-esteem, emotion regulation, and resilience on a five-point Likert scale. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4 through the evaluation of the measurement model, structural model, and hypothesis testing using a bootstrapping procedure. The findings showed that self-esteem and emotion regulation were positive predictors of resilience among career women. Self-esteem demonstrated a relatively stronger contribution than emotion regulation, while the overall model explained part of the variance in resilience. These findings indicate that career women with more positive self-esteem and better emotion regulation tend to demonstrate greater resilience. The study highlights the importance of self-esteem and emotion regulation as psychological resources that may be considered in organizational programs aimed at supporting women's resilience, psychological well-being, and sustainable career development. ABSTRAK Meningkatnya partisipasi perempuan dalam dunia kerja diikuti dengan semakin kompleksnya tuntutan profesional dan kehidupan personal yang berpotensi memengaruhi kondisi psikologis wanita karier. Organisasi Kesehatan Dunia (WHO) melaporkan bahwa sekitar 15% penduduk usia produktif mengalami gangguan mental, sementara tekanan kerja menyebabkan hilangnya sekitar 12 miliar hari kerja setiap tahun. Kondisi tersebut menunjukkan pentingnya resiliensi agar wanita karier mampu bertahan, beradaptasi, dan bangkit dari berbagai tekanan. Penelitian ini bertujuan menganalisis hubungan prediktif self-esteem dan regulasi emosi dengan resiliensi pada wanita karier. Penelitian menggunakan pendekatan kuantitatif dengan desain cross-sectional melalui metode survei terhadap 200 wanita karier di Kota Semarang yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan menggunakan kuesioner yang mengukur self-esteem, regulasi emosi, dan resiliensi dengan skala Likert lima tingkat. Data dianalisis menggunakan Structural Equation Modeling–Partial Least Squares (SEM-PLS) dengan bantuan SmartPLS 4 melalui evaluasi model pengukuran, model struktural, dan pengujian hipotesis menggunakan prosedur bootstrapping. Hasil penelitian menunjukkan bahwa self-esteem dan regulasi emosi merupakan prediktor positif terhadap resiliensi pada wanita karier. Self-esteem menunjukkan kontribusi yang relatif lebih kuat dibandingkan regulasi emosi, sedangkan model penelitian secara keseluruhan mampu menjelaskan sebagian variasi resiliensi. Temuan ini menunjukkan bahwa wanita karier dengan penghargaan diri yang lebih positif dan kemampuan regulasi emosi yang lebih baik cenderung memiliki resiliensi yang lebih tinggi. Penelitian ini menegaskan pentingnya self-esteem dan regulasi emosi sebagai sumber daya psikologis yang dapat dipertimbangkan dalam pengembangan program organisasi untuk mendukung resiliensi, kesejahteraan psikologis, dan keberlanjutan karier perempuan.
Efforts to cultivate good character with immanent, enduring, complete, and permanent moral awareness require a deep understanding of the central points of the personality domain. Internally, natural ethical values often face specific conflicts related to efforts to maintain trust, social interest, and self-esteem. Through qualitative research, the potential of natural ethics, examined using the literature survey review (LSR) method, aims to elaborate on the main pillars and internal stimuli of the domain as drivers for the formation of an inherent, genuine, and inherent individual character. The results indicate that efforts to build full awareness (conscious awareness) through equivalent, proactive, interconnected, and coherent thinking activities are a crucial part of growing self-awareness. This effort in Sufi Islamic education is carried out naturally, immediately, and naturally, involving the ethical values inherent in each domain. Starting from the effort of "self-knowledge" as the central point, that each individual is composed of the physical (zahir), spiritual (batin), and soul (nafs), moral values are placed as the primary driving force, the elan vital inherent in all human activities. The integration of knowledge and good deeds motivates a person to serve Allah SWT, strengthens his or her faith (tasdiq), and spiritually motivates him or her to behave commendably with a strong spirit in attitude, words, deeds, and behavior, bringing goodness and benefit in various life circumstances and situations.
The main objective of the study is to find out the significance of the mediating effects of transformational leadership and work engagement on the relationship between professional self-esteem and teacher efficacy. Utilizing a correlational technique along with a quantitative, non-experimental and mediation research design, data were obtained from 335 public elementary teachers working in four large schools. The researcher used a cluster sampling technique and the statistical tools mean, Pearson r, and path analysis. From the results of the study, it was found that there are very high levels of professional self-esteem, teacher efficacy, transformational leadership of school heads, and work engagement. Moreover, there are no significant relationships between professional self-esteem and transformational leadership, and between transformational leadership and teacher efficacy. There are also no significant relationships between work engagement and teacher efficacy, and professional self-esteem and work engagement. However, there is a significant relationship between professional self-esteem and teacher efficacy. Furthermore, transformational leadership and work engagement have no significant combined mediation on the relationship between professional self-esteem and teacher efficacy. The findings of this study provide implications for policymakers in drafting plans, school heads in creating programs, and teachers in improving their transformational leadership, work engagement, professional self-esteem, and teacher efficacy. Keywords: education, professional self-esteem, teacher efficacy, transformational leadership, work engagement, correlation, teachers, Philippines
Pre-adolescence 9-12 years is a critical developmental period characterized by rapid biological, emotional, cognitive, and social changes that influence future mental health and well-being. Indian pre-adolescents increasingly encounter academic pressure, changing family dynamics, peer challenges, and extensive digital exposure, creating potential risks to emotional adjustment. Resilience, defined as the ability to adapt positively to adversity and recover from challenging experiences, is an important protective factor during this formative stage. This article aims to examine the determinants and dimensions of resilience among Indian pre-adolescents and to propose a culturally relevant, integrated framework for promoting resilience across biological, psychological, social, and digital domains. This article highlights key factors that strengthen resilience, including emotional regulation, self-esteem, self-compassion, problem-solving skills, supportive parenting, positive school environments, healthy peer relationships, and community connectedness. Digital resilience is also emphasized, encompassing safe technology use, digital literacy, responsible online behavior, and adaptive coping with cyberbullying, online risks, and excessive screen exposure. Based on existing evidence and contextual insights, the integrated pre-adolescent resilience model (IPARM) is proposed, integrating biological, psychological, social, and digital dimensions. Resilience promotion strategies are discussed at individual, family, school, community, and healthcare levels, with nurses and other health professionals playing an important role in early identification of vulnerable children, mental health promotion, and implementation of resilience-building interventions. Strengthening resilience during pre-adolescence represents a valuable preventive mental health strategy. A holistic and culturally responsive approach can foster emotional competence, psychological well-being, adaptability, and healthy development, enabling Indian children to navigate contemporary challenges and develop into confident and resilient individuals.
In forming first impressions of others, people may notice and attend to cues about the others’ self-esteem, argued to function as a “proxy trait” that can influence inferences of other traits, including relationship desirability (Cameron et al., 2016 ). Our study provided a further test of this lay theory of self-esteem by examining how information about a hypothetical person’s self-esteem not only affects participants’ judgments of the romantic desirability of the target (from a third person perspective), but also estimates of the target’s sociosexuality (degree of being restricted vs. unrestricted in sexual attitudes and behaviors). Using a vignette experimental design, we manipulated the self-esteem (low or high) and gender (man or woman) of a hypothetical target in an online dating profile. Results indicated that a high self-esteem (HSE) target was estimated to be more attractive and desirable to online daters, and also assumed to have higher sociosexuality compared to a low self-esteem (LSE) target. Our study also contributes to the literature on gender stereotypes related to sexuality; a male target was assumed to be more unrestricted in their sociosexuality than a female target. However, the gender of the target did not interact with the self-esteem of the target to affect impressions of targets’ sociosexuality. Beyond extending past research, our results provide implications for interventions in clinical, educational, and relational contexts.
در شکلگیری برداشتهای اولیه از دیگران، افراد ممکن است به نشانههایی درباره عزتنفس دیگران توجه کنند؛ ویژگیای که به عنوان «ویژگی جایگزین» مطرح شده و میتواند بر استنباط سایر ویژگیها، از جمله مطلوبیت رابطه تأثیر بگذارد (Cameron و همکاران، ۲۰۱۶). مطالعه حاضر، نظریه عامهپسند عزتنفس را با بررسی این موضوع که چگونه اطلاعات مربوط به عزتنفس یک فرد فرضی نه تنها بر قضاوت شرکتکنندگان درباره مطلوبیت عاشقانه هدف (از منظر شخص ثالث)، بلکه بر برآوردهای آنها از جامعهپذیری جنسی هدف (میزان محدود یا نامحدود بودن نگرشها و رفتارهای جنسی) تأثیر میگذارد، مورد آزمون قرار داد. با استفاده از طرح آزمایشی وینیت، عزتنفس (پایین یا بالا) و جنسیت (مرد یا زن) یک هدف فرضی در یک پروفایل دوستیابی آنلاین دستکاری شد. نتایج نشان داد که هدف با عزتنفس بالا (HSE) از نظر جذابیت و مطلوبیت برای کاربران آنلاین بالاتر ارزیابی شد و همچنین فرض بر این بود که جامعهپذیری جنسی بالاتری نسبت به هدف با عزتنفس پایین (LSE) دارد. مطالعه ما همچنین به ادبیات کلیشههای جنسیتی مرتبط با تمایلات جنسی میافزاید؛ هدف مرد نسبت به هدف زن، نامحدودتر در جامعهپذیری جنسی فرض شد. با این حال، جنسیت هدف با عزتنفس هدف برای تأثیرگذاری بر برداشتها از جامعهپذیری جنسی هدفها تعامل نداشت. فراتر از گسترش پژوهشهای پیشین، نتایج ما پیامدهایی برای مداخلات در زمینههای بالینی، آموزشی و روابطی دارد.
This study proposes a moderated mediation model examining self-esteem as a mediator between cumulative ecological risk (CER) and depression among college students, and tests whether psychological resilience (PR) buffers the initial stage of this pathway (i.e., the CER–self-esteem link). A cross-sectional study was conducted among 1363 Chinese university students using self-report questionnaires. CER was assessed through a composite index measuring five ecological domains. Self-esteem was evaluated using the Rosenberg Self-Esteem Scale, PR with the Connor-Davidson Resilience Scale (CD-RISC-10), and depressive symptoms with the Patient Health Questionnaire-9 (PHQ-9). Data were analyzed using SPSS 26.0, with moderated mediation examined through the PROCESS macro (v4.2, Model 7). (1)CER significantly and positively predicted depression.(2) Self esteem partially mediates the relationship between CER and depression.(3) PR moderates the initial stage of the mediation pathway—specifically, the relationship between CER and self-esteem. For college students with high PR, CER has a far smaller detrimental effect on self-esteem. This study identified self-esteem as a potential mediator in the association between CER and depression among college students, and further indicated that PR plays a “protective shield” moderating role in the initial stage of this pathway, namely the process by which CER is associated with diminished self-esteem. These findings provide a theoretical basis for psychological interventions targeting high-risk college students, particularly those centered on enhancing PR.
این مطالعه یک مدل میانجیگری تعدیلشده را پیشنهاد میکند که در آن عزتنفس به عنوان میانجی بین خطر تجمعی بومشناختی (CER) و افسردگی در میان دانشجویان بررسی میشود و همچنین آزمون میکند که آیا تابآوری روانشناختی (PR) مرحله ابتدایی این مسیر (یعنی پیوند CER–عزتنفس) را تعدیل میکند یا خیر. یک مطالعه مقطعی در میان ۱۳۶۳ دانشجوی دانشگاههای چین با استفاده از پرسشنامههای خودگزارشدهی انجام شد. CER از طریق یک شاخص ترکیبی که پنج حوزه بومشناختی را اندازهگیری میکند، ارزیابی شد. عزتنفس با مقیاس عزتنفس روزنبرگ، تابآوری روانشناختی با مقیاس تابآوری کانر-دیویدسون (CD-RISC-10) و علائم افسردگی با پرسشنامه سلامت بیمار-۹ (PHQ-9) سنجیده شد. دادهها با استفاده از SPSS نسخه ۲۶.۰ تحلیل شدند و میانجیگری تعدیلشده از طریق ماکروی PROCESS (نسخه ۴.۲، مدل ۷) بررسی شد. (۱) CER به طور معنادار و مثبت افسردگی را پیشبینی کرد. (۲) عزتنفس رابطه بین CER و افسردگی را به طور جزئی میانجیگری میکند. (۳) PR مرحله ابتدایی مسیر میانجیگری، به طور خاص رابطه بین CER و عزتنفس را تعدیل میکند. برای دانشجویانی که PR بالایی دارند، CER تأثیر منفی بسیار کمتری بر عزتنفس دارد. این مطالعه عزتنفس را به عنوان یک میانجی بالقوه در ارتباط بین CER و افسردگی در میان دانشجویان شناسایی کرد و همچنین نشان داد که PR نقش «سپر محافظتی» را در مرحله ابتدایی این مسیر ایفا میکند، یعنی فرآیندی که CER با کاهش عزتنفس مرتبط میشود. این یافتهها مبنای نظری برای مداخلات روانشناختی هدفمند بر دانشجویان پرخطر، به ویژه آنهایی که بر تقویت PR متمرکز هستند، فراهم میآورد.
Adaptability is defined as appropriate cognitive, behavioral, and/or affective adjustment in the face of uncertainty and novelty. Building on prior measurement work demonstrating the psychometric properties of an adaptability construct, the present study investigates dispositional predictors (personality, implicit theories) of adaptability, and the role of adaptability in predicting academic (motivation, engagement, disengagement) and non-academic (self-esteem, life satisfaction, sense of meaning and purpose, emotional instability) outcomes. This longitudinal study (2 time points, 1 year apart), involving 969 adolescents from 9 high schools, found that personality (conscientiousness and agreeableness—positively; neuroticism—negatively) and implicit theories (effort-related beliefs about intelligence—positively) significantly predicted adaptability (beyond the effects of socio-demographics and prior achievement). Further, adaptability significantly predicted academic (class participation, school enjoyment, and positive academic intentions—positively; self-handicapping and disengagement—negatively) and non-academic (self-esteem, life satisfaction, and sense of meaning and purpose—positively) outcomes beyond the effects of socio-demographic factors, prior achievement, personality, implicit theories, and 2 cognate correlates (buoyancy and self-regulation). These findings hold implications for researchers and practitioners seeking to understand and address young people’s responses to their changing academic and non-academic worlds.
سازگاری به عنوان تنظیم شناختی، رفتاری و/یا عاطفی مناسب در مواجهه با عدم قطعیت و نوآوری تعریف میشود. با تکیه بر پژوهشهای پیشین که ویژگیهای روانسنجی سازه سازگاری را نشان دادهاند، مطالعه حاضر به بررسی پیشبینهای صفتی (شخصیت، نظریههای ضمنی) سازگاری و نقش سازگاری در پیشبینی پیامدهای تحصیلی (انگیزش، مشارکت، کنارهگیری) و غیرتحصیلی (عزت نفس، رضایت از زندگی، احساس معنا و هدف، بیثباتی عاطفی) میپردازد. این مطالعه طولی (در دو نقطه زمانی با فاصله یک سال)، با مشارکت ۹۶۹ نوجوان از ۹ دبیرستان، نشان داد که شخصیت (وظیفهشناسی و توافقپذیری—به طور مثبت؛ روانرنجوری—به طور منفی) و نظریههای ضمنی (باورهای مرتبط با تلاش درباره هوش—به طور مثبت) به طور معناداری سازگاری را پیشبینی کردند (فراتر از اثرات عوامل جمعیتشناختی و پیشرفت قبلی). همچنین، سازگاری به طور معناداری پیامدهای تحصیلی (مشارکت در کلاس، لذت از مدرسه و نیتهای تحصیلی مثبت—به طور مثبت؛ خودناتوانسازی و کنارهگیری—به طور منفی) و غیرتحصیلی (عزت نفس، رضایت از زندگی و احساس معنا و هدف—به طور مثبت) را فراتر از اثرات عوامل جمعیتشناختی، پیشرفت قبلی، شخصیت، نظریههای ضمنی و دو همبسته مشابه (شناوری و خودتنظیمی) پیشبینی کرد. این یافتهها برای پژوهشگران و متخصصانی که به دنبال درک و پرداختن به واکنشهای نوجوانان نسبت به دنیای تحصیلی و غیرتحصیلی در حال تغییر آنها هستند، دارای پیامدهایی است.
