The purpose of study is to examine whether meaning mediates the correlation between depression and hope among students. Participants include 512 undergraduates sampled from a public university. After giving their consent, participants responded to a set of self-report instruments. Structural Equation Modelling (SEM) and path analysis were used to analyze the data. As hypothesized, findings revealed significant negative correlations between hope (agency and pathways) and meaning with depression. Furthermore, results indicate that meaning mediates the connection between depression and hope. Also, findings revealed that presence of meaning, and hope dimensions (agency and pathway thinking) indicated major predictors of depression with presence of meaning being connected with less symptoms of depression. Ostensibly, students with more depressive symptoms reflects the tendency of experiencing less presence of meaning. Furthermore, one major implication of this study is that policy makers and the management of universities need to give greater attention to including positive psychology into the curriculum for all students. Besides, as every student faces the ongoing pandemic experience, school psychologists can see more reason why hope and meaning-related interventions need to be integrated into practice.
Due to the COVID-19 pandemic, a new challenge has developed specifically among students faced with online learning. The challenge that arises from this type of learning is that the students faced some uncertainties and negative emotional states. This study examined the impact of perceived academic stress and depression on self-efficacy beliefs among university students studying online. One hundred twenty-three participants from two public Universities in Peninsula Malaysia participated through an online google form, which consists of three instruments which are Perception of Academic Stress Scale (PASS), General Self-efficacy (GSE), as well as Depression, Anxiety and Stress Scale (DASS). Findings from Pearson correlation revealed a low negative correlation between general self-efficacy and stress (r = -.269, p < 0.01). On the other hand, the result of a simple linear regression between self-efficacy and perceived academic stress was significant with B = -2.30, p < 0.05. Students with higher levels of academic stress tend to experience depressive symptoms, while self-efficacy was a predictor of perceived academic stress. Considering the current unpredictable pandemic situation, with support from school psychologists and counselors, students are expected to heighten their cognitive drives and beliefs, including the motivation to overcome the challenges inherent in online learning.
Due to current devastating and destruction in some Muslim dominated countries in the middle-East and North Africa, millions of refugees have been crossing the southern pole towards the north particularly to Western-European countries. This forced migration has resulted to a possible difficult trend in the realm of therapist/client relationship where asides language and communication challenges, Muslim refugees and therapists may be experiencing some cross-cultural issues which may lead to difficulties helping the former with their serious anxiety, mood and existential-related problems. This paper introduces the Islamic Cognitive Behaviour therapy (I-CBT), and its applications in treating depression and trauma-related problems. It further widens the framework of multiculturalism in psychotherapy through reflecting the core cognitive and existential structures from the Islamic faith related to belief, motivation and existential meaning. Moreover, the paper also discussed the varying challenges faced by Muslims within the Islamaphobia environment and how the Islamic tradition addresses them, including issues of acculturation and means of attaining positive adaptation and adjustment. Issues related to possible future research interests were also discussed
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