Examining the Relationship between Academic Expectations and Suicidal Ideation among College Students in India Using the Interpersonal Theory of Suicide

Ortiz, Shelby N.; Aggarwal, Pankhuri; Jain, Anjali; Singh, Nikhil Pal; George, Tony Sam; Smith, April R.; Raval, Vaishali V.

doi:10.1080/13811118.2022.2110026

Cited by 3 publications

(1 citation statement)

References 52 publications

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“…However, these programs are largely based on Western theories and intervention models where there is an inherent emphasis on the ideal of the autonomous self, the need for individual freedom, self‐esteem, self‐confidence, and associated life skills among adolescents. However, the lived realities and worldviews of Indian adolescents are vastly different and therefore, may require more culturally suitable models and approaches to address adolescent issues, particularly those concerning their mental health (Aggarwal et al., 2022; Ortiz et al., 2023).…”

Section: Discussionmentioning

confidence: 99%

The development of moral reasoning in urban, high‐social class families from Gujarat, India: A longitudinal study from middle childhood to late adolescence

Pandya,

Bhangaokar

2024

J of Research on Adolesc

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The aims of the present study were to quantitatively test hypotheses based on the cultural‐developmental approach among children and adolescents in Vadodara, India, and to use qualitative analyses to examine the use of indigenous moral concepts. The study included 72 participants who were interviewed at two different age points, separated by approximately 4.5 years. At Time 1, participants were in middle childhood (Mage = 8.22 years) and in early adolescence (Mage = 11.54 years). At Time 2, the same participants were in early adolescence (Mage = 12.87 years) and late adolescence (Mage = 15.77 years). Three findings stood out: (1) As expected, the degree of use of Autonomy increased over the course of adolescence, as did the types of moral concepts. (2) The degree of use of Community significantly increased from middle childhood to adolescence. Duty, within Community was evoked prominently and consistently across all age points suggesting that aspects of social membership emerge early in Indian children's moral reasoning and remain important through adolescence. (3) The use of Divinity was prominent in middle childhood and its use decreased significantly through early adolescence; with a trend for a decrease in its use from early to late adolescence. While much of the reasoning in middle childhood was dominated by a concern for Punishment Avoidance from God, by adolescence Customary Traditional Authority and God's Authority gained prominence. Findings highlight aspects of adolescent moral reasoning that are largely missing in Western studies and point to the utility of emic, indigenous approaches to study moral development.

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Section: Discussionmentioning

confidence: 99%

The development of moral reasoning in urban, high‐social class families from Gujarat, India: A longitudinal study from middle childhood to late adolescence

Pandya,

Bhangaokar

2024

J of Research on Adolesc

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Stress and suicidal ideation among Chinese college students: The role of meaning in life

Mingming,

Lian,

Huiping

2024

Death Studies

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The relationship between academic expectation stress and self-defeating behavior and cognition: the mediating role of emotional self-awareness

Dehban,

Maleki Pirbazari,

Ashournejad

2024

Mental Wellness

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Self-defeating behaviors and cognitions can significantly hinder individuals’ ability to achieve their goals. This study aims to explore the relationship between academic expectation stress and self-defeating behavior and cognition, with a focus on the mediating role of emotional self-awareness. Using a correlational design and structural equation modeling, we surveyed 200 first-year secondary school girls from villages in Roudbane city during the 2022-2023 academic year. Participants were selected through convenience sampling. Data were collected using the Academic Expectations Stress Inventory, the Self-Defeating Behaviors and Cognitions Scale, and the Self-Awareness Outcomes Questionnaire. Analyses were conducted using Pearson correlation and structural equation modeling with SPSS v26 and AMOS v24 software. Results indicated that both academic expectation stress and emotional self-awareness directly influence self-defeating behavior and cognition. Additionally, academic expectation stress indirectly affects these outcomes through the mediating role of emotional self-awareness. These findings suggest that educational psychologists and school counselors should consider both academic stress and emotional self-awareness when developing strategies to prevent self-defeating behaviors and cognitions in students.

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Examining the Relationship between Academic Expectations and Suicidal Ideation among College Students in India Using the Interpersonal Theory of Suicide

Cited by 3 publications

References 52 publications

The development of moral reasoning in urban, high‐social class families from Gujarat, India: A longitudinal study from middle childhood to late adolescence

The development of moral reasoning in urban, high‐social class families from Gujarat, India: A longitudinal study from middle childhood to late adolescence

Stress and suicidal ideation among Chinese college students: The role of meaning in life

The relationship between academic expectation stress and self-defeating behavior and cognition: the mediating role of emotional self-awareness

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