Need Fulfillment and Resilience Mediate the Relationship between Mindfulness and Coping in Medical Students

The effect of prosocial behaviours on Chinese undergraduate nursing students' subjective well‐being: The mediating role of psychological resilience and coping styles

“…Individuals with more prosocial behaviours may have more abundant psychological resources, such as self‐confidence and personal connections (Moore et al . 2020), and these resources can enable individuals to employ positive coping styles to deal with difficulties and challenges that arise (Neufeld & Malin 2022). When the problem is solved, it can also strengthen the individual's recognition of their own prosocial behaviours (Berman & Silver 2022; Lin et al .…”

Towards an autonomy-supportive model of wellness in Canadian medical education

“…Learner need satisfaction and perceptions of autonomy support from their medical programs and instructors, for example, have consistently been associated with deeper learning, better academic performance, and a myriad of mental health benefits (e.g., higher resilience, mindfulness, adaptive coping, and psychological wellbeing). [16][17][18][19][20][21] Conversely, medical learner need frustration and perceptions of controlling learning environments have been associated with higher perceived stress, maladaptive coping, impostor phenomenon, and burnout. 18,[21][22][23] It is for this reason-based on SDT's good validity evidence and practical applicability-that scholars worldwide have, since the 1990's or before, been calling for more autonomysupportive medical education.…”

“…[16][17][18][19][20][21] Conversely, medical learner need frustration and perceptions of controlling learning environments have been associated with higher perceived stress, maladaptive coping, impostor phenomenon, and burnout. 18,[21][22][23] It is for this reason-based on SDT's good validity evidence and practical applicability-that scholars worldwide have, since the 1990's or before, been calling for more autonomysupportive medical education. 16,[24][25][26][27][28][29][30][31] Whether because medical educators have thought of learners' psychological needs as luxury ingredients, or because they have not known how to translate theory into practice, these calls have continued to go unanswered.…”

“…19 Hence, by adding further barriers to psychological need satisfaction, IFWs may actually drain learners' mental resources to deal with the learning environment. 19,21,37 Paradigm shift: from control and distress to autonomy and wellness By now it ought to be clear why IFWs are a way of the past. They simply operate above what frustrates learners' basic psychological needs.…”

On the challenges of embedding assessments of self-regulated learning into licensure activities in health professions education

“…SDT would view this type of self-regulation as lower in quality, because it tends to be associated with higher stress, more superficial learning, and less autonomy and persistence in applying that learning. [22][23][24][25] We cannot apply this analogy to all assessments in general-e.g., OSCEs that measure clinical exam skills-because we are not talking about quality of skills or measurement of learning contents. What we are talking about, in the present paper, is why one's quality (i.e., type) of self-regulation matters when it comes to assessing SRL.…”