Optimism and Psychological Resilience in relation to Depressive Symptoms in University Students: Examining the Mediating Role of Self-Esteem

China

et al. 2020

JHR

PurposeThe purpose of this paper is to describe the mental health issues among teachers globally and to investigate the significant factors that specifically impact the mental health of school teachers in Okinawa, Japan.Design/methodology/approachThis cross-sectional study examined depression, anxiety, stress, self-esteem and resiliency among 174 teachers from seven schools in Okinawa, Japan. The study questionnaire consisted of four parts, including demographic data, Depression, Anxiety, and Stress scale (DASS-42), Rosenberg Self-Esteem Scale (RSE), and Connor-Davidson Resiliency Scale (CD-RISC). Multiple regression analyses were performed to identify predictors of mental health variables.FindingsOf the 174 teachers, 111 were females (64%) and 60 were males (35%). Average age of participants was 41.65 (SD = 10.07). Average number of years being a teacher was 15.50 (SD = 9.88). There was a significant gender difference in the level of self-esteem. Significant differences in anxiety were found among varying grade levels taught. Regression analyses indicated that resiliency and self-esteem significantly predicted depression, anxiety and stress among school teachers in Okinawa.Originality/valueThis is the first study among school teachers in Okinawa that examined the impact of resiliency and self-esteem on their mental health. To reduce psychological distress common within the teaching profession, social and environmental support should be provided within the school to better foster the successful promotion of teacher resiliency and self-esteem.

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Resiliency and mental health of school teachers in Okinawa

China

et al. 2020

JHR

“…The study examined the literature and previous studies on self-esteem, such as the study of Jaradat (2006), the cross-section of the Rosenberg (1965), the study of Collison et al (2016), Shabaily and Al-Watban (2016), and S. Kapikiran and N. Kapikiran (2016), the researcher considered that it is better to use the scale used in the study of Jaradat (2006).…”

Section: Second: Rosenberg's Scale Of Self-esteemmentioning

confidence: 99%

The Relationship of Academic Self-Regulation with Self-Esteem and Goal Orientations Among University Students in Jordan

Sawalhah¹,

Zoubi²

2019

IES

This study aimed at identifying the level of each of the academic self-regulation and self-esteem, and goal orientations; and identifying the gender differences in each variable, as well as identifying the relationship between academic self-regulation and self-esteem, and goal orientations. The sample of the study consisted of 463 students from Irbid National University. The results of the study revealed that the sample of the study showed a medium level in each of the academic self-regulation and self-esteem, and goal orientations as a whole and of each of its dimensions, and the existence of gender differences in the two scales of academic self-regulation and self-esteem in the favor of females, while in the goal orientations the gender differences were in the two dimensions: mastery-approach, performance-avoidant in the favor of females, and performance-approach domain in the favor of males. The results also indicated a statistically significant positive relationship between academic self-regulation and of each of the self-esteem, and goal orientations.

“…De igual forma, las expectativas optimistas de futuro en los estudiantes universitarios se han asociado a una alta autoestima (Montgomery et al, 2003), ya que se han evidenciado dichas relaciones de forma moderada en diferentes trabajos empíricos tanto en el contexto universitario (Kapikiran & Acun-Kapikiran, 2016;Liu et al, 2017) como en estudiantes de educación secundaria (Monzani, Steca & Greco, 2014); y otra variable que ha centrado la atención de los investigadores es la autoeficacia percibida, ya que, por ejemplo, analizando la adaptación al contexto universitario en el alumnado de nuevo ingreso, Morton, Mergler y Boman (2014) constataron la relación directa entre autoeficacia y optimismo, además de una relación entre ambas variables y la adaptación universitaria; Jovanović y Gavrilov-Jerković (2013) hallaron correlaciones positivas entre la autoeficacia percibida y el optimismo disposicional en una muestra compuesta por estudiantes universitarios y de secundaria; y Pu, Hou y Ma (2017), igualmente, respaldaron la relación entre la autoeficacia y el optimismo disposicional, aunque argumentaron que es la autoeficacia la que promueve una visión optimista, y que, de modo inverso, una baja autoeficacia explicaría una perspectiva pesimista del individuo.…”

Section: Optimismo Y Contexto Universitariounclassified

Variables psicosociales y rendimiento académico asociados al optimismo en estudiantes universitarios españoles de nuevo ingreso

2019

First-year students find difficulties at the beginning of their university studies, facing situations that generate a high level of stress, new academic and social challenges, or unfulfilled expectations. Among the psychosocial variables that intervene in the adaptation and contribute to overcoming the situation is dispositional optimism. The aim of this study was to analyze which variables contribute to explaining the optimism with which first-year university students start their studies. Through survey procedures data were collected on academic and psychosocial variables for a sample of 750 students of different degrees from the University of Seville at the time they started the first course in their respective degrees. The calculation of basic descriptive statistics was used, along with techniques such as factor analysis, to explore the dimensionality of the optimism construct, and binary logistic regression to identify relevant variables in the differentiation between optimistic and pessimistic students. The results show how previous academic performance, perceived social support, self-esteem and perceived self-efficacy are associated with the students' optimism. Based on these results, recommendations are derived for the orientation intervention concerning first-year university students to favor their adaptation to the university context.