The Relationship Between Intelligence and Psychological Well-Being in Incoming College Students

Relationships Between Psychological Wellbeing of Thai College Students, Goal Orientations, and Gender

“…We choose Dweck's () dichotomous account of learning versus performance‐avoidance goal orientations because they are parsimonious representations of task‐involved versus ego‐involved self‐conceptions identified as most relevant in school contexts (Kaplan & Maehr, ). Prior research suggests that the effects of these two achievement goal orientations on PWB are likely to be contingent on personal attributes such as student gender (Perez, ), contextual characteristics such as academic program (Ryff, ), and knowledge of performance results as reflected in GPA (Wigtil & Henriques, ), which we controlled for in this study.…”

Psychometric properties of the Avoidance and Fusion Questionnaire for Youth: A psychological measure of psychological inflexibility in youth

“…It has been shown that for victims of ACEs (e.g., child maltreatment, child abuse, loss of a parent), intelligence is a protective factor (one of many) (Wingo, Fani, Bradley, & Ressler, 2010). Intelligence also correlates positively with psychological well-being in youth (e.g., Wigtil & Henriques, 2015). As for conscientiousness, there is usually a positive relationship between conscientiousness, satisfaction with life, and self-reported well-being (Steel, Schmidt, & Shultz, 2008).…”

The Effect of Resilience and Cognition on (Im)Migrant Students’ Academic Adaptation

“…The results of the predictions indicated that the predictors of the five dimensions of academic experiences were aspects of resilience, and no predictor of cognitive order was found. These results contradict the evidence both of the relationship between resilience and aspects of cognition in adaptation processes to situations of vulnerability (Cheng & Furnham, 2014;Grech et al, 2015;Greenberg, 2006;Wigtil & Henriques, 2015;Zhou et al, 2015), and the role of EFs and fluid intelligence for a healthy adaptation (Ribeiro et al, 2016;Soares et al, 2014;Primi et al, 2002).…”

“…In addition, studies point to a relationship between resilience and cognition aspects in the process of adapting to situations of vulnerability (Cheng & Furnham, 2014;Grech et al, 2015, Wigtil & Henriques, 2015, Zhou, Lin, & Lin, 2015. In view of this evidence, the present study aimed to identify the cognitive variables (reasoning and executive functions) and of resilience that were associated with the different aspects involved in adapting to the academic life of (im)migrant students, who, because of this condition, are more likely to experience these adaptation processes and their respective situations of vulnerability.…”