The relationship of student-to-student confirmation in the classroom to college students’ mental health and well-being

LaBelle, Sara; Johnson, Zac D.

doi:10.1080/01463373.2021.1887310

Cited by 10 publications

(10 citation statements)

References 49 publications

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“…This study was the first to explore associations between positive automatic thoughts, self-reported psychological flourishing, and peer-to-peer confirmation in e-learning-based education, including computer programming learning, during the COVID-19 pandemic. The relationship between peer-to-peer confirmation and mental health has been extensively studied [30,34,35,79]. Most of the previous studies targeted educational variables, such as learning motivation [34,35] and mental health indicators, such as depression and anxiety [1], with a narrow focus on psychological wellbeing [79].…”

Section: Discussionmentioning

confidence: 99%

“…The relationship between peer-to-peer confirmation and mental health has been extensively studied [30,34,35,79]. Most of the previous studies targeted educational variables, such as learning motivation [34,35] and mental health indicators, such as depression and anxiety [1], with a narrow focus on psychological wellbeing [79]. This study primarily targeted the positive psychology construct of flourishing and positive automatic thoughts in relation to peer-to-peer confirmation in e-learning.…”

Section: Discussionmentioning

confidence: 99%

“…This study is the first which investigates the links between positive automatic thoughts, self-reported psychological flourishing, and peer-to-peer confirmation in e-learning-based education, including computer programming learning. Most of the previous studies targeted the links between peer-to-peer confirmation and mental health [30,34,35,79], learning motivation and mental health indicators, such as depression and anxiety [1,34,35], with a narrow focus on psychological wellbeing [79]. This study primarily targeted the positive psychology construct of flourishing and positive automatic thoughts in relation to peer-to-peer confirmation in e-learning.…”

Section: Positive Automatic Thoughtsmentioning

confidence: 99%

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Peer-to-Peer Confirmation, Positive Automatic Thoughts, and Flourishing of Computer Programming E-Learners

Diržytė

Sederevičiūtė-Pačiauskienė

Šliogerienė

et al. 2021

Sustainability

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Computer programming e-learners faced stressful life circumstances and educational changes that affected the world during the COVID-19 pandemic. As the cognitive model of flourishing focuses on cognitions rather than situations themselves, it was deemed significant to identify peer-to-peer confirmation, positive automatic thoughts, flourishing, and the links between these study variables in a group of computer programming e-learners and compare the results with other e-learners. This study applied the Flourishing Scale (FS), the Automatic Thoughts Questionnaire—Positive (ATQP), and the Student-to-Student Confirmation Scale. The sample consisted of 453 e-learners, including 211 computer programming e-learners. The results revealed that computer programming e-learners differed from other e-learners in flourishing, positive daily functioning, and peer-to-peer confirmation. In both samples, positive daily functioning and positive future expectations predicted self-reported flourishing. Positive automatic thoughts and flourishing predicted peer-to-peer confirmation just in the group of computer programming e-learners. The SEM analysis revealed that peer-to-peer confirmation and positive automatic thoughts explained 57.4% of the variance of flourishing in the computer programming e-learners group and 9.3% of the variance in the social sciences e-learners group, χ2 = 81.320, df = 36, p < 0.001; NFI = 0.963; TLI = 0.967; CFI = 0.979; RMSEA = 0.075 [0.053–0.096]; SRMR = 0.033. The findings signify the importance of peer-to-peer confirmation and positive thoughts for computer programming e-learners’ psychological well-being. Nevertheless, the results of this particular study should be regarded with caution due to the relatively small sample size and other limitations. In the future, it would be valuable to identify the underlying mechanisms and the added value of positive states such as flow, which have recently received the increased attention of researchers.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Positive Automatic Thoughtsmentioning

confidence: 99%

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Peer-to-Peer Confirmation, Positive Automatic Thoughts, and Flourishing of Computer Programming E-Learners

Diržytė

Sederevičiūtė-Pačiauskienė

Šliogerienė

et al. 2021

Sustainability

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“…According to literature review, various studies have been conducted regarding the factors that affect undergraduate students’ psychological well-being, such as gender,[ 8 9 10 ] meaning in life,[ 11 ] emotional intelligence,[ 12 ] mindset,[ 13 ] depression,[ 14 ] media literacy,[ 15 ] stress management,[ 16 ] and academic satisfaction. [ 17 ] The relationship between social support and psychological well-being has been studied by some researchers in the world, while it is still not much studied in North China.…”

Section: Introductionmentioning

confidence: 99%

The causal relationship between social support and psychological well-being among undergraduate students in North China

Guo

Kitcharoen

Phukao

et al. 2022

J Edu Health Promot

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BACKGROUND: Psychological well-being is an important part that undergraduate students and universities cannot neglect as it helps students lead a better study life at the university. Various studies revealed that social support can affect students’ psychological well-being. However, the causal relationship between social support and psychological well-being has received little attention in North China. Therefore, the aim of the current study was to analyze the causal relationship between social support and psychological well-being among undergraduate students in North China. MATERIALS AND METHODS: The survey approach was adopted and conducted with a total of 689 undergraduate students in North China. Data were collected using a reliable questionnaire. Data analysis was performed with descriptive statistics, Pearson's correlation, and structural equation modeling at P < 0.01 significance level using Statistical Package for Social Sciences (SPSS) and Linear Structural Relations (LISREL). RESULTS: The overall levels of social support and psychological well-being among undergraduate students in North China were high. All observed variables in this study were significantly correlated. The findings also confirmed that the causal relationship between social support and undergraduate students’ psychological well-being in North China fitted to the empirical data well (χ 2 [22, N = 689] = 27.69, χ 2 /degree of freedom [df] = 1.26, P = 0.19, goodness of fit index [GFI] = 0.99, adjusted goodness of fit index [AGFI] = 0.98, comparative fit index [CFI] = 1.00, standardized root mean square residual [SRMR] = 0.02, root mean square error of approximation [RMSEA] = 0.02). CONCLUSIONS: Undergraduate students’ psychological well-being had been significantly affected by social support in North China. The findings from the current study will be useful for university administrators to develop strategies for the enhancement of undergraduate students’ psychological well-being.

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“…e twenty-rst century is an era of dreams and trials, challenges and opportunities, hopes and despairs, successes and setbacks, and pleasures and pains, and human beings generally face severe challenges of the new era [1]. e rapid changes in science and technology, the accelerating process of economic globalization, and the growing competition in society have led to unprecedented impacts and challenges for people today [2]. e essence of this impact is that the network technology and its applications have formed a new network environment in the information age, creating a new state of existence, interaction space, and development conditions for human beings, so that people's vision, imagination, and thinking are expanded and extended [3] [4].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Design of Teaching Mental Health of College Students Based on Data-Driven Learning

Fang

Li²,

Tsai

2022

Mathematical Problems in Engineering

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Chinese contemporary college students, this generation has been pampered since childhood, growing up under the wings of their parents, most of them are flowers in the hothouse, now stepping into the university and carrying the double expectations of society and family. With the rapid development of modern technology and social culture, people in modern society are facing fierce competition, frequent stress, fast pace, and unprecedented psychological pressure, which has a significant impact on human health. Therefore, the construction of a university psychological wellness education model has become the focus of theoretical research. As a new type of mental health teaching and learning model, data-driven learning (DDL) not only provides learners with rich, diverse, and realistic mental health data, but also creates an ideal learning environment for learners due to its corpus-based teaching and learning characteristics. This paper explores the design of DDL-based mental health teaching and learning for students, combining theoretical research, and empirical analysis from the actual university, and constructing a comprehensive system of psychological wellness education in college while building a local system of DDL-based psychological wellness education. The experimental results show that the Q-learning algorithm and SA-Q algorithm have no environmental triggering mechanism, while the data-driven control algorithm has the step number of formula 24, 19, and 17, respectively, thus reaching the optimal path. Therefore, in the data-driven psychology classroom, students change from participating in activities according to the course teaching objectives and mental health teachers’ requirements to inquiry-based learning and interactive experiences that focuses on problem solving and task completion.

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The relationship of student-to-student confirmation in the classroom to college students’ mental health and well-being

Cited by 10 publications

References 49 publications

Peer-to-Peer Confirmation, Positive Automatic Thoughts, and Flourishing of Computer Programming E-Learners

Peer-to-Peer Confirmation, Positive Automatic Thoughts, and Flourishing of Computer Programming E-Learners

The causal relationship between social support and psychological well-being among undergraduate students in North China

Exploring the Design of Teaching Mental Health of College Students Based on Data-Driven Learning

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