► Participants included 393 university students. ► A negative binomial regression strategy was used to analyse count data. ► Openness was associated with spending time and having friends on Facebook. ...► Loneliness was associated with having Facebook friends.
This study examined the relationship between three of the “Big Five” traits (neuroticism, extraversion, and openness), self-esteem, loneliness and narcissism, and Facebook use. Participants were 393 first year undergraduate psychology students from a medium-sized Australian university who completed an online questionnaire. Negative binomial regression models showed that students with higher openness levels reported spending more time on Facebook and having more friends on Facebook. Interestingly, students with higher levels of loneliness reported having more Facebook friends. Extraversion, neuroticism, self-esteem and narcissism did not have significant associations with Facebook use. It was concluded that students who are high in openness use Facebook to connect with others in order to discuss a wide range of interests, whereas students who are high in loneliness use the site to compensate for their lack of offline relationships.
Sensation seeking is often considered a risk factor for negative psychosocial outcomes. Our research challenges this view, testing a model in which sensation seeking is associated with psychological ...resilience, with this relationship mediated by coping. Two-hundred-and-sixty-eight respondents completed measures of sensation seeking, experiences of trauma, coping, perceived resilience, subjective wellbeing, and perceived stress. Sensation seeking was directly and indirectly positively associated with the psychological resilience markers of life satisfaction, positive affect, and (lower) perceived stress through problem-focused coping in those who had experienced trauma. Sensation seeking was also positively related to greater perceptions of resilience. Based on the results it is argued that sensation seeking increases resilience by decreasing stress responses and increasing individual's resources to manage adversity. Results highlight the need to consider sensation seeking as a multifaceted construct that can support healthy development through building resilience.
•A model of sensation seeking acting a resource for resilience is proposed.•Sensation seeking was positively related to psychological markers of resilience.•The sensation seeking and resilience relationship was partially mediated by coping.
Boredom coping strategies were incorporated with control-value theory variables of control, value, boredom and academic performance to test an integrated model of the antecedents and effects of ...boredom experienced while studying among university students. A diverse sample of 177 Australian university students with a mean age of 29.64 years (SD = 10.03 years) completed an online survey for the study. Independently, students' lower appraisals of value and control for their course of study were associated with higher experiences of boredom. Additionally, a conditional process analysis revealed dually moderated mediation where the interaction of control and value appraisals negatively predicted experience of boredom while studying, and the combination of higher boredom and a high tendency for behavioural avoidance coping was subsequently linked to lower academic performance. Practical implications for students and universities are discussed, as well as suggestions about future research to further extend our understanding in these important areas of research. Author abstract
Educational identity is a central domain of development for emerging adults enrolled in higher education. The purpose of this study was to explore the relationships between educational identity and ...key constructs from control value theory that may be used to support both academic achievement and positive identity development. A sample of 258 Australian emerging adults (age
M
= 22.24, 74.4% female) enrolled in higher education completed measures of their educational identity, control and value appraisals, and a variety of positive and negative achievement emotions. Results showed that the identity statuses of achievement and early closure were related to the most adaptive appraisals and achievement emotions, while the opposite was true of the moratorium and searching moratorium statuses. Based on these findings, we propose a novel cyclical model in which reciprocal relationships between the identity processes, control and value appraisals, and achievement emotions can either support or hinder development and academic achievement of emerging adults.
Objective: The Brief Resilience Scale (BRS) is a relatively new and increasingly used measure of resilience. Despite its popularity, evidence regarding its unitary factor structure has been ...equivocal. The aim of this study was to examine whether the BRS should be operationalised as a single or dual factor model and further test the validity of the scale.
Method: A sample of 288 adults (mean age = 34 years) completed an online survey measuring resilience, the Big-Five personality traits, positive and negative affect, perceived stress, and life satisfaction.
Results: Confirmatory factor analysis demonstrated that a single-factor model that accounted for method effects within the negatively worded items had the best fit to the data. Additionally, no evidence of a dual factor structure was found using discriminant, construct and criterion validity markers of the Big-Five, life satisfaction, perceived stress or positive and negative affect. Results also demonstrated moderate to strong positive relationships between the BRS and measures of psychological wellbeing. Finally, the BRS was positively related to all Big-Five personality factors with the exception of a strong negative relationship with neuroticism.
Discussion: The current findings support the conceptualisation of the BRS as a unidimensional measure of resilience. Moreover, the study lends further support to validity of the BRS as a brief measure of resilience through demonstrating expected relationships with markers of wellbeing and the Big-Five personality factors.
To date, there is a limited amount of research exploring how emerging adults cope with cyberbullying despite being prolific users of technology. The aim of this qualitative study was to explore ...emerging adults’ views, opinions, and perceptions of how individuals within this developmental period cope with being targeted by cyberbullying behaviors. Six focus groups were conducted with 39 participants (64% female) between 18 and 25 years of age in Melbourne, Australia. Thematic analysis of the data identified several coping strategies that can be employed in response to cyberbullying, which were categorized as problem-focused coping, emotion-focused coping, or cyber-specific technological solutions. In addition to these ways of coping, two notable findings provide insight into the complex and dynamic pattern of perceptions of control and coping style selection and the perceived effectiveness of such coping strategies. This study has implications for targets of cyberbullying, research, and practice.
The aim of this qualitative study was to address the lack of consensus on the current cyberbullying definition and the limited research on definitions of cyberbullying made by emerging adults in ...Australia. Six focus groups were conducted with a total of 39 participants aged 18 to 25 years. The focus groups used a semi-structured question protocol to gain a deeper understanding of emerging adults’ perceptions, observations, and opinions related to cyberbullying. A thematic analysis revealed that participants perceive cyberbullying to be an extension of traditional bullying comprising similar key components (i.e., intent to harm, repetition, and power imbalance). However, despite a consensus on the components involved, the operationalization of these key components differed among participants depending on whether they adopted a perpetrator, target, or bystander perspective. The current study extends on previous research by focusing on the different perspectives of cyberbullying (i.e., perpetrators, targets, and bystanders) rather than assuming a single perspective, and in turn integrating these perspectives to propose a multifaceted definition of cyberbullying.
This study explored cyberbullying, coping resources and coping styles in a sample of 107 10- to 12-year-old Australian primary school students. Approximately 13% of participants reported experiencing ...single episodes of cyberbullying victimisation, while almost half of the participants (48.6%) reported being repeatedly cyberbullied. Technological responses employed by cyberbullying victims included blocking, deleting, and changing passwords. Those who reported a single episode of cyberbullying had higher levels of self-esteem compared to the never cyberbullied or repeatedly cyberbullied groups, but there were no significant differences in attachment, locus of control, and coping styles. These findings have important implications for teachers, parents, school psychologists, and researchers in terms of defining and operationalising cyberbullying, and developing cyberbullying interventions for primary school children.
Imprisonment can be an intensely stressful experience, and efforts to limit distress are critical to prevent adverse events such as suicide. This study examined whether time spent in prison predicted ...psychological distress in young adult and adult prisoners, and whether coping style moderated this relationship. While time spent in prison was not associated with distress, the use of avoidance coping was associated with higher levels of prisoner distress. Seeking social support was associated with lower levels of distress, but only for older adult prisoners. These results can be drawn upon to guide psychological treatments designed to lessen prisoner distress.
This study tests a proposed model of coping outcomes for 290 primary school students in Years 5 and 6 (mean age = 11.50 years) with and without learning disabilities (LDs) within a resource-based ...framework of coping. Group-administered educational and intelligence tests were used to screen students for LDs. Students also completed a questionnaire measuring coping resources, namely student engagement and internal control as well as outcome measures of coping styles and inability to cope. Structural equation modelling revealed that student engagement promoted the use of productive coping strategies for both groups and that this relationship was partially mediated by internal control. Internal control also partially mediated the relationship between student engagement and non-productive coping for students without LDs. Furthermore, less reliance on productive and greater reliance on non-productive coping strategies, respectively, predicted more of a tendency to not cope or give up in both groups.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
