Testing a holistic conceptual framework for early childhood teacher well-being

Using a holistic conceptualization of teacher well-being in concert with the Job Demands and Resources (JD-R) framework, our interdisciplinary study examined associations among various job demands and resources and whole teacher well-being (i.e., professional, psychological, and physical well-being) in early care and education settings. First, we investigated direct associations of job demands and resources with teachers' professional well-being. Second, we tested two models of potential mediation for the relationship of job demands and resources to well-being using structural equation modeling techniques: (a) that psychological and physical well-being mediate the relationship between demands, resources, and professional well-being; and (b) that professional well-being mediates the relationship between demands, resources, and psychological and physical well-being. Although our sample of early childhood teachers (n = 262) reported high levels of professional well-being (i.e., work commitment, self-efficacy), a substantial number of them experienced challenges in both psychological (e.g., perceived stress, depressive symptoms) and physical (e.g., ergonomic pain) well-being. As expected, teachers' work-related stressors and work resources (positive work climate, quality of the physical environment) were directly associated with teachers' professional well-being. Contrary to our expectations, however, instrumental resources (i.e, wages, health insurance) did not predict any aspects of teachers' professional well-being. Our data only supported the first of the two tested mediation hypotheses (i.e., that psychological and physical well-being mediated the associations between working conditions and professional well-being), but with one caveat: physical well-being preceded psychological well-being in mediating the associations. These results advance our understanding of the challenges present in the early childhood workforce and have implications for policies and programs to improve teacher working conditions and well-being.     

Yoga-integrated psychotherapy for emotion dysregulation: A pilot study

Aims & Objectives

Yoga has been evidenced as beneficial for physical and mental health. This study sought to pilot the acceptability and feasibility of a yoga-integrated psychotherapy (YiP) intervention, aimed at alleviating difficulties in emotion regulation. A further aim was to explore the perceived effectiveness of YiP in alleviating depression, anxiety and improving well-being.

Methods

Seven participants who scored significantly on the Difficulties in Emotion Dysregulation Scale (DERS) took part in a psychological assessment session followed by six weekly one hr therapy sessions. Participants completed self-report measures in each session to quantify the effects of each YiP session on emotion regulation, well-being, depression and anxiety. Following seven sessions, five participants completed qualitative follow-up interviews to explore subjective experiences of YiP and any perceived impacts.

Findings

An ANOVA that contained data from seven participants who completed all six sessions revealed that DERS scores were significantly lower, and well-being scores were significantly higher, at both mid and end-points than at baseline. Thematic analysis of qualitative interviews identified five themes: “YiP assists the client's psychological and emotional processing,” “YiP improves insight and focus,” “YiP is culturally sensitive,” “the body facilitates regulation and resilience” and “YiP is acceptable & impactful.”

Conclusion

The study presents promising findings for the integration of yoga into psychotherapeutic practice and indicates that YiP may have beneficial effects on emotion regulation and psychological well-being. Future research should use randomised controlled methodologies to examine the ability of YiP to alleviate a wide range of affective symptoms using a larger sample of participants.     

Implementation of a mindfulness-based stress reduction (MBSR) program to reduce stress,anxiety, and depression and to improve psychological well-being among retired Iranian football players

ObjectivesTo test whether a mindfulness-based stress reduction (MBSR) program could reduce symptoms of anxiety, stress, and depression, and increase psychological well-being among retired Iranian football players compared to an active control group.DesignRandomized controlled trial, with an 8-week MBSR intervention (16 group sessions, 90 min each) and an active control group. Three data assessments were performed at baseline, eight weeks later after completion of the intervention, and again twelve weeks later at follow-up.MethodsForty male retired football players (M_age = 34.05, SD = 1.72) were randomly assigned either to the MBSR intervention or the active control condition. All participants completed questionnaires on perceived stress, anxiety, depression, and psychological well-being. Repeated measures analyses of variance were used to assess time by group interactions.ResultsSignificant time by group interaction effects were found for all outcomes. In the MBSR group, psychological well-being improved and symptoms of stress, anxiety, and depression decreased over time from baseline to intervention completion and to follow-up. In the active control group, the outcomes remained relatively stable across time.ConclusionsThe present findings suggest that among male retired Iranian football players, a MBSR intervention has the potential to reduce symptoms of stress, anxiety, and depression, and to increase their psychological well-being. Potential (underlying) mechanisms were not assessed in the present study. In future investigations, researchers should try to gain a deeper understanding of the mechanisms which may explain the observed effects.     

Goal contents,motivation, psychological need satisfaction,well-being and physical activity: A test of self-determination theory over 6 months

ObjectivesThis investigation examined how Goal Contents Theory, Organismic Integration Theory, and Basic Psychological Needs Theory collectively explain well-being and behavioral outcomes related to physical activity over 6 months. Specifically we examined a model whereby changes in relative intrinsic goal contents → changes in motivation → changes in psychological need satisfaction → well-being and physical activity.Methods and designParticipants were 203 adults from the general population (68.00% female; M_age = 32.57 years, SD = 15.73). Two identical questionnaire packages containing assessments of goal contents, motivational regulations, basic psychological need satisfaction, indicators of well-being and physical activity behavior, separated by six months were given to participants. Residualized change scores were analyzed with path analysis.ResultsResults supported the hypothesized sequence of SDT. Changes in psychological need satisfaction mediated the relationship between changes in autonomous motivation and well-being. A more complex pattern of results emerged for the indirect effects of motivation and psychological need satisfaction between relative intrinsic goals → well-being. Changes in competence satisfaction mediated the relationship between autonomous motivation and physical activity behavior. Moreover, changes in autonomous motivation through competence satisfaction mediated the relationship between relative intrinsic goals and physical activity.ConclusionsFindings support a model based on 3 mini-theories of SDT and suggest that psychological need fulfillment during physical activity could be a key mechanism that facilitates increased well-being and behavior. Findings also highlight the importance of examining competence, autonomy, and relatedness independently (rather than as a composite).     

A crossover randomised and controlled trial of the impact of active video games on motor coordination and perceptions of physical ability in children at risk of Developmental Coordination Disorder

BackgroundImpaired motor development can significantly affect a child’s life and may result in an increased risk of a range of physical and psychological disorders. Active video game (AVG) interventions have been demonstrated to enhance motor skills in children with Developmental Coordination Disorder (DCD); however a home-based intervention has not been assessed.ObjectivesThe primary aim of this study was to compare the changes in motor coordination between a 16 week period of AVG use, with 16 weeks of normal activities (NAG). The secondary aim was to compare the child and parent perceptions of their physical performance between the AVG and NAG conditions.MethodsTwenty-one 9–12 year olds (10 males) were confirmed to be at risk of DCD (⩽16th percentile Movement Assessment Battery for Children-2nd edition (MABC-2) and ⩽15th percentile Developmental Coordination Disorder Questionnaire (DCDQ)) and participated in this crossover randomised and controlled trial. Data was collected at study entry, after the first 16 week condition and following the final 16 week condition, including; (1) the MABC-2, (2) three-dimensional motion analysis of single leg balance and finger–nose tasks, and (3) parent perception of physical skills. Participant perception of physical skills was collected only after the first and second conditions.ResultsThere was no significant difference between AVG and NAG for any of the primary variables including the MABC-2, balance centre-of-mass path distance and finger–nose path distance. There was no significant intervention effect for secondary measures of motor coordination; however the children perceived their motor skills to be significantly enhanced as a result of the AVG intervention in comparison to the period of no intervention.ConclusionA 16 week home based AVG intervention did not enhance motor skills in children with DCD, although they perceived their physical skills to be significantly improved.Trial Registration: Australia and New Zealand Clinical trials Registry (ACTRN 12611000400965).     

Sources of autonomy support,subjective vitality and physical activity behaviour associated with participation in a lunchtime walking intervention for physically inactive adults

ObjectivesBased on Basic Needs Theory (BNT: Deci & Ryan, 1985), this study examined longitudinal relationships between autonomy support from two sources, psychological need satisfaction, subjective vitality and self-reported physical activity during a walking intervention for physically inactive adults. We proposed that autonomy support provided via a walk leader and the overall programme would independently predict change in subjective vitality and physical activity from baseline to week 16 (post-intervention) and at four month follow-up. Further, we proposed that direct relationships among sources of autonomy support and outcomes would be mediated by autonomy, relatedness, and competence need satisfaction.DesignA longitudinal examination.MethodsParticipants (N = 69; n = 63 females, n = 6 males) from a 16-week walking programme completed a multi-section questionnaire measuring the aforementioned variables at three time points, including a four month post-intervention follow-up.ResultsBoth hypotheses were partly supported. Autonomy support from the walk leader positively predicted changes in subjective vitality from baseline to week 16 and in physical activity from baseline to follow-up. Autonomy support from the programme positively predicted changes in subjective vitality from baseline to week 16. Finally, autonomy gained from the walk leader mediated the relationship between autonomy support and subjective vitality, and between perceived autonomy support and physical activity.ConclusionsFindings indicate that autonomy support from both a walk leader and wider programme can predict psychological need satisfaction, subjective vitality and physical activity. Clinicians and researchers implementing future walking interventions may increase physical activity and subjective vitality by facilitating psychological need satisfaction through autonomy support from both sources.     

The impact of national integration policies on prejudice and psychological well-being: The fundamental role of the clarity and coherence of integration policies

Recent advances in social psychological research have shown that national integration policies influence how immigrants are perceived and treated by the mainstream population. However, the processes by which these policies come to have an impact on prejudice and well-being of the general population are largely unknown. Moreover, past research has often relied on unrepresentative samples limiting generalizability. The present research proposes that when the national integration policies of a given society are perceived as clearly defined and coherent, they have a direct impact on the perceived cultural norm related to those national integration policies. In turn, the perceived cultural norm affects personal attitudes toward cultural norms (i.e., the degree to which individuals support a given policy), which influence the level of anti-immigrant prejudice as well as psychological well-being. Findings from two correlational studies with representative samples of the mainstream population conducted in France on the policy of secularism (N = 940) and in Québec on the policy of interculturalism (N = 912) supported the proposed theoretical model.     

Loyal peripherals? The interactive effects of identification and peripheral group membership on deviance from non-beneficial ingroup norms

For ensuring the well-being of groups, people are needed who deviate from ingroup norms that harm the group (“loyal deviance”). Qualifying previous results that loyal deviants have to be highly identified with the group, we hypothesize and show that this is only true when group members at the same time feel that they are highly prototypical for the group. No such effects occurred for peripheral members. In all three studies (N1 = 207, N2 = 115, N3 = 107), we measured people's intention to conform to a non-beneficial (vs. beneficial; Study 1) ingroup norm, self-investment in the group, and perceived (manipulated in Study 3) marginalization. Obviously, dissent from non-beneficial norms requires both a deep psychological investment in the group as well as secure ingroup membership. Implications are discussed.     

Possible contribution of better maternal psychological well-being to the acquisition of sleeping through the night in infants during the early postpartum period

The objective of this study was to elucidate whether better maternal psychological well-being contributes to the acquisition of “sleeping through the night” (STN) in infants during the early postpartum period. Fifty-two primiparous mothers completed the General Health Questionnaire-28 (GHQ-28) in the third trimester (prenatal) and when the conceptional ages of their babies reached 8–9 weeks (hereafter, 2 months), 12–13 weeks (3 months), and 16–17 weeks (4 months). They also recorded babies’ nocturnal sleep patterns in a timetable for 5 consecutive days each month postpartum. “Regular STN” was defined when the mean of longest nocturnal sleep duration for 5 consecutive days was > 8 h or between 6 and 8 h with < 1.0 nocturnal awakenings. According to these criteria, a total of 14 infants (27 %) acquired regular STN at 4 months (referred to as “STN infants”), with STN infants showing a marked increase in longest nocturnal sleep duration and a decrease in nocturnal awakenings from 2 to 3 months of age. The mothers of STN infants demonstrated steady reductions in postnatal GHQ-28 scores and had significantly lower prenatal GHQ-28 scores compared with the mothers of non-STN infants (3.7 ± 3.0 vs. 6.4 ± 4.1, p = 0.027). In random forest models for binomial classification, both prenatal and postnatal (at 4 months) GHQ-28 scores were identified as significant covariates for distinguishing STN infants, and other important covariates, including weeks of delivery, stepfamily, birth weight of the infant, and maternal co-sleeping at bedtime, were selected. Among these covariates, maternal co-sleeping at bedtime had relatively stronger correlations with both STN infants (r = − 0.440) and prenatal maternal GHQ-28 scores (r = 0.377). In conclusion, because prenatal maternal psychological well-being was thought to predict the acquisition of STN in infants, infants born from mothers with better psychological well-being appear to have some advantages in acquiring STN. These cross-lagged correlations suggest that the pathway from mothers to infants may be mediated by certain parenting behaviors, such as maternal co-sleeping at bedtime.     

Life skills development in physical education: A self-determination theory-based investigation across the school term

ObjectivesGrounded in self-determination theory (SDT), the main aim of this study was to examine the longitudinal associations between teacher autonomy support, students’ basic psychological need satisfaction and life skills development in physical education (PE).DesignThis study employed a two-wave longitudinal research design.MethodStudents (N = 266, Mage = 12.94 years, SD = 0.70) completed measures assessing perceived autonomy-supportive teaching, need satisfaction (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Data collections took place during week 6 (timepoint 1; T1) and week 15 (timepoint 2; T2) of the autumn school term.ResultsCross-lagged panel analyses showed that T1 teacher autonomy support did not significantly predict students’ three basic psychological needs, total need satisfaction or life skills development at T2. Students’ T1 total need satisfaction positively predicted their development of all eight life skills at T2. Additionally, students’ T1 autonomy satisfaction positively predicted their teamwork, social skills, emotional skills, leadership, and interpersonal communication skills at T2, T1 competence satisfaction positively predicted students’ teamwork skills at T2, and students’ T1 relatedness satisfaction positively predicted their social skills at T2.ConclusionsProviding partial support for SDT, the findings highlighted that satisfaction of students’ three basic psychological needs had some positive effects on students’ life skills development in PE. As such, a climate that satisfies students’ basic psychological needs should help to develop their life skills in PE.     

Dynamic Factor Analysis of Worldviews/Religious Beliefs and Well-Being among Older Adults

Intraindividual patterns of time-lagged relationships among self-reports of worldviews/religious beliefs, self-concept, and physical and psychological well-being were investigated. Participants were older adults (mean age = 77 years) who were measured weekly covering a total of 25 weeks. Dynamic Factor Models were fitted to multivariate repeated measures data pooled over subsets of participants. The results showed significant time-lagged cross-factor relationships suggesting that worldviews/religious beliefs had a significant direct effect on self-concept and physical health over 2 weeks. For each factor series, there were substantial autoregressive effects indicating persisting effects of factors on themselves over 1 or 2 weeks. A link between worldviews/religious beliefs and physical health was found in the time-lagged structure of within-person variability. The findings underscore the need to study both intraindividual change and interindividual differences in intraindividual variability to obtain a better understanding of behavior and behavioral development.

Expectations in Romantic Relations and Psychological Well-Being of Adolescents in Pakistan: Moderating Role of Parental Support

The objective of the current study was to investigate the role of perceived parental support as a moderator in the association between adolescents’ expectations in romantic relations and their psychological well-being. The sample consisted of 647 adolescents (boys = 285, girls = 362). Their age ranged from 16 to 18 years (M = 17.19 years, SD = .77) and they were regular students in different colleges of Islamabad and Rawalpindi. They completed the Perceived Parental Support Scale, the Well-being Questionnaire-W-BQ12 and the Romantic Relations Scale for Adolescents. The results showed that there were significant gender differences on expectations in romantic relations and psychological well-being with girls scoring higher than boys on expectations in romantic relations while boys scoring higher than girls on psychological well-being. The results also indicated that there was a significant negative association between expectations in romantic relations and psychological well-being. Findings of the moderation analysis showed that perceived parental support moderated the association. Simple slope analysis indicated that there was a significant negative slope for low and medium levels of perceived parental support while the slope was non-significant for high levels of perceived parental support. These results indicated that perceived parental support counters the negative effect of expectations in romantic relations on psychological well-being during adolescence. It is suggested that perceived parental support is important in planning interventions to improve the well-being of adolescents.     

Organizational Creativity and Innovation in Relation to Psychological Well-Being and Organizational Factors

The two objectives of the research reported in this article were to investigate the relationship between organizational creativity and innovation and psychological well-being of employees, as well as the relationship between organizational factors and organizational creativity and innovation. Ninety-five employees working in a high-tech field of industry participated in the study. The relationships were tested in a LISREL model and the result showed a significant relationship between perceived organizational creativity and innovation and individual psychological well-being. Of the organizational factors included in the model, organizational climate and work resources were found to be significantly related to perceived creativity and innovation in the organization. Taken together, the results suggest that enhancing the conditions for creativity and innovation is beneficial for the individual in terms of better psychological well-being.     

Predicting change in middle school students’ leisure-time physical activity participation: A prospective test of the trans-contextual model

We applied the trans-contextual model (TCM) to examine the effects of middle school students’ perceived autonomy support from their physical education (PE) teachers on autonomous motivation toward PE in school and, critically, autonomous motivation toward, and actual participation in, leisure-time physical activity (PA). The research adopted a three-wave prospective design enabling the modeling of change in the TCM constructs over time. Middle school students (N = 248) aged from 12 to 16 years reported their perceived autonomy support, autonomous motivation in PE, autonomous motivation toward leisure-time PA, attitudes, subjective norms, perceived behavioral control (PBC), intentions for PA in leisure-time, and leisure-time PA participation. The psychological constructs and leisure-time PA were measured at baseline (T0) and at a first follow-up occasion (T1) 5 weeks later. Another measure of PA was taken at a second follow-up occasion (T2) a further 5 weeks later. A single-indicator structural equation model using residualized change scores revealed that perceived autonomy support predicted autonomous motivation in PE (β = .345), and autonomous motivation in PE predicted autonomous motivation for leisure-time PA (β = .484). Autonomous motivation toward leisure-time PA predicted attitudes (β = .425), subjective norms (β = .264), and PBC (β = .517). Autonomous motivation toward leisure-time PA (β = .376), attitude (β = .231), and subjective norms (β = .185) predicted intentions toward leisure-time PA, and intentions predicted PA (β = .198). Findings extend research on the TCM by demonstrating its efficacy in predicting change in middle school students’ autonomous motivation across PE and leisure-time contexts, and accounting for change in intentions toward, and actual participation in, leisure-time PA.     

Everyone can be a winner: The benefits of competing in organized races for recreational runners

ABSTRACT

Participants in the study were 404 recreational runners. At the end of each week for three months they used an online diary to describe their psychological well-being for the week (a total of 4046 weeks), and they indicated if they had participated in an organized race each week (a total of 1111 races). Multilevel modeling analyses (weeks nested within persons) found that well-being, defined in terms of self-esteem, self-efficacy, life satisfaction, positive affect, and depressed affect, was higher during weeks in which participants had run in an organized race than it was during weeks in which they had not run in an organized race. Moreover, well-being was positively related to self-evaluations of performance in races. For recreational runners, finishing an organized race may represent the achievement of a goal, an achievement that increases well-being and may help maintain or increase the motivation to keep running.     

Psychological need satisfaction,intrinsic motivation and affective response to exercise in adolescents

ObjectivesTo further understanding of the factors influencing adolescents' motivations for physical activity, the relationship of variables derived from Self-Determination Theory to adolescents' affective response to exercise was examined.DesignCorrelational.MethodAdolescents (N = 182) self-reported psychological needs satisfaction (perceived competence, relatedness, and autonomy) and intrinsic motivation related to exercise. In two clinic visits, adolescents reported their affect before, during, and after a moderate-intensity and a hard-intensity exercise task.ResultsAffective response to exercise and psychological needs satisfaction independently contributed to the prediction of intrinsic motivation in hierarchical linear regression models. The association between affective response to exercise and intrinsic motivation was partially mediated by psychological needs satisfaction.ConclusionsIntrinsic motivation for exercise among adolescents may be enhanced when the environment supports perceived competence, relatedness, and autonomy, and when adolescents participate in activities that they find enjoyable.     

Tracking Marital Adjustment,Hostility, and Physical Functioning Across Time in a Therapy Population: A Biopsychosocial Model

In this study we sought to explore the biopsychosocial connections between relational adjustment, hostility, and physical functioning of individuals who attended psychotherapy. Assessments were given at therapy intake, 6 months post intake, and 12 months after therapy intake. Path analyses between relational adjustment, hostility, and physical functioning revealed a good fit to the data. Results indicated that therapy may interrupt the relationship between hostility at intake and later marital satisfaction. Individuals’ ability to function physically day to day at 6 months post therapy intake contributed to increased marital adjustment 12 months after intake. Clinical implications are discussed.     

A Mixed-method Study of Individual,Couple, and Parental Functioning During the State-regulated COVID-19 Lockdown in Spain

During the recent COVID-19 outbreak in Spain, we explored the individual and relational well-being of people confined together with their partners and/or children during the first 3 weeks of state-regulated lockdown. Adults 18 years or older (N = 407) completed an online survey that included demographic, household, and employment information along with standardized measures of psychological distress (State-Trait Anxiety and Beck Depression) and relationship functioning—either the Dyadic Adjustment Scale if there were no children in the household or a Basic Family Relations Evaluation Questionnaire (CERFB) measuring conjugal, parental, and coparental functions. Qualitative analyses of responses to an open-ended question about perceived changes in couple or family dynamics during lockdown revealed nine specific themes comprising two overarching categories: relational improvement and deterioration. The overall prevalence of improvement themes (61.7%) exceeded deterioration themes (41.0%), with increased (re)connection and conflict atmosphere cited most often. Quantitative analyses found elevated levels of state anxiety but not trait anxiety or depression during lockdown. Consistent with the qualitative results, couples having no children at home reported high levels of dyadic adjustment, but with children present CERFB parental functioning exceeded conjugal functioning, a pattern sometimes associated with child triangulation into adult conflicts. Although correlates of psychological distress (e.g., unemployment, perceived economic risk) were relatively stable across subgroups, predictors of relationship functioning varied substantially with household/parental status (e.g., telecommuting and employment facilitated conjugal functioning only for couples with children).     

Observed staff engagement predicts postive relationships and well-being in a physical activity-based program for low-income youth

Positive youth development (PYD) programs aim to support long-term well-being in young people by building their strengths and assets. PYD program staff are pivotal in achieving this goal, as positive staff-youth interactions are associated with well-being in youth. Much of this research relies on youth perceptions of interactions with staff. A better understanding of how observed staff behaviors are associated with youth outcomes would provide guidance for developing interventions regarding effective staff behaviors. This study examined associations between observed staff behaviors and youths' perceptions of their relationships with staff and well-being. Participants were recruited from a summer physical activity-based PYD program for underserved youth. Staff (N = 24, 16 women, 8 men) were observed by researchers to evaluate their engagement, interaction, safety, and support behaviors. Youth from diverse backgrounds (N = 394; 47% girls, 53% boys; M_age = 10.20; 44% Latino/a) completed measures of their perceptions of relationships with staff (mutual respect, autonomy support, and care), and well-being (hope, self-esteem, and social competence) at the end of the program. Structural equation modeling indicated that observed staff engagement positively predicted youth perceptions of their relationships with staff and well-being. Youth perceptions of positive social relationships with staff also positively predicted their well-being. Staff who create opportunities for youth to reflect and respond to program activities are perceived as valuing, making genuine connections, and considering the opinions and feelings of youth. Developing ways to enable staff to build relationships with youth that include these features is an important avenue for future research.     

Experiential Avoidance as a Moderator of the Relationship Between Anxiety Sensitivity and Perceived Stress

Given the significant deleterious effects of stress on psychological and physical well-being, the present two-part study sought to clarify relations among putative vulnerability factors (i.e., anxiety sensitivity, experiential avoidance) for perceived stress. Relations among anxiety sensitivity, experiential avoidance, and perceived stress were examined using a large college student sample (N = 400) in Study 1 and were replicated using a large community sample (N = 838) in Study 2. As predicted, experiential avoidance moderated the relationship between anxiety sensitivity and perceived stress. Contrary to expectations, simple effects in both studies revealed that anxiety sensitivity shared a significant positive association with perceived stress at low, but not high, levels of experiential avoidance. The moderating role of experiential avoidance was found to be robust to the effects of general distress. Moreover, anxiety sensitivity and experiential avoidance evidenced a differential pattern of relations with perceived stress than was evidenced with related negative affective states (i.e., anxiety and depression). The present results suggest that experiential avoidance appears to be a vulnerability factor of particular importance for understanding the phenomenology of perceived stress. Conceptual and clinical implications are discussed.