ABSTRACT

The patient health questionnaire-9 (PHQ-9) is widely utilized in assessing individuals' depression levels. Nevertheless, research regarding its factor structure and measurement invariance remains inadequate. The aim of this study was to delve into the factor structure of the PHQ-9 and to further investigate its measurement invariance across gender and age as a prerequisite for its use in cross-group comparisons. A confirmatory factor analysis (CFA) was conducted on 7422 Chinese students to assess the best-fitting factor structure of the PHQ-9. Furthermore, a serial CFA was undertaken to investigate measurement invariance across genders and age groups. CFA confirmed the two-factor model with the three items “sleep disturbance,” “fatigue,” and “appetite change” loading on somatic factor, and the other items loading on cognitive/affective factor as the best-fit structure. Findings demonstrated that the PHQ-9 had measurement invariance across gender and age. CFA and measurement invariance results support the application of the PHQ-9 for assessing an individual's depression.

ABSTRACT

This research scrutinizes the link between academic stressors (both challenge and hindrance types) and the academic performance of university faculty, while also considering the mediating role of achievement motivation. Furthermore, the study evaluates the moderating influence of faculty self-efficacy on the relationship between these stressors and academic performance. The sample encompassed 7000 full-time teachers from universities across Sichuan Province, China, with approximately 55% female participants and an average teaching experience of 13 years. Faculty academic stressors (challenge and hindrance stressors), achievement motivation, self-efficacy, and academic performance were all assessed using self-report techniques. The application of structural equation modeling revealed significant relationships between academic stressors (both challenge and hindrance types) and academic performance. Achievement motivation was found to entirely mediate the effects of academic stressors (challenge and hindrance stressors) on academic performance. In addition, the study underscored the moderating impact of self-efficacy on the relationship between faculty academic stressors and academic performance. The significance of enhancing faculty academic performance through stress reduction, increased achievement motivation, and self-efficacy is discussed.

Psychology in the Schools, Volume 62, Issue 2, Page 395-398, February 2025.

ABSTRACT

Online education may induce different negative emotions and emotional reactions in language learners. One such reaction emerging from emotional experiences in online contexts is academic disengagement, which has been limitedly examined in L2 research. To fill this lacuna, this study has been done to probe into the sources and solutions of student disengagement in online L2 classes from the perspective of Chinese and Iranian students. To accomplish this, through maximum-variation sampling, a sample of Chinese (n = 164) and Iranian (n = 150) students was selected to take part in this inquiry. Then, an open-ended questionnaire was virtually distributed among participants. Participants' answers to the open-ended questions were thematically analyzed using MAXQDA software. The findings of the thematic analysis reveal that both Chinese and Iranian L2 learners had a similar view of the sources of academic disengagement considering the outcome of different online-related, teacher-related, learner-related, and course/task-related issues. The findings also show that the majority of Chinese and Iranian L2 learners attribute student academic disengagement to online-related issues, including limited face-to-face interactions, technological breakdowns, and a boring learning atmosphere. To address the issue of student disengagement, the participants of both contexts report three broad categories, namely teacher-related, student-related, and administrator-related solutions. The solutions offered by the participants imply that both Chinese and Iranian L2 learners hold students, teachers, and educational administrators responsible for student disengagement in online classes. The findings may help L2 instructors and educational managers respond to student disengagement in online language classes effectively.

ABSTRACT

This study aims to assess the current physical health status and levels of body image satisfaction among Chinese secondary school students and identify the influencing factors of student body image perception. Guided by a mixed-methods research design, data was obtained through collecting 903 secondary student questionnaires and interviewing 15 students. The results identified various factors that influence the body image of Chinese secondary school students, including personal growth, academic stress, peers, families, and social media. However, there are no significant differences in the overall perception of body image between students of different grades or between males and females. The findings of this study can provide valuable insights for individuals, families, schools, and society, with the intention of assisting Chinese adolescents in cultivating positive body images, enhancing self-satisfaction, and fostering a healthy state of mind and body. The findings hold significant implications for promoting overall well-being and fostering a better future for secondary school students.

ABSTRACT

The purpose of this study is to develop a self-awareness tool for teachers to help them in identification, and support the gifted and talented students in educational settings via more accurate nominations by educators. The Gifted Identification Inventory for Teacher Awareness (GIIFTA) was developed via fourth stages of writing essay (n = 5), Delphi method (n = 10), the exploratory factor analysis (EFA) (n = 273), and the confirmatory factor analysis (CFA) (as a different group from EFA, n = 286). The construct of GIIFTA consists of 22 items in three dimensions with a 5-point Likert scale. The three dimensions of the inventory are: Noticing the Gifted Students, Distinguishing Cognitive Traits, and Distinguishing Emotional Social Traits. The fit index values of the CFA analysis were calculated (χ ²/SD = 2.65; GFI = 0.86; CFI = 0.92; IFI = 0.86; NFI = 0.88; NNFI = 0.91; SRMR = 0.05 and RMSEA = 0.07). In addition, convergent and divergent validity were also examined and found to be within acceptable limits. The measurement invariance of the emerging dimensions was also examined in terms of gender variable and it was found that the structure did not change. The item-total correlation values of the items in the measurement tool ranged from 0.51 to 077. Its structure does not change by gender. The reliability coefficients for the entire scale were calculated to range from 0.88 to 0.95. These results indicate that GIIFTA has good psychometric properties to assess teachers' awareness of gifted students in their classrooms.

ABSTRACT

Adolescents' mental health and academic performance are subjects of paramount interest. Previous studies have revealed a strong association between these constructs during school years. However, there is little evidence about the dual-factor model of mental health, which includes a combination of psychological well-being and distress indicators, and there is no clear consensus on the possible differences by sex. Therefore, the aims of this study were to analyze the association between the dual-factor model of mental health and academic performance and to analyze sex differences in a sample of secondary school students. The sample was formed by a total of 265 adolescents (126 females) aged 13.9 ± 0.3 years old, from the DADOS study. Mental health status was self-reported through the Behavior Assessment System for Children and Adolescents. Academic performance was assessed through academic grades and the Test of Educational Ability. The findings showed that the emotional symptoms index was negatively associated with academic grades. Psychological well-being was positively associated with academic grades, while psychological distress was negatively associated with academic grades, except for anxiety. Stratified analyses by sex showed largely similar results. These results expand the current knowledge, supporting the idea that promoting mental health during adolescence could help to enhance academic grades.