Work - Volume 69, issue 2

Authors: Chen, Yu | Sto, Chloe

Article Type: Research Article

Abstract: BACKGROUND: Talents are the basis of all development and comprehensive strength of a country. As college students who are about to contact the society, their mental health and social adaptability are the most critical factors for their entry into society. OBJECTIVE: Therefore, this study explores the correlation of exercise style to mental health and social adaptability of college students. METHODS: Based on the sample processing of college students in 4 universities in a city, 1,000 students are selected for research on the correlation of exercise style to mental health and social adaptability. In addition, the impacts …of college students participating in sports activities on their mental health and social adaptability are analyzed. RESULTS: When the duration of a single sports activity is 30–60 min, the mental health of students reaches optimal. On the contrary, when the duration of a single sports activity exceeds 90 min, the mental health of students is low. This indicates that the more students participate in sports activities, the stronger the social adaptability is. When the intensity of sports activities for students is moderate, the average scores of interpersonal communication ability of students are the highest. When the duration of a single sports activity is 60–90 min, the average scores of living adaptability of students are the highest. If students keep the appropriate duration and intensity of sports activities, their social adaptability will be improved notably. CONCLUSION: The social adaptability of students is related to the number of times they participate in sports activities, the duration of a single sports activity, and the intensity of sports activities. However, while exercising, students should plan the duration of sports activities to avoid excessively prolonged exercise time. In addition, students should beware their exercise intensity of sports activities. The optimal choice of exercise intensity is moderate or slightly tired. Show more

Keywords: Sports activities, mental health, social adaptability, college students, exercise style

DOI: 10.3233/WOR-213497

Citation: Work, vol. 69, no. 2, pp. 531-541, 2021

Authors: Liang, Xiao | Bautista, Oscar O.

Article Type: Research Article

Abstract: BACKGROUND: Professional pressure is one of the most concerned issues in society. Teachers are a group of people with greater professional pressure. The pressure sources include students, schools and society. OBJECTIVE: This exploration aims to explore the professional pressure and mental health of college teachers. METHOD: Based on the expectancy theory, the professional pressure and mental health of different college teachers are investigated. The overall steps are as follows: the determination of topic, questionnaire design, questionnaire distribution and recovery, questionnaire data analysis to obtain results, as well as countermeasure analysis based on the results. …RESULTS: The investigation suggests that the sores of college teachers’ work pressure load, family life pressure, interpersonal pressure, physical and mental pressure, leadership and organizational factors pressure, career development pressure, scientific research, and professional title pressure are high. From senior to elementary, the pressure of teachers increases first and then decreases. The professional development pressure of liberal arts teachers is significantly higher than that of science teachers and engineering teachers (P  < 0.05). Among science and engineering teachers, the professional development pressure of science teachers is relatively high. Men have better mental health than women (P  < 0.05). Unmarried teachers have the best mental health status, followed by married and finally divorced (P  < 0.05). The mental health of senior and elementary teachers is significantly better than that of sub-senior teachers and intermediate teachers (P  < 0.05). CONCLUSION: The investigation on professional pressure and mental health of college teachers can contribute to the related problem solving in China, as well as enrich the content of relevant fields in China. Show more

Keywords: Expectancy theory, teacher professional pressure, teacher mental health, difference analysis, college teachers

DOI: 10.3233/WOR-213498

Citation: Work, vol. 69, no. 2, pp. 543-557, 2021

Authors: Ma, Yaju

Article Type: Research Article

Abstract: BACKGROUND: The long-term separation of parents and children as well as the incomplete family structure affect the mental health development of left-behind children and the formation of healthy personality, good interpersonal relationships and positive coping styles in adulthood. At present, there is insufficient empirical investigations on the mental resilience of left-behind children. OBJECTIVE: It is aimed to understand the mental health of left-behind children and explore the characteristics of mental resilience, self-esteem and emotional processing bias, as well as social coping styles. METHODS: The random sampling method is used to select the left-behind children as the …research subject. The general demographic information questionnaire, RSCA (Resilience Scale for Chinese Adolescent), emotional self-rating scale, SES (Self-Esteem Scale), and coping style questionnaire are used for the survey. Also, the experiments on cognitive processing bias effects of self-esteem and emotion are further carried out. RESULTS: There are differences in demographic variables in mental resilience, self-esteem level, emotional level, and social coping styles. The low mental resilience group shows a processing bias towards low praise words, while the high mental resilience group shows a processing bias towards high praise words. At a low level of self-esteem, there is an interaction between mental resilience and self-esteem on low praise words. Mental resilience has a significant effect on the cognitive processing bias of emotion. Under the induction of positive emotions, the high mental resilience group responds significantly more slowly to the negative words than the low mental resilience group. Under the induction of negative emotions, the high mental resilience group responds significantly faster to the negative words than the low mental resilience group. CONCLUSIONS: Promoting the mental health education of left-behind children can start from enhancing positive emotions, reducing negative emotions, developing high self-esteem, and improving mature coping styles. Show more

Keywords: Left-behind children, mental resilience, self-esteem, emotions, social coping

DOI: 10.3233/WOR-213499

Citation: Work, vol. 69, no. 2, pp. 559-571, 2021

Authors: Lu, Jingfu | Yu, Yanliang | Zhao, Yang | Jenkin, Michelle

Article Type: Research Article

Abstract: BACKGROUND: Under the background of the information society, teachers’ pressure from work and life is increasing. Meanwhile, the working pressure has a potential inevitable connection with the physical and mental health of teachers. OBJECTIVE: To analyze the correlation between working pressure of workers and mental health status, expand the application of the job demand-resource stress (JD-RS) model in the adjustment of working characteristic pressure, and achieve the coordinated development between working pressure and mental health. METHODS: The occupation of the teacher is taken as the research object. First, the pressure source questionnaire and Symptom Check List …90 (SCL-90) are chosen to measure the working pressure and mental health. Also, the reliability and validity of the pressure source questionnaire are tested. Second, the gender, duty, teaching age, and workload of teachers are chosen as the foundation for comparing and analyzing the impact of various dimensions and project factors on teachers’ working pressure and mental health. Finally, based on the method of univariate linear regression analysis, the correlation between teachers’ working pressure and mental health is analyzed and characterized. RESULTS: The measurement tool based on the pressure source questionnaire has good performance reliability and validity. The five dimensions of Cronbach’s coefficients are all greater than 0.8, and the indicators of fitting all meet psychometrics requirements. Significance analysis shows that different genders, duties, teaching ages, and workloads have different levels of significant influence on teachers’ working pressure and mental health. Linear regression analysis shows that teachers’ working pressure has a significant impact on their physical and mental health, which has a predictive effect. Teachers who bear high-intensity pressure have psychological problems. CONCLUSIONS: The research based on the JD-RS model has a positive role in promoting the balanced and coordinated development of working pressure and the physical and mental health of employed workers. Show more

Keywords: JD-RS model, teachers, working pressure, mental health, correlation, significance level

DOI: 10.3233/WOR-213500

Citation: Work, vol. 69, no. 2, pp. 573-583, 2021

Authors: Ren, Shengtao | Xi, Juzhe | Ray, Angel

Article Type: Research Article

Abstract: BACKGROUND: Although the environment of college students is relatively safe, they are faced with the pressure of study, interpersonal relationship, and even future employment, which leads to a variety of psychological disorders, among which stress response is the most common one. As a new concept of healthy self, it is not clear how self - compassion affects students’ stress response. OBJECTIVE: This study aimed to analyze the role of students’ self-compassion based on chronic stress response in negative emotional regulation and coping style selection caused by external pressure, and to provide a theoretical basis for the application of …self-compassion in regulating individual emotions in the future. METHODS: The 427 students from many universities in China who have applied for the 2020 postgraduate entrance examination and were preparing for the examination were classified into S1 group (preparation time < 2 months), S2 group (2 months < 5 months), and S3 group (preparation time > 5 months). The students who didn’t apply for the examination were set as D0 control group. The total stress response score, learning pressure, and positive and negative emotional scores of each group were compared. The Bootstrapping sampling method was used to examine the mediating effect of self - compassion. The students applying for the examination were classified into high-level self-compassion group (G1) and low-level self-compassion group (G2). RESULTS: The scores of learning stress and negative emotion in S1, S2, and S3 groups were significantly higher than those in D0 group, and S1 > S2 > S3 (P  < 0.05). The proportion of students in G1 group who responded to review setbacks in a mature way was significantly higher than that in G2 group, and the proportion of immature type was significantly lower than that of G2 group (P  < 0.05). There was a very significant positive correlation between self-compassion and problem solving and asking for help (P  < 0.001). CONCLUSIONS: Self-compassion concept can reduce students’ negative emotions facing external pressure and protect individual positive emotions. In conclusion, faced at external pressure and stress, individuals with high self-esteem would not escape from their own negative emotions, and were more inclined to choose a positive way to solve problems and seek help from others. Show more

Keywords: Chronic stress response, the self-compassion concept, bootstrapping repeated sampling, negative emotion, learning stress

DOI: 10.3233/WOR-213501

Citation: Work, vol. 69, no. 2, pp. 585-597, 2021

Authors: Ji, Yundong | Wang, Dingding | Riedl, Michaela

Article Type: Research Article

Abstract: BACKGROUND: With the rapid advancement of the educational reform, the requirements for primary and secondary school teachers are increasing, which makes the work pressure of teachers become greater, which can lead to a variety of mental health problems. It is the primary task to promote the psychological health of primary and secondary school teachers by analyzing the stress of teachers and putting forward reasonable countermeasures. OBJECTIVE: The study aimed to analyze the direct and indirect effects of occupational stress on the mental health level of primary and secondary school teachers. METHODS: 317 teachers from 6 rural …primary and secondary schools in Zhejiang province were selected as research subjects. A questionnaire was designed to collect information of occupational stress, mental health, and social support scores. The teachers were compared for differences in gender, marriage status, class teacher, occupational stress, and mental health. The correlation among occupational stress, mental health, and social support was analyzed by structural equation model. RESULTS: The occupational stress of male teachers was higher than that of female teachers in self-development, work load, and career expectation, and the mental health was lower than that of female teachers in work (P  < 0.05). The occupational stress of married teachers was significantly higher than that of unmarried teachers, and their mental health was significantly higher than that of unmarried teachers (P  < 0.05). The occupational stress of teachers with senior professional titles was lower than that of teachers with primary and intermediate titles in the dimensions of self-development, work load, and career expectation (P  < 0.05). The occupational stress of class teachers was higher than that of non-class teachers in terms of student factors, work load, and career expectation (P  < 0.05). The direct path coefficient between occupational stress and mental health was –0.421, and the indirect path coefficient between occupational stress and mental health was –0.172. CONCLUSIONS: The occupational stress of male, married, class teacher, and teacher with the primary and intermediate titles was significantly greater than that of female, unmarried, non-class teacher, and senior title teacher. In conclusion, the occupational stress of primary and secondary school teachers can not only directly predict the mental health level, but also indirectly affect the mental health level through social support. Show more

Keywords: Primary and secondary school teachers, occupational stress, mental health level, structural equation model, social support

DOI: 10.3233/WOR-213502

Citation: Work, vol. 69, no. 2, pp. 599-611, 2021

Authors: Chen, Qinghua | Zhao, Wenqing | Li, Qun | Sagi, Harnof

Article Type: Research Article

Abstract: BACKGROUND: with the increase of study and life pressure, the number of depressed college students showed an increasing trend year by year, and the drug treatment alone could not achieve a comprehensive recovery of depression patients, so it was more necessary to pay attention to the spiritual treatment. OBJECTIVE: this research aimed to better understand the relationship between college students’ depression and life events, social support, psychological pressure, and coping style, and the influence of systematic family therapy on depression degree, psychological stress, and social adaptability of college students with depression. METHODS: in this study, 105 …college students with depression were selected as the research object, and healthy college students were taken as the control group. Through questionnaire, the differences in life events, social support, psychological stress, and coping styles between the groups were compared. The correlation between the degree of depression and various variables were analyzed, and the impact path of each variable on depression was analyzed using the path analysis model. Depression patients were then divided into a conventional group treating with conventional medications and an observation group treating with systematic family interventions. Differences in Hamilton Depression Scale-17, (HAMD-17), CPSS, and Social Adaptive Functioning Evaluation (SAFE) scores were compared and analyzed between the two groups before treatment (T1), during the treatment (T2), and after treatment(T3). RESULTS: there were significant differences in scores of life events, social support, psychological stress, and coping styles between the healthy control group and the depressed patients (P  < 0.05). There was an obvious correlation between different depression degrees and life events, social support, psychological stress, and coping styles (P  < 0.05). Life events, social support, and psychological stress had a direct and significant impact on depression (0.250, 0.218, and 0.392; P  < 0.05), and they also had an indirect and significant impact on depression through coping styles (P  < 0.05). The systematic family treatment model could significantly reduce HAMD-17 and CPSS scores (P  < 0.05), and significantly improve SAFE scores (P  < 0.05). CONCLUSIONS: adverse life events, lack of social support, excessive psychological stress, and negative coping styles can aggravate college students’ depression. Systematic family therapy can improve the degree of depression, reduce the psychological stress, and enhance the social adaptability of college students with depression. Show more

Keywords: Depression, adverse life events, social support, coping style, influence path, systematic family therapy model

DOI: 10.3233/WOR-213503

Citation: Work, vol. 69, no. 2, pp. 613-624, 2021

Authors: Shu, Kunyao

Article Type: Research Article

Abstract: BACKGROUND: interpersonal communication in workplace is a problem that is faced by every employee. It is common in all industries and increasingly lethal. When they are unable to bear such overload of psychological pressure, they tend to suffer from anxiety, irritability, depression, and other psychological disorders and even mental diseases. It is urgent to explore how to help employees relieve psychological stress. OBJECTIVE: the study aimed to analyze the effects of cognitive behavioral therapy (CBT) on workplace interpersonal stress, and provide help for professionals, especially newcomers, to relieve social pressure. METHODS: 125 employees of Internet enterprises …were given multi-baseline designed CBT (with baseline phase, treatment phase, and post-baseline phase). 43 subjects who did not finish the therapist program were set as the control group and 82 subjects who finished the treatment program were set as the experimental group. First, the differences of interpersonal stress of subjects with different gender, age, educational background, and monthly salary were analyzed. Then, social avoidance, distress, anxiety, and depression scores in baseline, treatment, and post-baseline periods were compared. Finally, the effects of gender, age, educational background, and monthly salary on social avoidance, distress, anxiety, and depression scores of the experimental group were analyzed by multiple regression. and the influence paths of the workplace interpersonal pressure was constructed. RESULTS: Social avoidance, distress, anxiety, and depression of employees earning 10000 or more per month were less than those earning 10000 or more per month. Social avoidance, distress, anxiety, and depression of employees aged 30–50 were higher than those aged < 30 and > 50 (P  < 0.05). Social avoidance, social distress, and depression in males were lower than those in females (P  < 0.05). Social distress, anxiety, and depression of employees with master’s degree or above were less than those with bachelor’s degree or junior college degree. There were significant differences between the two groups in the post baseline phase. The monthly salary had the greatest influence on the social avoidance and distress, anxiety, and depression scores of the employees after treatment, with the path coefficients of –0.183, –0.169, and –0.184, respectively. CONCLUSIONS: CBT can effectively relieve social avoidance and distress of workplace employees and can improve the symptoms of anxiety and depression. Educational level, age, and monthly salary had a certain influence on the improvement of social avoidance, distress, anxiety and depression. Show more

Keywords: CBT, social avoidance and distress, multiple regression, anxiety, workplace interpersonal stress

DOI: 10.3233/WOR-213504

Citation: Work, vol. 69, no. 2, pp. 625-636, 2021

Authors: Zheng, Changliang | Ji, Honghai

Article Type: Research Article

Abstract: BACKGROUND: College students are a high-risk subpopulation of psychological disorders. The problem of various adverse phenomena and consequences caused by excessive pressure on college students has gradually become the focus of social and psychological academic circles. However, studies related to individual self-concept and psychological pressure are rare. OBJECTIVE: To explore the impact of sports dance exercises on college students’ psychological pressure and improve the psychological effects of their self-satisfaction. METHODS: College students were taken as research objects, randomly divided into a control group and an observation group. The observation group is intervened with sports dance exercises. …The observation group was intervened with sports dance exercises. The stress response characteristic questionnaire and multidimensional self-satisfaction rating scale were utilized to measure college students’ conditions before and after the intervention. Finally, the obtained data were statistically analyzed. RESULTS: Generally, the psychological stress response of college students was mild, with self-satisfaction and various dimensions at a moderately higher level. No significant differences were discovered in the psychological stress response and self-satisfaction level between the control group and the observation group before intervention (P  > 0.05), which were homogeneous. Compared with the data obtained before the intervention, after the intervention, the control group scores were slightly reduced in all dimensions of the psychological stress response and self-satisfaction. In contrast, the scores were significantly increased in the experimental group (P  < 0.05). Psychological stress response could reliably explain 30.4%of the total self-satisfaction variance (P  < 0.01). The negative self-evaluation was the most important variable affecting self-satisfaction, followed by poor interpersonal communication and poor sleeping quality. CONCLUSIONS: Sports dance exercises could alleviate the psychological stress of college students and improve their self-satisfaction. Colleges and universities should include sports dance in the content of optional public courses and encourage more college students to actively participate in sports dance exercises to improve their mental health. Show more

Keywords: Physical dance exercise, psychological stress, self-satisfaction, college students, mental health

DOI: 10.3233/WOR-213505

Citation: Work, vol. 69, no. 2, pp. 637-649, 2021

Authors: Ji, Honghai | Zheng, Changliang

Article Type: Research Article

Abstract: BACKGROUND: the relationship between physical exercise (PE) and mental health (MH) had been an important research topic in exercise psychology. With the development of society, the increasingly fierce social competition had put forward higher and higher requirements for college students’ social adaptability (SA). As members of the new era, college students were expected to not only have innovative knowledge concept, solid knowledge foundation, and healthy psychology, but also have the ability to adapt to the changes in the environment, know how to get along with others, and deal with problems alone. OBJECTIVE: this study aimed to evaluate the …PE, MH, and SA of college students, and to analyze the internal relationships among PE, MH, and SA. METHODS: based on questionnaire survey, college students were randomly selected for investigation and the data were statistically processed. RESULTS: there were significant differences in the MH of students of different genders, majors, grades, and origins. There was a significant difference between the amount of exercise and the MH of college students. The amount of exercise was positively correlated with the MH level of college students, and there was also a positive correlation between PE and MH. The SA of the physical exercisers was average, but the SA of the non-physical exercisers was poor. There was a significant difference between the SA of the physical exercisers and the non-physical exercisers. There were significant differences in the SA between physical exercisers and non-physical exercisers of different genders, majors, grades, and origins. Physical exercisers who participated in team sports were more socially adaptable. There was no significant difference in the SA of physical exercisers of different genders, majors, and origins, and the SA of senior students was stronger. CONCLUSIONS: PE had a positive effect on college students’ MH and social adaptation ability. Colleges and universities could improve their MH and social adaptation ability by arranging appropriate PE. Show more

Keywords: Physical exercise, mental health, social adaptability, questionnaire survey, statistically obvious differences

DOI: 10.3233/WOR-213506

Citation: Work, vol. 69, no. 2, pp. 651-662, 2021