Educational Attainment and Women’s Environmental Mastery in Midlife

Deeg, D.J.H.; Kuh, Diana

doi:10.1177/0091415016641687

Cited by 7 publications

(4 citation statements)

References 50 publications

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“…It is logical that this feeling of security, and as a consequence of feeling safe, acts as a protector of eustress in a situation of quarantine given the threat from COVID-19. For its part, environmental mastery, although it only explains 0.9% of variance, is relevant for eustress as it refers to the ability to select, create or manage spaces so they adapt to needs, values, and personal goals, thus providing a feeling of control over them and thereby facilitating better coping with environmental stressors (Stafford, Deeg, & Kuh, 2016). Within the context of the quarantine due to COVID-19, there is reason to believe it is a very valuable resource, as it potentially would facilitate optimization of daily demands, adapting them to necessities.…”

Section: Discussionmentioning

confidence: 99%

What makes one feel eustress or distress in quarantine? An analysis from conservation of resources (COR) theory

Merino

Vallellano

Oliver

et al. 2021

British J Health Psychol

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Objective. Health quarantines produce serious deterioration in psychological health, which becomes more affected the longer the quarantine lasts. According to the Conservation of Resources theory from Hobfoll (1989, American Psychologist, 44, 513), those people who have a good supply of resources will be able to cope better with the adversities and will show less distress. The objective of this research is to identify what are the resources that, in a situation of confinement under the threat of COVID-19, predict eustress or well-being, and the loss or lack of which resources predict distress or discomfort.Design and Method. A total of 839 people complete an online questionnaire during the first week of COVID-19 confinement in Spain. The sample is weighted to obtain a distribution that is similar to the Spanish population. Using multiple linear regression analysis, factors are identified that are associated with eustress and distress based on the Conservation of Resources theory. Results.A model is identified that explains 55% of the variance of eustress consisting mostly of personal resources, with vitality as the recourse having the most weight. The factors that explain distress (18.9% of the variance) are those related to work (employment situation, work satisfaction, and time devoted to work) and conditions in the home (space).Conclusions. The models that predict eustress and distress are completely different. Based on these results, a series of recommendations are proposed aimed at increasing eustress and reducing distress in a situation of confinement. Additionally, proposals are offered for future research.

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Section: Discussionmentioning

confidence: 99%

What makes one feel eustress or distress in quarantine? An analysis from conservation of resources (COR) theory

Merino

Vallellano

Oliver

et al. 2021

British J Health Psychol

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show abstract

“…Addressing positive relations in our study context will elicit the desired behaviour and build trust with potential employers and the communities at large to overcome the daunting past experiences, antisocial behaviour and backgrounds that limit young people’s opportunities. Similarly, an intervention to address environmental mastery is an important aspect that would emphasise the need for youth to develop and harness abilities control their surrounding context and events so as to manage everyday affairs and take advantage of opportunities that abound therein [ 59 ].…”

Section: Discussionmentioning

confidence: 99%

The impact of the livelihoods and income fortification and socio-civic transformation project on the quality of life, wellbeing, self-esteem, and quality of neighbourhood social environment among the youth in slum areas of in Kampala, Uganda

et al. 2020

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Background Various interventions to improve the quality of life (QoL) among slum dwellers across sub Saharan Africa have been implemented. However, the interventions impacts remain less understood. We assessed the impact of the Urban Program on Livelihoods and Income Fortification and Socio-civic Transformation (UPLIFT) project on QoL, psychological wellbeing, self-esteem, and the quality of neighbourhood social environment of young people aged 13–25 years in slum areas of Makindye and Nakawa Divisions in Kampala, Uganda. Methods The study was designed as a mixed method evaluation using repeated cross-sectional survey and grounded theory in both the intervention and comparison communities. The intervention effect was estimated using the difference-in-differences Kernel propensity-score matching technique, with bootstrapping. The “rcs” option was used given that data were from repeated cross-sectional surveys. A thematic analysis was adopted for the qualitative data to triangulate and complement the quantitative data. Results The UPLIFT project led to an improvement in QoL, psychological wellbeing, and self-esteem of young people. In terms of QoL, the project led to a six-percentage point increase in quality of living conditions scores (where higher scores reflect better living conditions; lower ones, worse living conditions). However, a negative effect was observed for personal independence whilst the project did not have any impact on social relations. In terms of self-esteem and psychological wellbeing, the project led to a 4.6-point increase in self-esteem scores, a 5.4-point increase in self-acceptance scores, a 5.3- point increase in purpose in life scores, a 5.7 - point increase in personal growth, and a 10.7-point increase in autonomy scores. However, the project had a negative effect on personal independence; and had no impact on environmental mastery and the quality of neighbourhood social environment. Conclusion Functional community-owned assets accumulation and capacity building initiatives for young people in slum areas improved their psychological wellbeing and quality of life. However, such initiatives do not appear to address social relationships and personal independence of young people in slum areas.

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“…Additionally, students who experienced the negative effects of COVID-19 demonstrated lower levels of environmental mastery and self-acceptance compared to non-affected students. This implies that those affected by the disease feel less able to influence their surroundings and events through physical or mental actions (Stafford et al, 2016).…”

Section: Limited Social Circlementioning

confidence: 99%

Post-Pandemic Effects on Psychological Well-Being of Students with Visual Impairment at Higher Education Level

Ashraf

2023

JDSS

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This study examined the impact of the post-pandemic period on the psychological wellbeing of students with visual impairment at the higher education level. A mixed methods research design with an explanatory approach was employed, consisting of two phases: quantitative and qualitative. The quantitative phase involved 102 purposively sampled students aged 18 to 32, who completed the Psychological Well-being Scale (PWS-42 items) for data collection. SPSS was used to analyze the quantitative data. In the qualitative phase, 10 students with low psychological well-being were selected for interviews. The findings indicated that 50% of students with visual impairment had a high level of psychological wellbeing, while the remaining 50% reported low to moderate levels. Male students reported higher well-being compared to female students. Among students aged 26-32, higher levels of autonomy, personal growth, and positive relationships were reported compared to those aged 18-25. Employment during Covid-19 was associated with better environmental mastery, while being a victim of the disease was linked to lower environmental mastery and self-acceptance. Common effects of the pandemic on the well-being of students with visual impairment included anxiety, depression, mental stress, isolation, loneliness, restrictions, financial problems, fear of death, technology barriers, and difficulties with online exams. Further research is needed to investigate important factors influencing the well-being of students with visual impairment and individuals with other disabilities.

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Educational Attainment and Women’s Environmental Mastery in Midlife

Cited by 7 publications

References 50 publications

What makes one feel eustress or distress in quarantine? An analysis from conservation of resources (COR) theory

What makes one feel eustress or distress in quarantine? An analysis from conservation of resources (COR) theory

The impact of the livelihoods and income fortification and socio-civic transformation project on the quality of life, wellbeing, self-esteem, and quality of neighbourhood social environment among the youth in slum areas of in Kampala, Uganda

Post-Pandemic Effects on Psychological Well-Being of Students with Visual Impairment at Higher Education Level

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