Mediating Role of School Attachment in the Relationship between Perceived Stress and School Satisfaction

Oral, Tuncay

doi:10.19044/ejes.v7no3a11

Cited by 3 publications

(1 citation statement)

References 45 publications

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“…This notion corresponds to previous findings indicating that psychological distress has an adverse impact on school engagement ( Watts et al, 2019 ). For example, authors demonstrated that the participants who experienced stress scored lower school engagement ( Oral, 2020 ) suggesting that students’ basic psychological needs for relatedness, autonomy, and competence may be an effective starting point for preventing and intervening in stress and its negative relationship with school engagement ( Raufelder et al, 2014 ). Since experiencing depression, anxiety and stress jeopardizes the individuals’ homeostasis, college students may have difficulty engaging in the learning process, experiencing positive emotions towards school, classmates or academics, and self-regulation, and consequently may affect their behavioral, emotional, and cognitive school engagement.…”

Section: Discussionmentioning

confidence: 99%

Associations between internet addiction and school engagement among Turkish college students: mediating role of psychological distress

Öztekin

2024

Front. Psychol.

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IntroductionInternet addiction has become a subject of growing concern with adverse consequences. This study aimed to investigate the mediating effect of psychological distress in the relationship between internet addiction and school engagement.MethodsData were obtained from 732 Turkish college students (M = 20.98, SD = 2.58). The data were collected through Young’s Internet Addiction Test, Depression, Stress and Anxiety Scale (DASS21)-Short Form, and University Student Engagement Inventory. Mediation analysis was performed to investigate the mediating effects of depression, anxiety, and stress in the association between internet addiction and school engagement.ResultsThe results of the study showed that internet addiction was positively associated with psychological distress and negatively associated with school engagement, whereas psychological distress had a negative relationship with school engagement. This study also found that depression, anxiety, and stress acted as mediators in the relationship between internet addiction and behavioral engagement, emotional engagement, and cognitive engagement.ConclusionThis study has provided evidence that young adults with tendency of internet addiction may experience school engagement problems as well as psychological problems. Our findings underscore the need for special educational intervention programs aimed at encouraging college youth to limit their internet use for their future due to its negative consequences and raising awareness in this vulnerable group and their families.

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Section: Discussionmentioning

confidence: 99%

Associations between internet addiction and school engagement among Turkish college students: mediating role of psychological distress

Öztekin

2024

Front. Psychol.

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Modelling the relationship between higher education service quality, student engagement, attachment, satisfaction, and loyalty: a case of a Malawian public university

Kankhuni

Ngwira

Sepula

et al. 2022

Journal of Teaching in Travel & Tourism

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The Impact of Traditional Children’s Games on Internet Use, Social Skills, and Stress Level: A Cross-Sectional Design

Ayaz-Alkaya,

Akca

2024

J Transcult Nurs

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Introduction: Traditional games are essential for children’s social inclusion due to cultural values and beliefs. This study was conducted to measure the impact of traditional children’s games on internet use, social skills, and stress levels. Methods: A cross-sectional design was carried out. Children who had parental approval and agreed to participate were included in the study ( n = 314). The data were collected using a questionnaire, the Perceived Stress Questionnaire (8–11 years), and the Social Skills Assessment Scale. Linear regression and multinomial logistic regression were performed to analyze the data. Mantel–Haenszel chi-square test was performed to assess the confounding factors for playing traditional games. Results: The children’s mean age was 11.58 ( SD = 0.49), and 56.1% were girls. Children who did not play traditional games were more likely to use the internet than those who played traditional games (odds ratio [OR] = 2.16, p = .014). The social skills were significantly associated with daily internet use time (β = 0.164, p = .003), playing traditional games (β = 0.155, p = .008), and frequency of gaming per week (β = 0.123, p = .035). The stress levels were associated with gender (β = 0.120, p = .033) and academic level (β = 0.111, p = .048). Discussion: Traditional game playing reduced the duration of one sitting and daily internet use. Moreover, outdoor gaming, frequency of playing games, and daily internet use duration were predictors of social skills, whereas being a girl and sixth-grade student were predisposing factors of stress level. Nurses could benefit from traditional games in reducing internet use and stress and improving social skills in children.

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Mediating Role of School Attachment in the Relationship between Perceived Stress and School Satisfaction

Cited by 3 publications

References 45 publications

Associations between internet addiction and school engagement among Turkish college students: mediating role of psychological distress

Associations between internet addiction and school engagement among Turkish college students: mediating role of psychological distress

Modelling the relationship between higher education service quality, student engagement, attachment, satisfaction, and loyalty: a case of a Malawian public university

The Impact of Traditional Children’s Games on Internet Use, Social Skills, and Stress Level: A Cross-Sectional Design

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