Mindfulness Research: A Bibliometric Analysis

Saleem, Muhammad Shoaib; Isha, Ahmad Shahrul Nizam; Yusop, Yuzana Mohd; Awan, M.; Naji, Gehad Mohammed Ahmed

doi:10.1007/978-3-031-08090-6_38

Cited by 5 publications

(6 citation statements)

References 34 publications

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“…Then, the SPSS Amos program (version 21.0) was used to evaluate the mediating effect of EI on BPNS and academic engagement. The present study is based on the structural equation modeling (SEM) technique, which is a nominal research analysis approach (Saleem et al, 2022). For the mediation analyses, a bootstrapping method was further used to obtain bias-corrected 95% confidence intervals (95% CI) with 5,000 re-samples.…”

Section: Discussionmentioning

confidence: 99%

“…The second reason is that, compared with other educational phase, although university students are not formally employed by the university, students' studies are involved in coercive, structured tasks and activities (e.g., attending class, cooperating and competing with others, and submitting assignments), which makes academic engagement in university more similar with work (Walker et al, 2006). For example, Saleem et al (2022) recently posited that post-graduate student' s educational journey is much different than high-school students in terms of length of the degree, course work, examination, assessment, educational outcomes, teaching methodology, and so on.…”

Section: Bpns and Academic Engagementmentioning

confidence: 99%

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The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

Chen

Zhang

2022

Front. Psychol.

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IntroductionBasic psychological needs satisfaction (BPNS) and Emotional intelligence (EI) have been underscored as helpful psychological constructs in explaining academic engagement. However, the joint interaction of BPNS with EI abilities to explain academic engagement has not been tested. Therefore, the present study aimed to investigate the interactive role of BPNS with EI abilities in the prediction of academic engagement in a sample of Chinese university students.MethodsA questionnaire survey was administered to a sample of 466 university students. The data were analyzed using the SPSS (version 21.0) software. The first analysis consisted of descriptive statistics (including mean and standard deviation) and Pearson’s correlations among BPNS, EI, and academic engagement. Through structural equation modeling (SEM), direct and indirect effects were calculated.ResultsThe results showed that BPNS was positively associated with academic engagement and that only the Use of emotion dimension of EI mediated these associations.DiscussionThese results suggest that important interventions incorporated with BPNS and EI abilities, especially the use of emotion ability, may be performed to promote university students’ academic engagement.

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Section: Discussionmentioning

confidence: 99%

Section: Bpns and Academic Engagementmentioning

confidence: 99%

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

Chen

Zhang

2022

Front. Psychol.

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“…Individuals with high levels of PsyCap are motivated and nurtured by intrinsic motivation to become more driven and fulfilled and actively pursue their academic and professional goals. PsyCap has been shown to have a positive correlation between the outcome variables of supervisor-rated job performance (Abbas et al, 2014), academic performance (Carmona-Halty et al, 2021), and work engagement (Saleem et al, 2022b).…”

Section: Mediating Role Of Psychological Capitalmentioning

confidence: 99%

How does workplace support promote postdoctoral career growth? A conservation of resources perspective

Li,

Hu,

Song

et al. 2024

Front. Psychol.

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BackgroundPostdoctoral researchers are critical to scholarly advancements, and promoting postdoctoral career growth is an endogenous path to help postdocs break through the “encircled city of scientific research”. However, further research is needed to fully explore the mechanisms that connect workplace support to postdoctoral career growth.MethodsDrawing from the Conservation of Resources theory, this study proposes a chain mediation model that demonstrates how workplace support enhances career growth by connecting psychological capital with work-life balance. To understand the motivation and career growth of postdocs in China, we conducted two questionnaires in 2021 and 2023 with the support of relevant stations.ResultsAnalyzing 367 questionnaires from Chinese postdocs, our research indicates that workplace support has a positive impact on career growth. Additionally, both psychological capital and work-life balance are key factors that contribute to career growth, serving as separate mediators and as part of a chain of mediators.DiscussionThis study validates the appropriateness of the Conservation of Resources theory in the study of the influence mechanism of postdoctoral career growth and proposes targeted strategies for academic institutions to improve support systems, promoting more effective career development pathways.

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“…Due to college life's transformative nature, university students, especially newcomers, are particularly vulnerable to stress. They must adapt to being away from home for the first time, sustain high academic performance, and adjust to a new social atmosphere [29]. Furthermore, educational settings have a rare chance of meeting the expectations of a varied population of students who might be subjected to external stressors such as segregation; acculturative stress; financial pressure; and juggling home, job, and school obligations [26].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Regardless of their year of education, university students experience pressures linked to seeking a career or a future life partner [29]. This is never a positive experience while taking college classes because, with all the workload, college students begin to develop bad eating and sleeping habits.…”

Section: Literature Reviewmentioning

confidence: 99%

Validation of “Depression, Anxiety, and Stress Scales” and “Changes in Psychological Distress during COVID-19” among University Students in Malaysia

et al. 2023

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Objectives: This study assessed the reliability and validity of the DASS-21 self-reported measure in the context of COVID-19 on anxiety, stress, and depression. Through this Study, the psychological effect of COVID-19 on anxiety, tension, and depression amongst samples of students enrolled in 201 Malaysian private universities was assessed. Methods: The data were collected from university students through an online survey because of Malaysian Government Movement Control Order (MCO) restrictions. Two separate intervals were used for data collection (i.e., May and September 2020), as this period was associated with the pandemic. For scale validation, convergent, discriminant, and nomological validity criteria were used. Results: The outcome of a CFA model for DASS-21 yielded factor loading that is very significant. Therefore, the measure of the root means square error approximation (RMSEA) and the comparative fit index (CFI) are acceptable values that were produced, demonstrating a good fit for the data. Conclusions: This study was conducted in the Malaysian context to validate depression, anxiety, and stress among university students using the DASS-21 scale. Our findings support the reliability of using DASS-21 in the Malaysian cultural context. Lastly, we testified to the presence of depression, anxiety, and stress among university students through descriptive statistics and provided empirical evidence in this regard. Our results suggested that there was a significant presence of DASS among university students.

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Mindfulness Research: A Bibliometric Analysis

Cited by 5 publications

References 34 publications

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

The relationship between basic psychological needs satisfaction and university students’ academic engagement: The mediating effect of emotional intelligence

How does workplace support promote postdoctoral career growth? A conservation of resources perspective

Validation of “Depression, Anxiety, and Stress Scales” and “Changes in Psychological Distress during COVID-19” among University Students in Malaysia

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