Resilience in Young Adulthood: The Moderating Influences of Gender-related Personality Traits and Coping Flexibility

Lam, Chun Bun Ian; McBride‐Chang, Catherine

doi:10.1007/s11199-006-9159-z

Cited by 84 publications

(81 citation statements)

References 73 publications

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“…The methodology and results of our research show similarity with works in which (1) safety is a term that integrates the ideas of well-being, sustainability, and equal access to resources (hong & Eamon, 2012) and (2) the concept of safety correlates with the results of studies of individual resilience and hardiness (Lam & McBride-Chang, 2007;Maddi, 2002). We took this work into account in our studies, but at the same time, in contrast with foreign researchers and practitioners, we added both the sociopsychological factors that provide safety in the educational environment and an assessment of the level of psychological safety.…”

Section: Discussionsupporting

confidence: 52%

The psychological safety of the educational environment and the psychological well-being of Russian secondary school pupils and teachers

Baeva¹,

Bordovskaia²

2015

Psych. Rus.

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The interest of psychologists in the study of safety in the educational environment and its psychological characteristics is increasing. The aim of this study was to select, substantiate, and disclose the psychological factors in the educational environment that influence the psychological well-being of pupils. There were three stages in our research: clarifying the level of psychological safety in the schools in the study; revealing the consistency of the teachers' and the students' evaluations of the level of psychological safety in those schools; determining the nature of the influence of the psychological safety of the educational environment on the psychological well-being of the students. The study involved 172 teachers and 876 students in Moscow and St. Petersburg schools.Psychological safety is a condition of educational environments that are free from psychological violence in the interactions of the people in them; psychological safety contributes to the satisfaction of the needs for personal trust and communication, creates for the participants a sense of belonging (the referential importance of the environment), and contributes to their mental health.The empirical study revealed that (1) the level of the psychological safety of the educational environment in the evaluations of the teachers was higher and had more expressed differentiation than did the level in the students' evaluations; (2) the psychological well-being of the students was closely correlated with the level of psychological safety for the teachers; (3) such components of the well-being of the students as emotional comfort, self-confidence, a higher level of cognitive activity were developed in those schools with high levels of psychological safety for the teachers.The results can be useful in educational psychology and environmental psychology as well as when creating technologies to support the safety of school environments and of the people in them, including situations related to minimizing safety violations and reducing risks and threats.

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Section: Discussionsupporting

confidence: 52%

The psychological safety of the educational environment and the psychological well-being of Russian secondary school pupils and teachers

Baeva¹,

Bordovskaia²

2015

Psych. Rus.

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“…Research focusing on individual analysis (i.e., Dumont & Provost, 1999;Lam & McBride-Chang, 2007;Ong, Bergeman, Bisconti & Wallace, 2006) often ignored the broader context in which development occurs. Likewise, research on socialenvironmental factors (i.e., Bonanno et al, 2007) has not considered individual factors.…”

Section: The Present Studymentioning

confidence: 99%

“…The scale has an acceptable validity and test-retest reliability (Brand & Johnson, 1982). Lam and McBride-Chang (2007) reported the scale's α as 0.93. In the present study, the Cronbach alpha value was 0.93.…”

Section: Stressorsmentioning

confidence: 99%

Stressors and well‐being in low socio‐economic statusMalaysian adolescents: The role of resilience resources

Noor

Alwi

2013

Asian J of Social Psycho

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The present study examined the relationship between stressors, resilience resources, and well-being in adolescents with low socio-economic status in Malaysia. The specific aims were: (i) to differentiate between resilient and non-resilient adolescents in terms of their resilience resources; and (ii) to examine the role of resilience resources on the relationship between stressors and well-being. In a sample of 197 adolescents aged 12-16 years (mean = 13.77, sd = 1.49), results of the k-mean clustering technique identified 37.5% of the adolescents as resilient (high stressor, high well-being), 31.0% as maladjusted (high stressor, low well-being), and the rest, adapted (low stressor, high well-being). Resilient adolescents were found to have significantly higher scores on all the identified resilience resources (personality, mother-child communication, social support, school coherence, and teacher support) compared to the non-resilient maladjusted group. Results of structural equation modelling also showed that these resilience resources acted both as mediator and moderator in the relationship between stressors and well-being. These findings are discussed with respect to the current literature on resilience and well-being.

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“…More recently, studies have explored the moderating role of gender role orientation with ethnically-diverse samples. For example, Lam and McBride-Chang (2007) found that a greater masculine role orientation reduced the negative impact of stress on interpersonal functioning among Chinese American adolescents. Still, no known studies have explored the extent to which gender role orientation may moderate the association between daily hassles and African American adolescent females' psychological outcomes.…”

Section: Daily Hassles and African American Adolescent Females' Psychmentioning

confidence: 99%

Daily Hassles and African American Adolescent Females’ Psychological Functioning: Direct and Interactive Associations with Gender Role Orientation

et al. 2011

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Resilience in Young Adulthood: The Moderating Influences of Gender-related Personality Traits and Coping Flexibility

Cited by 84 publications

References 73 publications

The psychological safety of the educational environment and the psychological well-being of Russian secondary school pupils and teachers

The psychological safety of the educational environment and the psychological well-being of Russian secondary school pupils and teachers

Stressors and well‐being in low socio‐economic statusMalaysian adolescents: The role of resilience resources

Daily Hassles and African American Adolescent Females’ Psychological Functioning: Direct and Interactive Associations with Gender Role Orientation

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