This study examines the correlation between self-regulated learning (SRL) and psychological well-being (PWB) in students in the online learning environment. Previous research suggests that these concepts are positively correlated, i.e. that application of SRL contributes to better PWB or vice versa. However, most studies on this relation have been performed with the traditional/in-person learning environment as context. Therefore, there is a lack of insight into how this relation might behave in the online learning environment, which is currently employed by many universities due to the ongoing Covid-19 pandemic. Thus, in this study, SRL and PWB were measured across 6 subscales each in students at KTH in order to perform a correlation analysis between the subscales of the two concepts. The aim is to gain in-sight into the relationship between SRL and PWB, which could be useful for teachers in assisting their students’ utilization of SRL and in turn improve their PWB.  Data was gathered through an online survey which was administered to students at KTH through a course and was published on an online forum for KTH students on Facebook in the year 2021. The survey received 103 responses. The data was analyzed using Spearman rank correlation analysis, which revealed mostly statistically insignificant correlations, or statistically significant but weak correlations between the subscales within SRL and PWB. The results show an overall weaker correlation between SRL and PWB compared to the results of previous studies. The large number of insignificant correlations might indicate that the sample size was insufficient for the method and tools used. In conclusion, the results of this study did not reveal much meaningful information on the relation between SRL and PWB in students in the online learning environment. / I denna studie undersöktes korrelationen mellan självreglerat lärande (SRL) och psykologiskt välmående (PWB) i online-lärandemiljön. Tidigare forskning har visat att dessa koncept är positivt relaterade, dvs. att användning av SRL kan bidra till bättre psykologiskt välmående eller vice versa. Tidigare studier som undersöker denna relation har undersökt frågan med den traditionella lärandemiljön som kontext, där studenter och lärare träffas i person. Det finns därför en kunskapslucka gällande hur denna relation ser ut i online-lärandemiljön, som i skrivande stund används av många lärosäten på grund av den rådande Covid-19 pandemin. Därför har i denna studie PWB och SRL mätts över 6 delskalor var hos studenter på KTH för att utföra en korrelationsanalys mellan delskalorna av de två koncepten. Syftet var att få insikt i relationen mellan SRL och PWB med målet att det kan hjälpa lärare assistera deras studenter applicera SRL strategier och då bidra till bättre PWB hos studenter i online-lärandemiljön. Data samlades in med en online-enkät som delades ut till studenter på KTH genom en kurs och publicerades på ett online-forum för KTH studenter på Facebook året 2021. Enkäten fick 103 svar. Datan undersöktes med Spearmans rangkorrelationsmatris, som visade mestadels icke-signifikanta korrelationer, eller signifikanta, men svaga, korrelationer mellan delskalorna inom SRL och PWB. Resultaten av denna studie visar på svagare relation mellan SRL och PWB jämfört med resultat i tidigare studier. Det stora antalet icke signifikanta korrelationer kan tyda på att sampel-storleken var för liten för instrumenten som användes. Sammanfattningsvis så gav inte denna studie mycket betydelse-full insikt i relationen mellan SRL och PWB i online lärandemiljön.

Financial illiteracy broadly affects people’s financial and economic well-being. The purpose of this thesis is to identify how the magnitudes of financial literacy determinants change under different residency settings. A county-level calculation of financial literacy is created, and logit and negative binomial regressions are employed to compare the relationship between demographic variables and financial literacy in metro/non-metro and urban/rural counties. Data on individual’s financial knowledge and personal characteristics is obtained from the FINRA National Financial Capability Study. Urban and rural residency is determined using USDA ERS Rural-Urban Continuum Codes and the Index of Relative Rurality. These results provide an improved understanding of who is more likely to experience higher and lower financial literacy and may be useful for policymakers and educators wanting to provide targeted resources for improving financial literacy in their area.

Objectives The purpose of this study was to examine the influences of spiritual well-being and parenting styles on USA nursing students’ psychological well-being and suicidal ideation. Methods This was a cross sectional, descriptive research design. The structured questionnaires were used to do the data collection. There were 404 nursing students were recruited from a Midwest University in the USA. The mean age was 24.53 (SD = 6.14). There were 53 Male (13.1%) and 351 Female (86.9%). The SPSS 28th version was used to do the data analysis. The descriptive data analysis, Pearson Correlation, and Step-wise Multiple Regressions were used to solve the research questions. Results Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant positive relationships with nursing students’ psychological well- being. Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant reverse relationships with nursing students’ suicidal ideation. Their parents’ rearing attitude: child monitor, inductive reasoning, communication, positive reinforcement, involvement, and the total scores of positive rearing attitude had statistically significant positive relationships with nursing students’ psychological well-being. Their parents’ rearing attitude: communication, positive reinforcement, and the total scores of positive rearing attitude had statistically significant reverse relationships with nursing students’ suicide ideation. Their parents’ harsh discipline and the total scores of negative rearing attitude had statistically significant positive relationships with nursing students’ suicide ideation. Discussion In this study, life satisfaction/self-actualization, life/self-responsibility, positive reinforcement, and faith/belief were the significant predictors of nursing students’ psychological well-being. Total scores of spiritual well-being and positive reinforcement were significant predictors of nursing students’ suicidal ideation. Higher score of total scores of spiritual well-being and positive reinforcement were found to predict decreasing nursing students’ suicidal ideation.

Background Nursing professional health courses have been reported to be very exhaustive and stressful, with most nursing students reporting moderate levels of stress. Purpose This study was designed to compare the spiritual well-being, coping strategies, psychological well-being, anxiety, depression, and suicidal ideation between Taiwanese and Australian nursing students. Methods Three hundred eighty-one nursing students (180 from Taiwan and 201 from Australia) were recruited for this cross-sectional comparative research study. The Psychological Well-being Scale, Spiritual Well-being Scale, Coping Strategies Inventory Short-Form, Hamilton Anxiety Scale, Zung Depression Scale, and Brief Screen for Adolescent Depression Scale were used to collect data. SPSS 27.0 was used for data analysis. Descriptive data analysis, chi-square tests, independent t test, Pearson correlations, and stepwise multiple regressions were used to examine the research questions. Results Students in Australia had higher mean scores than Taiwanese nursing students for psychological well-being, life satisfaction/self-actualization, and using problem-focused disengagement coping strategies, whereas Taiwanese students had higher mean scores for using emotion-focused engagement coping strategies and depression than their Australian nursing students. Spiritual well-being and problem-focused disengagement were shown to be significantly and positively related to psychological well-being and significantly and negatively related to anxiety, depression, and suicidal ideation in both groups. No significant difference between Australian students and Taiwanese students was found in anxiety, suicidal ideation, and negative-emotion-related alcohol use. Conclusions/Implications for Practice The multiple regressions performed in this study support life satisfaction/self-actualization and the emotion-focused disengagement coping strategy as significant predictors of anxiety, depression, and suicidal ideation in both student groups. The findings of this study help nursing program faculty better understand the key factors of influence on nursing student mental health and provide a conceptual framework for using problem-focused coping strategies and spiritual education on students.

This dissertation study reports on a survey of teacher wellbeing during the COVID-19 pandemic. Using an ecological, strengths-based adaptation to Herman and colleagues’ (2020) 3C model for teacher wellbeing, the current study examined teachers’ contexts, working conditions supporting their feelings of competence, and coping (i.e., positive emotional state). Measures included the Measure of Stressors and Supports for Teachers (MOST) and COVID-19-specific measures created by the research team. The research was guided by the following questions: (1) What profiles emerge from teachers’ ratings of their context and competence? (2) Do these profiles of context and competence predict teachers’ abilities to cope, as measured by their positive emotional state? I hypothesized that four profiles would emerge: high context-high competence, low context-low competence, high context-low competence, and low context-high competence and that these profiles would be predictive of teachers’ emotional states. Using latent profile analysis, I found that the best-fitting solution had three profiles with high, medium, or low scores across all measures. A four-profile solution is also discussed. I discuss the findings and future research directions aimed at promoting teacher well-being in schools. / School Psychology

Background: refugee children are children who have lost their homes, families, neighborhoods, and lifestyle routines and have moved to another country. They are at risk of mental health problems due to the traumatic experiences and stressors. 9 in 10 refugee children live in refugee camps in low and middle-income countries which have limited access to resources, services, and better living conditions. Four themes were identified as factors promoting children’s mental health in refugee camps. Positive relationships, education, access to health care services, and community support Methods: 274 articles were identified for this studying using the same search strings on all 5 selected databases (PsyINFO, Psychology database, Scopus, Pubmed, Sociological Abstract) 108 duplicates were removed, and the abstract and title screen was done for 166 articles. only 25 articles went through the full-text screening using specific inclusion and exclusion criteria. 7 articles were finally included in this study. Results: Results indicated that children feel happy, safe, and secure, and expressed positive behaviors when they are surrounded by quality family and peer relationships when they can have access to educational opportunities, and when they have a supportive and engaging community that provide them resources and recreational activities.

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Yes / The aim of this paper is to explore eleven year old children's understanding of well-being through their completion of Well-Being Maps and subsequent interviews on their content. The children were asked to describe the people, places and things which they viewed as important to their sense of well-being. The subsequent interviews explored their rationalisations for their choices. Ninety-two eleven year old children attending four schools with varying levels of deprivation and ethnic diversity took part in the study. This is the first section of an English study which is a part of the Multi-National Children's Understanding of Well-Being Study involving 26 countries which aims to explore how children conceptualise and experience well-being from a comparative and global perspective. Commonalities and divergences in the English children's responses were explored. Across the entire sample of 92 children, there were clear commonalities. Relationships with family, predominantly parents, were viewed as very important. The reasons provided were consistent love and affection; constant support, encouragement and protection; fun to be with. The duration of this quality of parent-child interaction appeared to be the key. Trust and a sense of security were the result. Relationships with friends were deemed important by over two thirds of the children. The qualities of these relationships mirrored those with the parents with a sense of trust and security being present. Where places and activities were included on their maps, they were often linked to important relationships. Activities appeared to be important in acknowledging the relationship but also maintaining it. Activities were also valued by the children for skill development. There were some differences across the sample with relationships with friends and grandparents being more reported as important in the two areas of high deprivation, irrespective of ethnic diversity. The level of material possessions and holidays abroad were much more frequently reported in the school serving the low deprivation area. At times, the explanations for differences appeared to be an interplay of socio-economic factors and religious and cultural traditions. Suggestions for further research on children's perspectives on factors important to their well-being are made. / Health Foundation, England