Psychology Hub

Peer Rejection And Mental Health Outcomes In Adolescents: The Indirect Effects Of Repeated Rejection In A Three-Month Follow-Up

Tue, 28 Apr 2026 00:00:00 +0000

This longitudinal study examines the long-term impacts of peer rejection on mental health among adolescents, with a specific focus on the indirect effects of repeated rejection. Data were collected from 478 students at two time points during the 2023–2024 academic year in Hanoi, Vietnam. Peer rejection was measured using a composite scale based on established tools, and mental health outcomes were assessed using the Strengths and Difficulties Questionnaire (SDQ). Partial Least Squares Structural Equation Modelling (PLS-SEM) was employed to analyse the relationships between variables. The results indicate that peer rejection at Time 1 (T1) significantly predicts both internalising problems (β = .207, p < .001) and externalising problems (β = .135, p = .035) at Time 2 (T2). Additionally, peer rejection at T1 significantly predicts repeated rejection at T2 (β = .627, p < .001). Furthermore, repeated rejection at T2 also significantly predicts internalising (β = .374, p < .001) and externalising problems (β = .281, p < .001) at T2. Indirect effect analysis shows that repeated rejection at T2 partially explains the relationship between early peer rejection and subsequent mental health problems, specifically internalising (β = .235, p < .001) and externalising problems (β = .176, p < .001). These findings highlight the detrimental effects of repeated peer rejection on adolescent mental health, underscoring the need for early interventions and targeted support in school environments. Addressing repeated peer rejection could help mitigate its long-term impact on both emotional and behavioural outcomes.

“The Space Where I Can Feel Like Myself”: Narratives of Change in Analytic Psychodrama

Francesca Alby, Matteo Alpini — Tue, 28 Apr 2026 00:00:00 +0000

This exploratory qualitative study examines how participants describe and interpret their experience in analytic psychodrama groups. Six semi-structured interviews with adults who attended SIPsA-affiliated groups were analyzed using thematic and discursive analysis. Four areas emerged: motivations for entering therapy, the lived experience of the group, comparisons with individual psychotherapy, and perceived changes. Participants described entering psychodrama in response to escalating emotional distress, portraying the group as a space of belonging, depth, and expressive freedom. Compared to individual therapy, psychodrama was experienced as more dynamic and stimulating, quicker in fostering change. Reported changes included greater emotional awareness, assertiveness, and a sense of identity transformation. Participants constructed these experiences through metaphors (e.g., “chain reaction”) and contrasts (e.g., before/after). Their narratives suggest that psychodrama resonates with broader contemporary imaginaries of psychological care as a process of renewal, self-construction, and meaningful connection with others. Despite the limits of a small sample, the study offers initial insights into analytic psychodrama as both a therapeutic and socio-cultural phenomenon.

Acceptance of Disability and Psychological Well-being of Students with Mobility Disability: Mediating Role of Perseverance of Effort

Suneel Kumar, Saroj Verma, Swaran Lata — Tue, 28 Apr 2026 00:00:00 +0000

Psychological well-being includes happiness and contentment, low distress levels, and a positive physical and mental outlook. The psychological well-being of students with disabilities is influenced by various factors, including their acceptance of disability and their ability to persevere despite challenges. This study aims to explore the relationship between the variables and the mediating role of perseverance of effort in the relationship between acceptance of disability and psychological well-being among students with mobility disabilities. A sample of 114 students with mobility disabilities was recruited from various institutions in Uttar Pradesh to assess their levels of disability acceptance, perseverance, and psychological well-being. The results indicate that acceptance of disability positively correlates with psychological well-being, and this relationship is mediated by perseverance of effort. Students who have accepted their disability are more likely to demonstrate perseverance, which enhances their psychological well-being. These findings highlight the importance of fostering both disability acceptance and perseverance to support the mental health and overall well-being of students with mobility disabilities. Interventions aimed at promoting acceptance of disability and encouraging persistence and perseverance may serve as valuable resources in promoting positive psychological outcomes for this population.

The Influence of Parenting Styles on Academic Procrastination: The Mediating Role of Social Media Use

Monika Monika, Manju Manju — Tue, 28 Apr 2026 00:00:00 +0000

Academic procrastination is a prevalent issue among college students, influenced by multiple psychological and environmental factors. The present study investigates the relationship between parenting styles and academic procrastination, with social media use (problematic social media use) considered as a potential mediating factor. Data were collected from a sample of 200 college students aged 18–22 years. Self-report measures, including the Academic Procrastination Scale, Parental Authority Questionnaire, and Social Media Addiction Scale (used to assess the intensity of social media use), were administered. Correlation analyses revealed significant associations among parenting styles, social media use, and academic procrastination. Mediation analysis was conducted using Hayes’ PROCESS macro (Model 4) with bootstrapped confidence intervals (5,000 resamples). Mediation analysis indicated that social media use partially mediated the relationship between authoritarian parenting (indirect effect B = .2755, Bootstrap 95% CI: .043; .498) and authoritative parenting (indirect effect B = −.589, Bootstrap 95% CI: −.836; −.372) with academic procrastination. The models explained 48.75% and 43.36% of the variance in academic procrastination, respectively. Authoritarian parenting was associated with higher levels of social media use and academic procrastination, whereas authoritative parenting was associated with lower levels of both. These findings highlight the complex interplay between parenting styles, social media use, and academic behaviors, suggesting potential targets for intervention. In sum, social media use appears to be an important pathway linking parenting styles with academic procrastination among college students.

Work Engagement Under Pressure: The Role of Compassion Fatigue and Organizational Resources in Residential Child Care

Marzia Saglietti, Matteo Alpini — Tue, 28 Apr 2026 00:00:00 +0000

Purpose: Drawing on an Italian study conducted in residential care for children (RCC) and guided by the Job Demands-Resources Model, this research examines how work engagement (WE) among staff operates under pressure from demanding working conditions and compassion fatigue (CF). We aimed to explore the balance between organizational resources (teamwork, supervision, training) and job demands (BO, and STS) in shaping WE levels, unlike prior studies viewing WE as an antecedent of CF, this study tests the reverse, whether CF predicts WE. Consistent with the JD–R model, we hypothesized that organizational resources would positively predict WE, whereas BO and STS would negatively predict it (H1). We also expected that STS would affect WE indirectly through BO, with the overall STS–WE effect being primarily indirect once BO was considered (H2). Method: Data were collected through a customized anonymous online survey with 243 RCC staff members across Italy. Descriptive statistics, regression, and path analysis were employed for data analysis. Results: RCC staff reported high work engagement (WE) alongside elevated compassion fatigue (CF), suggesting that engagement is sustained under significant emotional pressure. Relative to normative data from similar professional populations, both WE and CF scores were well above average. WE was positively associated with teamwork quality and negatively influenced by burnout (BO) and secondary traumatic stress (STS), with STS indirectly reducing WE through increased BO. Discussion: The study highlights how, even in contexts of intense emotional strain and CF, RCC staff maintain high WE, though this engagement operates under considerable pressure. These findings identify key job demands and resources that affect WE and suggest targeted strategies to support staff wellbeing, enhance job retention, and sustain motivation in such care environments.

A Path to Solidarity: The Mediating Role of Self-Transcendence Values in the Relationship Between Perceived Anomie and Collective Action

Flavia Albarello, Martina Camera, Valentina Rizzoli, Antonio Pierro — Tue, 28 Apr 2026 00:00:00 +0000

This study investigated whether perceived anomie can foster engagement in collective action, particularly in favour of marginalised groups, such as immigrants. Building on recent research suggesting that anomie may trigger prosocial values like benevolence and universalism, we tested the hypothesis that self-transcendence values mediate the relationship between perceived anomie and collective action intentions. A sample of 298 Italian participants completed validated measures of anomie perception, personal values (Schwartz’s model), and collective action support. Mediation analysis indicated that perceived anomie positively predicted self-transcendence values, which, in turn, significantly predicted support for collective action. The direct effect of anomie on collective action was non-significant, whereas the indirect effect via self-transcendence was significant, supporting the mediation hypothesis. These findings suggest that perceptions of societal breakdown may foster prosocial engagement by activating altruistic value orientations.

The Effectiveness of Psychodrama Applied To Children Aged 4−12 : A Systematic Literature Review

Ayşe Sevim Özkan, Doğmuş Yağmur Ulusoy — Tue, 28 Apr 2026 00:00:00 +0000

Children experiencing internalized or externalized behavioral problems are likely to seek psychological support. Psychodrama, which enables issues to be acted out rather than merely discussed, stands out as an effective psychotherapy method for children in this context. This study aims to systematically review empirical evidence examining the effect of psychodrama interventions on internalized and externalized behaviors in children aged 4–12. This study searched for experimental studies published in English in peer-reviewed journals, indexed in EBSCOhost, Scopus, PubMed, ScienceDirect, and ERIC databases, between 2001 and 2025, examining the effectiveness of psychodrama on children. The findings suggest that psychodrama is effective in reducing externalized behaviors, such as aggression, in children, while also developing their social-emotional skills, including emotion regulation, self-perception, empathy, and communication. The selection bias, performance bias, and attribution bias dimensions of the included studies were uncertain or high risk, which is reflected in the recommendations for careful interpretation of the results. In conclusion, the findings indicate that psychodrama is a sensitive and effective intervention method for addressing internalized and externalized behavioral problems in childhood. However, future research should focus on increasing methodological transparency and strengthening experimental designs.