Adversity and resilience science最新文献

The lack of a growth mindset in gifted students can be considered a potential risk factor for their resilience. The literature reveals significant relationships among growth mindset, resilience, emotion regulation, and prosocial behavior. This study aims to investigate the mediating roles of emotion regulation dimensions (e.g., internal-external, functional-dysfunctional) and prosocial behavior in the relationship between growth mindset and resilience in gifted students. The research includes a total of 261 gifted students, consisting of 153 boys (58.6%) and 108 girls (41.4%). The results indicate a positive and significant relationship between growth mindset and resilience. Furthermore, emotion regulation and prosocial behavior were found to play a mediating role in the relationship between growth mindset and resilience. Emotion regulation and prosocial behavior appear to bolster the positive effect of growth mindset on resilience, thereby enhancing the gifted students’ ability to cope with emotional and social difficulties. In this sense, interventions aimed at developing emotion regulation and prosocial behavior skills in gifted students can be said to be effective methods for strengthening the relationship between growth mindset and resilience.

Early life trauma (ELT) increases risk for adverse mental health outcomes, but the mechanisms linking ELT to adult negative emotional states (NEs) remain unclear. This study examined whether emotion regulation (ER), coping styles, and personality traits mediate this association. A cross-sectional study was conducted with 936 Portuguese adults who completed self-report measures of ELT, ER, coping, personality, and symptoms of depression, anxiety, and stress. Structural equation modeling and bootstrap mediation analyses (5,000 resamples) were performed. Participants with ELT reported higher depression, anxiety, and stress, greater expressive suppression, brooding rumination, emotional and avoidant coping, and higher neuroticism, alongside lower cognitive reappraisal, rational coping, extraversion, agreeableness, and conscientiousness. The structural model showed adequate fit. Brooding rumination, emotional coping, neuroticism, extraversion, agreeableness, and conscientiousness significantly mediated the association between ELT and NEs, with brooding, emotional coping, and neuroticism showing the strongest effects. The cross-sectional design prevents causal conclusions. Retrospective self-report measures may introduce recall bias and shared method variance. Generalizability may be limited by sample composition. ER strategies, coping styles, and personality traits are relevant mechanisms linking ELT to adult emotional distress. Maladaptive regulation processes and neuroticism may represent important intervention targets. Longitudinal studies are needed to clarify causal pathways.

Evidence suggests greater exposure to adverse childhood experiences (ACEs) may result in poor health outcomes and reduced functioning in adulthood. The dimensional model of adversity and psychopathology (DMAP) provides a framework for studying childhood adversity by differentiating experiences of threat (e.g. abuse, violence exposure) and deprivation (e.g. neglect, institutional rearing). Positive perspectives on the self and the future, including hope, have been identified as important factors promoting resilience following childhood adversity. Thus, we examined whether hope moderates the influence of different types of childhood adversity on resilience, in accordance with the DMAP framework. Undergraduates (N=778, 81.4% female) at a large public university completed an online survey including the ACEs Questionnaire, Brief Resilience Scale, and Trait Hope Scale. A moderation model controlling for gender was tested in R. Hope moderated the association between experiences of deprivation (β=0.21, p<.01) and resilience, but not experiences of threat (β=-0.04, p>.05) and resilience. A simple slopes analysis revealed that the negative association between deprivation and resilience was attenuated at higher levels of hope. Results suggest a potential benefit in facilitating hope for those who experienced deprivation in childhood, while recognizing that hope may be less helpful to target for those who experienced adversity in the form of threat.

Returning to work after maternity leave requires a great management of time and resources and could be a risk factor for women’s mental health. In addition, rigid maternal beliefs could create a cycle of negative thinking that undermines mothers’ resources. This paper aims to test the role of rigid maternal beliefs in the relationship between spirit at work, resilience, and poor mental health. A self-report questionnaire was administered to 200 Italian working mothers. A structural equation model with observed variables was implemented to investigate the relationship between spirit at work and poor mental health and test the mediator role of resilience and the moderator role of rigid maternal beliefs. Results show a significant negative effect of spirit at work on poor mental health mediated by resilience. Rigid maternal beliefs moderate the relationship between spirit at work and resilience, and the mediated effect decreases to non-significance with the increase of rigid maternal beliefs. Findings suggest that action can be taken on multiple fronts to improve working mothers’ mental health. Organizations can promote interventions to strengthen employees’ resources (e.g., spirit at work, resilience) and improve the management of rigid maternal beliefs. Integrating different psychological strategies can help women better manage adversity while supporting them in coping with working mothers’ challenges.

Positive childhood experiences (PCEs) represent a promising yet understudied pathway to resilience and adaptive functioning in adolescence. Self-regulation, a critical skill for emotional and behavioral control, may be cultivated through PCEs by fostering social connectedness and dispositional hope—factors theorized to promote future-oriented coping. This study aimed to examine the mediating role of hope and social connectedness on the relationship between PCEs and self-regulation success and failure in adolescence. A cross-sectional survey of 343 adolescents (aged 15–17) enrolled in high schools from Türkiye, assessed PCEs, self-regulation, social connectedness, and dispositional hope. Demographic variables, including gender, grade level, perceived socio-economic status, and academic achievement were controlled for in analyses. Serial mediation analyses using Hayes’s PROCESS macro (Model 6, 5,000 bootstraps) revealed that PCEs significantly predicted self-regulation success through hope, but not through social connectedness. The total indirect effect was significant (b = 0.288, 95% CI [0.207, 0.376]), with hope emerging as a strong predictor of self-regulation success (b = 0.462, p < .001), whereas social connectedness was not significant (b = 0.017, p = .647). The model explained 43% of variance in self-regulation success. In contrast, neither hope (b = 0.055, p = .096) nor social connectedness (b = 0.039, p = .250) mediated the relationship between PCEs and self-regulation failure, with the model explaining only 8.4% of variance. These findings highlight hope as the primary mechanism through which PCEs enhance adolescent self-regulatory capacity. Interventions targeting hope development may effectively strengthen the link between positive experiences and self-regulation success in adolescents.

University students frequently experience high levels of stress that can adversely affect their academic performance and mental well-being. Resilience and coping strategies play essential roles in effectively managing these stressors. This study examined the relationships between coping strategies—task-oriented, emotion-oriented, and avoidance-oriented—and resilience among 173 undergraduate students (67.6% female), aged 18–25 years (M = 21.4, SD = 1.8), at a university in southern Iran. Data were collected using the Connor–Davidson Resilience Scale and the Coping Inventory for Stressful Situations. Correlational analyses revealed low to moderate associations between coping dimensions and resilience: task-oriented coping was positively correlated with resilience, emotion-oriented coping was negatively correlated, and avoidance-oriented coping showed no significant relationship. Multiple regression analysis indicated that the set of coping strategies significantly predicted resilience (R² = 0.41, p < 0.001). Within this model, task-oriented coping was a strong positive predictor (β = 0.53, p < 0.001), whereas emotion-oriented coping negatively predicted resilience (β = − 0.25, p < 0.01); avoidance-oriented coping was not significant. Dominance analysis confirmed task-oriented coping as the most influential predictor, uniquely explaining 31.6% of the total explained variance, followed by emotion-oriented coping (7.2%) and avoidance-oriented coping (1.9%). These findings underscore the importance of the coping–resilience relationship in guiding strategies to foster adaptive coping and enhance resilience among university students.

Childhood experiences shape emotional development across the lifespan. While extensive research has focused on the negative impact of adverse childhood experiences, recent work highlights the potential of positive early experiences to support resilience and mental health. However, findings on their impact on emotional disorders remain mixed. This meta-analysis examines the relationship between positive childhood experiences and emotional disorders, particularly depression and anxiety, and explores potential moderators explaining variability across studies.

Twenty-eight studies were included in this meta-analysis. Eligible studies were required to assess positive childhood experiences in relation to depression or anxiety, report empirical quantitative data, and be peer-reviewed. A random-effects meta-analysis was conducted to account for variability across studies. Heterogeneity was assessed using Cochran’s Q and I²; publication bias was evaluated via funnel plots, the trim-and-fill method, and Egger’s test. Meta-regression examined continuous moderators (mean age, study quality, mean ACEs, female percentage), while subgroup analyses explored categorical ones.

A significant negative association was found between positive childhood experiences and emotional disorders, with pooled effect sizes indicating significant associations for both depression and anxiety. Significant heterogeneity was observed. Meta-regressions indicated that the protective effect of positive experiences attenuated with age and decreased in studies with higher methodological quality.

Findings support the adaptive role of positive childhood experiences in emotional disorders, with higher experiences linked to lower depression and anxiety. Interventions aimed at strengthening supportive environments in childhood could play a key role in reducing the long-term risk of depression and anxiety.

Adults with greater adverse childhood experiences (ACEs) report greater relational distress and lower relationship satisfaction than those with fewer. Enhanced risk amongst those with more ACEs may be due to increased stress sensitization. Having young children in the home is one period of stress that may operate as a window for intervention to support relational and mental health, particularly for those with a history of ACEs. The ‘Love Together, Parent Together’ (L2P2) program was designed to prevent relationship deterioration amongst couples by teaching conflict reappraisal strategies. The current study is a secondary analysis of a randomized controlled trial of L2P2 to assess whether participation in L2P2 thwarts the negative impact of ACEs on parent mental health (i.e., psychological distress) and relationship quality, respectively. Two hundred eighty participants (nested within 140 couples) were included in the current sample. Participants completed pre-, 1-week-post and 1- and 3-month follow-up surveys measuring ACEs (baseline only), relationship quality (Perceived Relationship Quality Components Inventory), and psychological distress (Kessler Psychological Distress Scale). Couples in the L2P2 group completed three writing sessions to learn and apply conflict reappraisal strategies. Couples in the control group engaged in an inactive writing task. Based on piecewise latent growth curve modelling, ACEs did not predict weekly changes in relational or psychological outcomes in our sample across the study period, nor did the relationship between ACEs and weekly changes in outcomes depend on group assignment (i.e., no significant interaction effects). This study furthers our understanding of the complex relationship between ACEs, parents’ mental health, and relationship quality in the context of a couple intervention.

Children with moderate-to-profound intellectual disabilities face substantial and cumulative exposure to adversity, yet the developmental timing, accumulation, and resilience processes shaping their lives remain poorly understood. This qualitative multiple-case study examined the experiences seven families through a life-course lens. Data included semi-structured parent interviews, a brief orally administered adversity checklist, and multidisciplinary case files. Analyses reconstructed family trajectories across six developmental phases and examined cross-case patterns. Adversity was frequent, layered, and prolonged across medical, caregiving, relational, and systemic domains, typically beginning prenatally. Additional exposures clustered at transitions and intensive contacts, and burden was higher when services were fragmented or poorly matched. Many stressors originated in medical or family circumstances. The organization and continuity of care also shaped how adversity accumulated and was managed over time: when care was relationally attuned, collaborative, and responsive to individual needs. Parents described enduring experiences of living loss, grief linked to altered milestones and ongoing medical risk, alongside continuous efforts to sustain resilience in everyday family life. Resilience emerged as a dynamic, co-produced process supported by children’s sociability and perseverance, parental advocacy and attunement, and stable, proportionate supports (e.g. day services, respite). Cross-phase matrices and cross-case synthesis from the interview–checklist–file triangulation enabled a developmental reconstruction of how adversity and adaptation evolved across family, clinical, and service contexts. with parents preferring an interview-first sequence. These analyses showed phase-specific clustering at transitions and organization-dependent load, refining conceptualizations of adversity and identifying practice priorities for trauma-aware, family-centered care that support resilient functioning.

Academic engagement (i.e., constructive, enthusiastic, emotionally positive, and focused participation in school) is associated with the ability to adaptively cope with academic setbacks, challenges, and failures. Due to marginalization, adverse life events, and lack of resources being more common among ethnoracial minoritized youth and those from economically marginalized communities, these children are also more likely to live and learn in a context that presents barriers to their academic engagement. Given that academic engagement is associated with academic achievement, social support, and positive self-regard, it is critical to identify interventions that foster academic engagement. Prior research finds that the Resilience Builder Program^® (RBP), a group intervention implemented in schools with youth with psychosocial difficulties, increased students’ classroom engagement and academic motivation. The current study expanded on previous findings to determine if this improved academic engagement was associated with improvement in other related domains. Using a sample comprised predominately of ethnoracial minoritized and economically marginalized youth (N = 47), results found that these students had lower baseline engagement scores than the population mean, but this disparity disappeared after the RBP intervention. Additionally, the increase in engagement was significantly related to improvements in academic ability, adaptability, attention, and resilience. These results speak to the value of resilience skills and academic engagement in promoting a number of important academic and socioemotional skills in marginalized youth.