https://www.um.edu.mt/library/oar/handle/123456789/3963 2026-04-19T15:00:16Z 2026-04-19T15:00:16Z Vella, Timothy Vassallo, Jeannine https://www.um.edu.mt/library/oar/handle/123456789/144942 2026-03-18T06:25:00Z 2026-01-01T00:00:00Z

Title: Bullying dynamics among adolescents in Malta : prevalence, patterns, and impacts on wellbeing Authors: Vella, Timothy; Vassallo, Jeannine Abstract: Bullying remains one of the most prevalent threats to adolescents’ wellbeing and mental health worldwide. This study examines the prevalence, nature, and impact of bullying and cyberbullying among 3,456 adolescents in Malta, specifically students attending Year 7, 9 or 11 in Malta’s mainstream schools (age 11-16 years), focusing on victimisation and perpetration experiences across different gender and school years. Face-to-face bullying, notably verbal abuse and social exclusion, were the most prevalent bullying forms. Boys were more likely to experience physical bullying, while girls more often experienced social exclusion. Younger students were more frequently involved in bullying perpetration and victimisation, and were more likely to intervene in bullying situations. Furthermore, the research demonstrates that both victims and perpetrators of bullying tend to experience lower levels of life satisfaction and self-esteem. This study contributes to a deeper understanding of bullying dynamics in Malta and offers insights for developing effective anti-bullying strategies in educational settings.

2026-01-01T00:00:00Z Farrugia, Lawrence Borg, Colin Torrilla, Leanne https://www.um.edu.mt/library/oar/handle/123456789/143629 2026-02-12T14:00:52Z 2026-01-01T00:00:00Z

Title: Classroom-related emotions through the lens of students’ academic concerns in higher education Authors: Farrugia, Lawrence; Borg, Colin; Torrilla, Leanne Abstract: Understanding how students’ academic concerns give rise to their emotions during classes is essential for fostering emotionally supportive and engaging higher education environments. While emotions in learning have been widely studied, less is known about how specific academic concerns act as antecedents that help explain students’ classroom-related emotions. This study examined how students’ concerns about lecture content, in-class engagement, workload, and competing roles influence the emotions they experience during classes in higher education. Data was collected from 380 undergraduate and postgraduate students, of whom 65.5% were female and the largest age group was 18–24 years (60.3%), enrolled at a Maltese higher education institution through an anonymous online questionnaire. A concurrent mixed-methods design was employed. Quantitative data were analysed using descriptive statistics and Kruskal-Wallis tests, while qualitative responses were examined through inductive thematic analysis to identify key concern areas. Results revealed significant differences in emotional responses by age and programme type, with younger students reporting higher levels of boredom, shame, and anxiety. Four main areas of concern emerged from qualitative data analysis: lecture relevance, engagement, workload balance, and wellbeing. Addressing these concerns through pedagogical design and psychosocial support can foster positive emotions, engagement, and emotional wellbeing in higher education.

2026-01-01T00:00:00Z Abela, Claire Atkins, Elaine Zammit, Isabelle https://www.um.edu.mt/library/oar/handle/123456789/142200 2025-12-15T12:56:22Z 2025-01-01T00:00:00Z

Title: Subjective well-being among students in postsecondary vocational education in Malta Authors: Abela, Claire; Atkins, Elaine; Zammit, Isabelle Abstract: Subjective Well-Being (SWB) has emerged as a vital indicator of student mental health and educational success. This study investigates SWB among students in a postsecondary vocational education setting in Malta. Against a backdrop of increasing global and local mental health concerns among young people, the present study explores SWB within a multidimensional framework encompassing life satisfaction and positive and negative affectivity. Data were collected from 391 students aged 16–46 (M = 19) through the Brief Multidimensional Students’ Life Satisfaction Scale and the Positive and Negative Affect Schedule. Demographic and contextual variables such as age, socio-economic status, level of studies, perceived responsibilities, perceived health, and student-lecturer relationships, showed significant associations with SWB outcomes. Notably, students with mental health conditions or learning disabilities reported low SWB. The study underscores the importance of fostering supportive educational environments, particularly for those at risk in their SWB, and highlights SWB as a key factor in educational and psychological interventions aimed at improving student outcomes.

2025-01-01T00:00:00Z Cefai, Carmel https://www.um.edu.mt/library/oar/handle/123456789/141944 2025-12-04T14:05:32Z 2025-01-01T00:00:00Z

Title: Editorial [International Journal of Emotional Education, 17(2)] Authors: Cefai, Carmel Abstract: The wellbeing and mental health of schoolteachers and educators have been receiving increasing attention due to the reported high levels of stress, putting teachers at risk of burnout, attrition and mental health issues. The nature of the profession itself, deeply rooted in complex social interactions, warrants proactive strategies to promote and protect teachers’ wellbeing through preventative policies and practices as well interventions to support teachers in managing effectively the stresses of the profession. In a critical discussion of this theme, Cavioni and colleagues (Italy) argue that this issue cannot be effectively addressed through isolated or exclusive individual-level strategies, but through an acknowledgment of the interdependent personal, relational and institutional nature of teacher wellbeing as well as systemic, preventive, and structured approaches embedded within educational policy and practice. Construing teacher wellbeing and mental health as a matter of personal responsibility ostracised from the organisational, relational and systemic contexts in which the profession is situated, only serves to prolong and exacerbate the challenges and increase teacher burnout and attrition. [excerpt]

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