https://www.um.edu.mt/library/oar/handle/123456789/3962 2026-09-19T06:27:39Z https://www.um.edu.mt/library/oar/handle/123456789/148978 Title: Beyond linear mediation : general executive organization with inhibitory specificity linking logical reasoning and emotion regulation in childhood Authors: Prada-Rodríguez, Eduin Alexander; Martelo-Gomez, Eder Santiago Abstract: The integration of cognitive and emotional processes represents a central issue in developmental neuroscience. During childhood, maturation of frontoparietal and frontolimbic networks supports the development of logical reasoning, executive control, and emotion regulation. A theoretical debate remains, with some models conceptualising executive components as independent mediators of emotion regulation, whereas recent approaches propose a general executive-factor organization, with domain-specific pathways, integrating differentiated emotional dimensions. This discrepancy implies competing empirical specifications of the cognitive-emotional architecture of childhood, the topic examined in the present study. A total of 391 Colombian children aged 6–11 years participated in the study. A linear mediation model was compared with a hierarchical model using structural equation modelling. The linear model, specifying executive functions as parallel mediators and emotion regulation as a unidimensional construct, showed poor fit, whereas the hierarchical specification incorporating a general executive factor showed improved, though not uniformly superior, fit once measurement and structural specifications were held comparable. Logical reasoning was significantly associated with a general executive factor explaining variance in adaptive regulation and emotional lability. Directly comparable nested models indicated that among the hierarchical specifications tested, the parsimonious model retaining one specific inhibitory-control pathway (FECI→RE_Lab) was preferred, providing structural evidence from a Latin American sample and advancing understanding of emotion regulation in educational contexts. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148756 Title: Teacher-perpetrated bullying, resilience, and student functioning : a retrospective investigation among Greek university students Abstract: Teacher bullying refers to repeated, harmful behaviour by educators toward students within a power-imbalanced relationship and is experienced by up to 90% of students globally. Resilience is the capacity to adapt and recover from adversity through individual and contextual resources. Despite the potential for resilience to moderate the negative effects of teacher bullying, research is limited. Preliminary evidence from Greece suggests that resilience factors such as self-confidence and social support can moderate these negative effects among primary students. However, whether such protective mechanisms persist across developmental transitions into university contexts remains unexplored. This cross-sectional study, explored prevalence rates and whether resilience moderated the effect of teacher bullying on psychological distress, academic motivation, and college adjustment with self-report survey data from 48 Greek university students. Results indicated 43.8% experienced teacher bullying during K-12 education. Resilience significantly moderated the relationship between teacher bullying and psychological distress, with highly resilient students reporting fewer adverse psychological effects despite bullying exposure. Findings from this culturally informed investigation help to address a critical gap in understanding how resilience operates against authority-based victimisation in contexts where traditional protective systems may become sources of risk. Description: M.A.(Melit.) 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148753 Title: NGO staff perspectives on educational and psychosocial support of unaccompanied refugee minors in Greece : a qualitative study Abstract: This study explores how staff members at a non-governmental organization (NGO) in Athens, Greece understand and evaluate their role in supporting unaccompanied refugee minors (URMs) through educational and psychosocial interventions. Drawing on multisystemic resilience theory and Papadopoulos’ synergic approach, the literature review emphasizes how post-migration support systems, such as schools and NGOs, play a pivotal role in URMs’ adaptation, well-being, and identity development. Despite existing legal protections, URMs in Greece face fragmented services and psychosocial vulnerabilities, underscoring the urgent need for relational, stable, and trauma-informed support. The research employed a qualitative design using semi-structured interviews with eight current and former NGO staff members selected through purposive sampling. Data were analysed through Braun and Clarke’s thematic analysis, revealing four main themes: constructing spaces of safety, navigating emotional and systemic challenges, addressing diverse needs, and staff reflections on sustainability. Findings show that staff played a critical role in fostering belonging, empowerment, and coping among URMs, but also encountered emotional strain and structural fragility due to limited state coordination, inconsistent funding, and lack of training. The study highlights the emotional, cultural, and systemic dimensions of resilience building and advocates for stronger inter-agency collaboration, professional development, and long-term planning. By centering staff voices, this research offers a grounded perspective on how NGOs support URMs' psychosocial and educational needs and contributes to filling an important gap in existing literature. The implications extend to NGO practice, educational policy, and refugee care frameworks across Europe. Description: M.A.(Melit.) 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148750 Title: Teacher resilience and well-being : a comparative study of primary and secondary education professionals Abstract: Teaching is a meaningful and rewarding profession that cultivates positive emotions, deep professional engagements, and enriching relationships with students, colleagues, and families. Many educators feel strongly accomplished by observing their students’ academic and personal development. However, the profession also presents significant challenges. Teachers often encounter stressors such as excessive workloads, interpersonal conflict, student misbehavior, and inadequate working conditions. These ongoing challenges can negatively impact their well-being and resilience. According to Beltman (2015), teacher resilience means the ability of individual to solve challenges and use personal and contextual resources and it is a dynamic process where personal traits interact with professional context over time and resulting a teacher who maintains their professional commitment, experiences growth, and sustains their well-being. Dimensions of teachers’ resilience tin The Multidimensional Teachers’ Resilience Scale that are observed in this study includes emotional resilience, motivational resilience, social resilience, and professional resilience (Beltman, 2020). While well-being as explained by Seligman (2003) includes five components known as PERMA, positive emotion, engagement, relationships, meaning and purpose, and accomplishment. Thus, teachers’ resilience and well-being are crucial factors for sustaining quality education in challenging school environments. This study aimed to examine the relationship of teachers’ resilience and teachers’ well-being, and how these variables interact with perceived risk and protective factors among primary and secondary teachers in Jakarta and Banten. Comparisons are being made through different groups, including grade level, age group, years of experience, school location, gender, school type, and students’ socio-economic status. Using a quantitative approach, The result derived from 343 teachers ranging primary to secondary levels in Jakarta and Banten through standardized instruments measuring resilience (MTRS) and wellbeing (PERMA Profiler) show that there is a positive correlation between teachers’ resilience and well-being. The dimensions of each variable are significantly related. Well-being, protective factors, and risk factors are significantly predictive of resilience. Resilience and well-being differ by age group and years of experience. There are also significant differences in resilience and risk factors between genders. While protective factors differ among school types, years of experience, and students’ socio-economic status. Teachers from different grade level also have different levels of risk. Findings highlight the need for schools to foster a positive environment that supports teacher resilience and well-being. Description: M.A.(Melit.) 2025-01-01T00:00:00Z