https://www.um.edu.mt/library/oar/handle/123456789/134374 Sat, 04 Apr 2026 04:32:27 GMT 2026-04-04T04:32:27Z https://www.um.edu.mt/library/oar/handle/123456789/134311 Title: Affective empathy, negative emotions, and self-compassion in adolescent emotional problems : a moderated mediation model Authors: Truong, Thu-Thao Thi; Nguyen, Cat-Tuong Phuoc; Dinh, Hong-Van Thi; Dau, Thanh-Binh Nguyen Abstract: While the role of empathy in socio-emotional functioning has received extensive support in the literature, affective empathy has been identified as a risk factor for internalising disorders. However, little literature has explored the mechanisms through which affective empathy exerts its counter-effect and what aspects could regulate this association. Self-compassion has been documented to reduce empathic distress and promote well-being. Therefore, this study aims to investigate (1) the relationships among affective empathy, self-compassion, negative emotions, and emotional problems, (2) the mediating role of negative emotions in the relationship between affective empathy and emotional problems, and (3) the moderating role of self-compassion in this indirect effect. A total of 446 adolescents aged 12 to 17 completed a set of self-reported questionnaires measuring affective empathy, self-compassion, negative emotions, and emotional problems. Results demonstrated that affective empathy positively correlated with negative emotions and emotional problems, whereas self-compassion showed negative associations with these outcomes. Structural equation modelling analyses revealed that negative emotions mediated the association between affective empathy and emotional problems, and this indirect relationship was moderated by self-compassion. These findings have implications for promoting adolescent well-being through integrating empathy and self-compassion training. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/134311 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/134310 Title: Emotional competencies and emotional coeducation amongst university students Authors: Suberviola Ovejas, Iratxe Abstract: This study examines the emotional competencies amongst 1,345 university students from three universities in northern Spain, focusing on emotional attention, clarity, and regulation by gender, academic discipline, and educational stage. Using the Trait Meta-Mood Scale (TMMS-24) as a measurement tool, statistical analyses, including normality tests, ANOVA, and t-tests, were conducted with the aim of identifying significant differences in emotional competencies based on these variables. Results indicate that female participants scored higher in emotional attention, while male participants excelled in emotional regulation, with no significant differences in emotional clarity. Social sciences’and humanities’ students showed the highest emotional attention scores, whereas technological sciences’ students led in emotional regulation. Postgraduate students outperformed undergraduates in both emotional attention and regulation, reflecting greater emotional maturity. These findings highlight the influence of gender socialisation and disciplinary context in shaping emotional competencies. and underscores emotional coeducation as a key strategy to reduce emotional inequalities and foster holistic development in education. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/134310 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/132732 Title: Creative expression, community, and calculated risks : protective and risk factors associated with BMX Authors: Camilleri, Dave; Katz, Shanee Abstract: This study explores the role of Bicycle Motocross (BMX) beyond its conventional recreational function, focusing on its impact on individual and social wellbeing. Through a quantitative approach employing the Adolescent Resilience Questionnaire and a tailored BMX Riding Experiences Survey, factors associated to BMX are used to predict mental and social health in riders ages 15 years to 55 years old (n=240) using linear regression analysis. The individual wellbeing dimensions investigated include confidence, emotional insight, negative cognition, social skills, and empathy. Additionally, social wellbeing aspects such as family, school, and peer connectedness are examined. Findings indicate that peer encouragement, family support, helping others after falls, creative opportunities, observational learning, and contributing to local riding spots emerged as significant positive predictors of overall wellbeing. Additionally, problem-solving demands and embracing managed risks in BMX correlated with reduced anxious thinking patterns. This research underscores the significance of BMX not merely as a recreational activity but as a promoter of comprehensive wellbeing across multiple domains. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/132732 2025-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/132199 Title: A universal socio-emotional learning programme for child adjustment and peer relationships Authors: Moreira, Sofia; Coelho, Vera; Peixoto, Carla; Espain, Andreia; Azevedo, Helena Abstract: Universal SEL interventions have garnered increasing attention in educational systems worldwide, including in Portuguese schools, with short- and long-term benefits for students, such as social and emotional competencies, academic performance, and positive attitudes and behaviours. Using a pre- and post-test design, the current study aims to analyse the effects of a universal SEL intervention on elementary school students’ emotional problems, behaviour problems, hyperactivity behaviours, peer relationship problems, and pro-social behaviours, as well as the quality of peer relationships in the classroom. Participants included 207 fourth-grade students (50.5% females) from Portuguese public elementary schools, aged between 8 and 13 years (Mage = 9.15, SD = 0.56). Measures comprised the Strengths and Difficulties Questionnaire, completed by teachers, and the Classroom Peer Context Questionnaire, completed by students. Students attended a 32-week classroom-based universal SEL intervention during one school year. Results show a positive effect of the intervention on students' psychological adjustment (emotional symptoms, peer problems, hyperactivity), prosocial behaviours and mutual affection, even though small effect sizes were found. Male students reported higher peer problems and hyperactivity, which significantly improved at post intervention, while female students exhibited an increase in prosocial behaviours. Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/132199 2025-01-01T00:00:00Z