https://www.um.edu.mt/library/oar/handle/123456789/3962 Thu, 05 Nov 2026 11:38:43 GMT 2026-11-05T11:38:43Z https://www.um.edu.mt/library/oar/handle/123456789/150760 Title: Ethical–attitudinal profiles in initial teacher education faculty : implications for emotionally safe teaching and educator wellbeing Authors: Márquez-Pinedo, Mónica; Ríos-Jiménez, Asunción; García-Jiménez, Marta; Burgos-García, Antonio Abstract: Teacher ethics and attitudes toward teaching are central to university teaching, particularly in initial teacher education (ITE). However, less is known about how these dimensions co-occur among faculty staff and whether recurrent ethical–attitudinal patterns can be identified. This cross-sectional study examined the ethics and attitudes towards teaching amongst 237 ITE instructors from eight universities in Andalusia, Spain. Teacher ethics (four dimensions) and attitudes toward teaching (three dimensions) were assessed using self-report questionnaires. Analyses included ordinal confirmatory factor analysis and reliability estimates, Spearman correlations with Holm adjustment, and Gaussian mixture modelling (GMM), followed by nonparametric profile comparisons and exploratory sociodemographic analyses. The 12 cross-domain associations were positive and low-to-moderate. GMM selected a five-profile solution comprising High–High, Moderately Above-Average, Attitude–Values Discrepancy, Low–Low, and Uniformly Low configurations. Classification certainty was high within the full sample, but split-half stability was moderate and variable, supporting exploratory interpretation. Profile membership showed limited sociodemographic and professional variation. These findings highlight ethical–attitudinal heterogeneity and provide a person-centred basis for further research on teacher ethics and professional development, as well as potential implications for emotionally responsible teaching and educator wellbeing. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150760 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/150743 Title: Assessing resilience in adolescence : measurement invariance and psychometric evaluation of the CYRM-28 Authors: Cavioni, Valeria; Anthony, Christopher J.; Horn, Timothy C.; Pepe, Alessandro; Grazzani, Ilaria Abstract: This study examined the psychometric properties, measurement invariance, and developmental comparability of the Italian Child and Youth Resilience Measure (CYRM-28) in a large normative adolescent sample. Participants were 3,864 students aged 14-22 years recruited from upper secondary schools in Northern Italy. Confirmatory factor analysis (CFA) tested the established three-factor structure (Individual, Caregiver, Contextual Resources). Internal consistency was evaluated at the subscale and higher-order levels. Measurement invariance across gender and developmental stages was examined using multigroup CFA. Construct validity was assessed through associations with mental health and life satisfaction. The results supported the three-factor structure, showing good global model fit and moderate-to-strong inter-factor correlations. Reliability was stronger at the higher-order domain level than at individual subscales. Configural and metric invariance were supported across gender and age groups, with full scalar invariance across age and partial scalar invariance across gender. CYRM-28 scores were positively associated with mental health and life satisfaction, supporting convergent validity while preserving conceptual distinctiveness. The findings support the Italian CYRM-28 as a psychometrically robust instrument for assessing multisystemic resilience resources in adolescence and contribute to the comparability of resilience assessment across developmental stages and cultural contexts. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/150743 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/149754 Title: The effects of vipassana meditation on interoceptive awareness, emotional regulation and resilience in Indian adolescents : a mixed-methods study Abstract: This study investigates the effects of an intensive seven-day Vipassana meditation course on interoceptive awareness, emotional regulation, and resilience in a group of Indian adolescents. Using a quasi-experimental mixed-methods approach, we gathered quantitative self-reported questionnaires from 65 participants. The experimental group consisted of 42 adolescents - 30 new students and a smaller subset of 12 old students, who had prior Vipassana meditation experience. A control group of 23 participants was also recruited. In addition, we analysed qualitative data from 16 participants, including semi-structured interviews and comments added in surveys. The quantitative findings showed statistically significant improvements in interoceptive awareness, adaptive cognitive-emotional regulation, and resilience for new students after attending the meditation course. Old students did not show statistically significant differences in interoceptive awareness and resilience but showed a significant decrease in use of adaptive cognitive-emotional regulation strategies compared to new students. Qualitative findings supported the quantitative results and additionally provided insights into how the meditation course fostered a sense of inner peace, reduced negative emotions, and improved family relations across group participants. Description: M.A.(Melit.) Wed, 01 Jan 2025 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/149754 2025-01-01T00:00:00Z 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. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148978 2026-01-01T00:00:00Z