https://www.um.edu.mt/library/oar/handle/123456789/3963 Wed, 04 Nov 2026 20:30:54 GMT 2026-11-04T20:30:54Z https://www.um.edu.mt:443/library/oar/retrieve/bd2799f2-07b3-4bd0-9f0f-e2c8a9d6e4b7/ https://www.um.edu.mt/library/oar/handle/123456789/3963 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/123456789/148978 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 https://www.um.edu.mt/library/oar/handle/123456789/148663 Title: Perceived emotional intelligence and affective well-being amongst university students : a nonlinear CHAID approach Authors: Gordillo León, Fernando; De-Juanas, Angel; Mestas Hernández, Lilia; Barea Vera, Alberto Abstract: Emotional intelligence (EI) has been consistently linked to positive affect (PA) and negative affect (NA). However, previous variable-centred research has primarily examined EI dimensions as independent, additive predictors, limiting our understanding of how these dimensions combine within individuals to form distinct affective profiles. This study examined the association between EI, assessed with the Trait Meta-Mood Scale (TMMS-24), and affect measured by the Positive and Negative Affect Schedule (PANAS). A nonlinear approach based on CHAID decision tree analysis was used, alongside hierarchical regression analyses to test methodological convergence. Participants included 364 students attending a Spanish university. CHAID analyses identified emotional repair as the main predictor of PA, with higher repair associated with greater PA. When repair was low or moderate, NA significantly reduced PA, whereas emotional attention was associated with higher PA when repair was moderate to high. Conversely, PA emerged as the primary predictor of NA, with higher PA associated with lower NA. Emotional attention was associated with higher NA, even among profiles characterized by moderate PA. In contrast, emotional clarity acted as a protective factor in profiles characterized by moderate PA and low-to-moderate attention, with higher clarity associated with lower NA. Findings from decision tree and regression models showed convergent patterns, suggesting that CHAID provides complementary configurational information rather than evidence of superior predictive performance. By identifying hierarchical thresholds and conditional profiles that traditional variable-centred models may overlook, this study offers a person-centred, nonlinear account of the association between perceived EI and affective well-being amongst university students. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/148663 2026-01-01T00:00:00Z