Stress, resilience, and leisure coping among university students : applying the broaden-and-build theory

Iwasaki and Mannell (2000) defined leisure as a coping strategy in their hierarchical model demonstrating the psychosocial functions of leisure and its relationship to stress. Evidence suggests that leisure coping is affiliated with resilience, and that both predict stress-coping and wellbeing. However, a theoretical explanation of how resilience is associated with the stress-reducing properties of leisure coping is lacking. Using the broaden-and-build theory (Fredrickson, 2001), a model was developed proposing that resilient individuals proactively use leisure coping to cultivate positive emotions and in turn enhance wellbeing. Leisure coping and positive affect were suggested to mediate the relationship between resilience and wellbeing outcomes (stress and flourishing). The model was tested among 202 UK undergraduates, a population reported to experience high stress. Structural equation modelling revealed that resilience had a significant positive effect on flourishing. Leisure coping beliefs demonstrated a positive relationship with resilience, positive affect, and flourishing. Positive affect mediated the relationship between resilience and flourishing, and between resilience and stress. Leisure coping strategies did not meaningfully contribute to the model. Leisure beliefs may have emerged as more important than leisure strategies because leisure beliefs are relatively stable with more enduring effects on health and wellbeing, while leisure strategies are transient and situation-based. Future research should examine the relationships longitudinally to explore developmental change. Implications of the findings for undergraduates are discussed. Keywords: flourishing; leisure coping; positive emotion; resilience; student stres

Stress and subjective well-being among first year UK undergraduate students

Transition to university is stressful and successful adjustment is imperative for well-being. Historically research on transitional stress focussed on negative outcomes and ill health. This is the first UK study applying a positive psychology approach to investigate the characteristics that facilitate adjustment among new university students. A range of psychological strengths conceptualised as covitality factors, shown individually to influence the stress and subjective well-being (SWB) relationship were assessed among 192 first year UK undergraduates in week three of their first semester and again six months later. Path analyses revealed that optimism mediated the relationship between stress and negative affect (a component of SWB) over time, and academic self-efficacy demonstrated significant relationships with life satisfaction and positive affect. Contrary to predictions, stress levels remained stable over time although academic alienation increased and self-efficacy decreased. Optimism emerged as a key factor for new students to adjust to university, helping to buffer the impact of stress on well-being throughout the academic year. Incorporating stress management and psycho-educational interventions to develop strengths is discussed as a way of promoting confidence and agency in new students to help them cope better with the stress at university

Novel Electrophilic and Photoaffinity Covalent Probes for Mapping the Cannabinoid 1 Receptor Allosteric Site(s)

ACKNOWLEDGMENTS The work was supported by National Institutes of Health grants DA027113 and EY024717 to G.A.T. and DA09158 to A.M. A portion of this work was submitted in 2011 by A. Kulkarni in partial fulfillment of M.S. degree requirements from Northeastern University, Boston, MA.Peer reviewe

The Mechanisms of Codon Reassignments in Mitochondrial Genetic Codes

Many cases of non-standard genetic codes are known in mitochondrial genomes. We carry out analysis of phylogeny and codon usage of organisms for which the complete mitochondrial genome is available, and we determine the most likely mechanism for codon reassignment in each case. Reassignment events can be classified according to the gain-loss framework. The gain represents the appearance of a new tRNA for the reassigned codon or the change of an existing tRNA such that it gains the ability to pair with the codon. The loss represents the deletion of a tRNA or the change in a tRNA so that it no longer translates the codon. One possible mechanism is Codon Disappearance, where the codon disappears from the genome prior to the gain and loss events. In the alternative mechanisms the codon does not disappear. In the Unassigned Codon mechanism, the loss occurs first, whereas in the Ambiguous Intermediate mechanism, the gain occurs first. Codon usage analysis gives clear evidence of cases where the codon disappeared at the point of the reassignment and also cases where it did not disappear. Codon disappearance is the probable explanation for stop to sense reassignments and a small number of reassignments of sense codons. However, the majority of sense to sense reassignments cannot be explained by codon disappearance. In the latter cases, by analysis of the presence or absence of tRNAs in the genome and of the changes in tRNA sequences, it is sometimes possible to distinguish between the Unassigned Codon and Ambiguous Intermediate mechanisms. We emphasize that not all reassignments follow the same scenario and that it is necessary to consider the details of each case carefully.Comment: 53 pages (45 pages, including 4 figures + 8 pages of supplementary information). To appear in J.Mol.Evo

Developing autonomous learning in first year university students using perspectives from positive psychology

Autonomous learning is a commonly occurring learning outcome from university study, and it is argued that students require confidence in their own abilities to achieve this. Using approaches from positive psychology, this study aimed to develop confidence in first‐year university students to facilitate autonomous learning. Psychological character strengths were assessed in 214 students on day one at university. Two weeks later their top three strengths were given to them in study skills modules as part of a psycho‐educational intervention designed to increase their self‐efficacy and self‐esteem. The impact of the intervention was assessed against a control group of 40 students who had not received the intervention. The results suggested that students were more confident after the intervention, and that levels of autonomous learning increased significantly compared to the controls. Character strengths were found to be associated with self‐efficacy, self‐esteem and autonomous learning in ways that were theoretically meaningful

Examining the degree to which paranormal belief and conspiracy endorsement influence meaning in life: sequential mediating effects of creativity and self-esteem

Via a shared link with schizotypy, paranormal belief (PB) and conspiracy theory endorsement (CT) influence meaning in life (presence and search). This association is important because meaning in life (particularly presence) is a significant prognosticator of positive wellbeing. Despite this, previous research in this domain remains limited. Major restrictions being the assumption that belief is homogeneous and the failure to consider how factors related to positive wellbeing (i.e., creativity and self-esteem) explain links between belief, schizotypy and psychological health. Accordingly, based on PB, CT, and schizotypy, this study used latent profile analysis (LPA) to identify belief subgroups. Analysis then employed sequential mediation to assess whether creativity and self-esteem mediated the relationship between belief and meaning in life. A sample of 647 completed measures at four time points 2 months apart. At baseline, LPA identified two subgroups: Lower (Profile 1) vs. Higher (Profile 2) belief Ideation. Path analysis revealed that Profile 2 (vs. Profile 1) predicted greater search over time. Moreover, Profile 2 predicted creativity (self-efficacy and personal identity), which in combination with self-esteem, sequentially mediated the belief-meaning in life relationship. Explicitly, creative self-efficacy prognosticated greater self-esteem, which aligned with greater presence and lower search. Creative personal identity demonstrated a negative link with self-esteem but predicted presence and search. Overall, higher scorers in PB, CT, and schizotypy were less driven to search and more likely to possess presence as a function of possessing confidence in their ability to find solutions to problems and self-esteem

Non-cognitive adaptive resourcefulness: scrutiny of its multidimensionality and nomological validity

Recent research has observed that Mental Toughness, Optimal Regulation, and Self-Efficacy share core features and variance. Investigators have named this commonality Non-Cognitive Adaptive Resourcefulness (NCAR). The NCAR validation study reported that the construct possesses promising psychometric properties, however, further research is required to replicate and extend these findings. Acknowledging this, the present paper using a UK-based sample of 1998 participants (Mage = 40 years, range 18-83), tested the NCAR model against competing alternatives (multidimensional and one-factor solutions), and assessed the nomological validity of NCAR in relation to Perceived Stress and Anxiety Control. Participants completed the self-report study measures online. Exploratory structural equation modelling revealed that a bifactor solution represented data more effectively than one-factor and multi-factor alternatives. Additionally, a structural equation model found that NCAR significantly predicted Perceived Stress (subfactors of Distress and Coping) and Anxiety Control (subfactors of Emotional Control, Threat Control, and Stress Control). Moreover, NCAR predicted PSS Coping and Emotional Control to a greater extent than the specific bifactors (Mental Toughness, Optimal Regulation, and Self-Efficacy). This suggested that NCAR comprises an underpinning, positive psychological energy that facilitates coping. Particularly, an enabling resource that enhances the capacity to thrive under pressure and retain emotional control in demanding and trying circumstances

The Relationship between the Physical Activity Environment, Nature Relatedness, Anxiety, and the Psychological Well-being Benefits of Regular Exercisers.

Research from a variety of scientific fields suggests that physical activity in nature and feelings of connection to nature enhance psychological health and well-being. This study investigated the psychological health and well-being impact of the physical activity environment for those already undertaking the recommended weekly amount of physical activity. This topic is important for the design of health and well-being environments and interventions involving physical activity. Participants (N = 262) aged 18-71 years (M = 34.5, SD = 13.1) who met the UK physical activity guidelines completed the Nature Relatedness Scale, the trait section of the State Trait Inventory for Cognitive and Somatic Anxiety and the Psychological Well-Being Scale. Analysis via Multivariate ANOVA indicated that participants who engaged in outdoor physical activity reported significantly lower somatic anxiety levels and higher Nature Relatedness experience (NRexp). Significant results were not evident for wellbeing. Hierarchical regressions revealed that the psychological well-being facet of autonomy, NRexp, and outdoor physical activity predicted lower somatic anxiety, whereas indoor physical activity predicted higher somatic anxiety. Results indicate that somatic anxiety is lower for outdoor physical activity participation, and that outdoor activity, in conjunction with autonomy and NRexp, predicts lower anxiety levels. The findings extend previous work by demonstrating the impact of the physical activity environment on anxiety levels, as well as the contribution of outdoor physical activity and well-being facets to the previously established Nature Relatedness-anxiety relationship