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001-es BibID:	BIBFORM129662
Első szerző:	Gebregergis, Werede Tareke (pszichológus)
Cím:	Psychosocial determinants of student well-being: The role of academic burnout, social support and learning empowerment through psychological capital / Gebregergis, Werede Tareke; Csukonyi, Csilla
Dátum:	2025
ISSN:	2062-9605 2064-2199
Megjegyzések:	Abstract Student well-being plays a vital role in college study, significantly influencing students' academic performance, satisfaction with learning, cognitive functioning, and motivation. Recognizing its essential impact, this study discovers how psychosocial factors (i.e. academic burnout, learning empowerment, and social support) predict psychological well-being through the mediating effect of psychological capital. A sample of 448 undergraduate students was recruited through convenience sampling, and data were collected via self-report measures assessing academic burnout, learning empowerment, social support, psychological well-being, and psychological capital. While statistical analyses including means, standard deviations, Pearson correlations, and hierarchical multiple regression were performed using SPSS v.26, the jAMM Module (medmod) of Jamovi software was employed to examine the mediation effects. The results indicate that academic burnout, learning empowerment, and social support are strong predictors of psychological well-being. Mediation analysis further shows that psychological capital partially mediates these relationships, suggesting that academic burnout, learning empowerment, and social support influence psychological well-being both directly and indirectly. Specifically, reducing academic burnout, fostering learning empowerment, and enhancing social support strengthen psychological capital, which, in turn, improves students' psychological well-being. These findings highlight the need to address burnout, nurture learning empowerment, and ensure social support as essential strategies for enhancing psychological capital and well-being in students. Consequently, college communities are encouraged to integrate these critical psychosocial resources into their programs to foster positive psychological well-being, academic success, and mental health among students.
Tárgyszavak:	Bölcsészettudományok Pszichológiai tudományok idegen nyelvű folyóiratközlemény hazai lapban folyóiratcikk student well-being academic burnout social support learning empowerment
Megjelenés:	Hungarian educational research journal (HERJ). - 15 : 3 (2025), p. 371-394. -
További szerzők:	Csukonyi Csilla (1974-) (pszichológus)
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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001-es BibID:	BIBFORM122534
Első szerző:	Gebregergis, Werede Tareke (pszichológus)
Cím:	Levels of emotional intelligence and student engagement in Eritrean college students / Gebregergis, Werede Tareke; Beraki, Furtuna; Michael, Mulubrhan; Ahmedin, Munira; Debesay, Nahom; Atoshm, Tsega; Tekleberhan, Wizdan; Kovacs, Karolina Eszter; Csukonyi, Csilla
Dátum:	2025
ISSN:	2062-9605 2064-2199
Megjegyzések:	Abstract The study sought to explore the levels of emotional intelligence and academic engagement among college students, which has not been extensively represented in the existing literature within the Eritrean higher educational context. The study comprised a sample of 119 senior Asmara College of Education students selected through the convenience sampling strategy. The Self-Report Emotional Intelligence Test and Student Engagement Scale were employed to assess the levels of emotional intelligence and student engagement of the participants. Frequency distribution, Pearson-moment correlation, and independent sample t-tests were conducted for data analysis. A significance level of 0.05 was selected to determine statistical significance when testing the relationships of emotional intelligence and engagement with demographic variables. The findings of the study revealed that most students exhibited moderate to high levels of emotional intelligence and academic engagement. The independent sample t-tests indicated that female students tended to have higher levels of emotional intelligence and also reported higher behavioral engagement compared to male students. Regarding the program of study, students from the Department of Psychology and Educational Administration showed higher levels of emotional intelligence than Science education students. Conversely, Science Education students displayed greater cognitive engagement compared to those in Psychology and Educational Administration. Age was found to have a significant association with academic engagement, with older students demonstrating higher levels compared to younger students. However, the Pearson product-moment results demonstrated that significant emotional intelligence scores did not significantly differ across different age groups. The findings are expected to offer significant insights into student engagement and emotional intelligence within the context of higher education. Moreover, this study can offer practical guidance for college communities on fostering students' levels of engagement in learning and emotional skills.
Tárgyszavak:	Bölcsészettudományok Pszichológiai tudományok idegen nyelvű folyóiratközlemény hazai lapban folyóiratcikk emotional intelligence academic engagement demographics college students
Megjelenés:	Hungarian educational research journal (HERJ). - 15 : 1 (2025), p. 105-127. -
További szerzők:	Beraki, Furtuna Michael, Mulubrhan Ahmedin, Munira Debesay, Nahom Atoshm, Tsega Tekleberhan, Wizdan Kovács Karolina Eszter (1992-) (pszichológus) Csukonyi Csilla (1974-) (pszichológus)
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001-es BibID:	BIBFORM118234
Első szerző:	Gebregergis, Werede Tareke (pszichológus)
Cím:	Devis-Rozental, C.: The student wellbeing toolkit: Preparing for life at college, university and beyond / Gebregergis, Werede Tareke
Dátum:	2023
Megjegyzések:	The student wellbeing toolkit: Preparing for life at college, university and beyond / London : Routledge, 2023
Tárgyszavak:	Bölcsészettudományok Pszichológiai tudományok recenzió, könyvismertetés folyóiratcikk
Megjelenés:	Hungarian educational research journal (HERJ). - 14 : 4 (2023), p. 470-475. -
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