Browsing by Subject "Mental health"

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Gender inequality and cultural values in explaining gender differences in positive and negative emotions: A comparison of 24 countries during the COVID-19 pandemic
(2025) Wollast, Robin; Lüders, Adrian; Nugier, Armelle; Guimond, Serge; Phillips, Joseph B.; Sutton, Robbie M.; Douglas, Karen M.; Sengupta, Nikhil K.; Lemay, Edward P.; Zand, Somayeh; Van Lissa, Caspar J.; Bélanger, Jocelyn J.; Abakoumkin, Georgios; Khaiyom, Jamilah Hanum Abdul; Agostini, Maximilian; Ahmedi, Vjollca; Almenara, Carlos A.; Atta, Mohsin; Bagci, Sabahat C.; Bernardo, Allan B. I.; Choi, Hoon-Seok; Cristea, Mioara; Danyliuk, Ivan; Enea, Violeta; Fisher, Alexandra N.; Gómez, Angel; Greiff, Samuel; Gützkow, Ben; Hamaidia, Ali; Han, Qing; Hudiyana, Joevarian; Jeronimus, Bertus F.; Jiang, Ding-Yu; Jovanović, Veljko; Kende, Anna; Keng, Shian-Ling; Koc, Yasin; Kovyazina, Kamila; Kreienkamp, Jannis; Kurapov, Anton; Lantos, Nora Anna; Jaya Lesmana, Cokorda Bagus; Malik, Najma I.; Martinez, Anton P.; McCabe, Kira O.; Milla, Mirra N.; Molinario, Erica; Moyano, Manuel; Muhammad, Hayat; Mula, Silvana; Myroniuk, Solomiia; Nisa, Claudia; Nyúl, Boglárka; O’Keefe, Paul A.; Osuna, Jose Javier Olivas; Osin, Evgeny N.; Park, Joonha; Pierro, Antonio; Rees, Jonas; Reitsema, Anne Margit; Rullo, Marika; Ryan, Michelle K.; Samekin, Adil; Schumpe, Birga M.; Selim, Heyla A.; Stanton, Michael V.; Tseliou, Eleftheria; vanDellen, Michelle; Vázquez, Alexandra; Weaving, Morgan; Yahiiaiev, Illia; Yeung, Victoria W. L.; Zheng, Bang; Zúñiga, Claudia; Leander, N. Pontus; Wollast, Robin; Stanford University, Stanford, USA; Lüders, Adrian; Université Clermont Auvergne & CNRS, Clermont-Ferrand, France; Nugier, Armelle; Université Clermont Auvergne & CNRS, Clermont-Ferrand, France; Guimond, Serge; Université Clermont Auvergne & CNRS, Clermont-Ferrand, France; Phillips, Joseph B.; University of Kent, Canterbury, UK; Sutton, Robbie M.; University of Kent, Canterbury, UK; Douglas, Karen M.; University of Kent, Canterbury, UK; Sengupta, Nikhil K.; University of Kent, Canterbury, UK; Lemay, Edward P.; University of Maryland, College Park, USA; Zand, Somayeh; University of Milano-Bicocca, Milan, Italy; Van Lissa, Caspar J.; Tilburg University, Tilburg, Netherlands; Bélanger, Jocelyn J.; Carnegie Mellon University Qatar, Ar-Rayyan, Qatar; Abakoumkin, Georgios; University of Thessaly, Volos, Greece; Khaiyom, Jamilah Hanum Abdul; International Islamic University Malaysia, Kuala Lumpur, Malaysia; Agostini, Maximilian; University of Groningen, Groningen, Netherlands; Ahmedi, Vjollca; University of Prishtina, Pristina, Kosovo; Almenara, Carlos A.; Universidad Peruana de Ciencias Aplicadas, Lima, Peru; Atta, Mohsin; University of Sargodha, Sargodha, Pakistan; Bagci, Sabahat C.; Sabanci University, Istanbul, Turkey; Bernardo, Allan B. I.; De La Salle University, Manila, Philippines; Choi, Hoon-Seok; Sungkyunkwan University, Seoul, South Korea; Cristea, Mioara; Heriot Watt University, Edinburgh, United Kingdom; Danyliuk, Ivan; Taras Shevchenko National University of Kyiv, Kyiv, Ukraine; Enea, Violeta; Alexandru Ioan Cuza University, Iași, Romania; Fisher, Alexandra N.; University of Edinburgh, Edinburgh, United Kingdom; Gómez, Angel; Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain; Greiff, Samuel; Technical University of Munich, Munich, Germany; Gützkow, Ben; University of Groningen, Groningen, Netherlands; Hamaidia, Ali; URDRH Setif 2 University, Sétif, Algeria; Han, Qing; University of Oxford, Oxford, UK; Hudiyana, Joevarian; Universitas Indonesia, Kota Depok, Indonesia; Jeronimus, Bertus F.; University of Groningen, Groningen, Netherlands; Jiang, Ding-Yu; National Chung Cheng University, Chiayi, Taiwan; Jovanović, Veljko; University of Novi Sad, Novi Sad, Serbia; Kende, Anna; ELTE Eötvös Loránd University Budapest, Budapest, Hungary; Keng, Shian-Ling; Sunway University, Selangor, Malaysia; Koc, Yasin; University of Groningen, Groningen, Netherlands; Kovyazina, Kamila; Nazarbayev University, Astana, Kazakhstan; Kreienkamp, Jannis; University of Groningen, Groningen, Netherlands; Kurapov, Anton; Paris Lodron University of Salzburg, Salzburg, Austria; Lantos, Nora Anna; ELTE Eötvös Loránd University Budapest, Budapest, Hungary; Jaya Lesmana, Cokorda Bagus; Udayana University, Denpasar, Indonesia; Malik, Najma I.; University of Sargodha, Sargodha, Pakistan; Martinez, Anton P.; University of Sheffield, Sheffield, UK; McCabe, Kira O.; Carleton University, Ottawa, Canada; Milla, Mirra N.; Universitas Indonesia, Kota Depok, Indonesia; Molinario, Erica; Florida Gulf Coast University, Fort Myers, USA; Moyano, Manuel; University of Cordoba, Córdoba, Spain; Muhammad, Hayat; University of Peshawar, Peshawar, Pakistan; Mula, Silvana; University of Cagliari, Cagliari, Italy; Myroniuk, Solomiia; University of Groningen, Groningen, Netherlands; Nisa, Claudia; Duke Kunshan University, Suzhou, China; Nyúl, Boglárka; ELTE Eötvös Loránd University Budapest, Budapest, Hungary; O’Keefe, Paul A.; University of Exeter Business School, Exeter, UK; Osuna, Jose Javier Olivas; Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain; Osin, Evgeny N.; University of Paris Nanterre, Nanterre, France; Park, Joonha; Kyoto University, Kyoto, Japan; Pierro, Antonio; La Sapienza University of Rome, Rome, Italy; Rees, Jonas; Bielefeld University, Bielefeld, Germany; Reitsema, Anne Margit; Utrecht University, Utrecht, Netherlands; Rullo, Marika; University of Siena, Siena, Italy; Ryan, Michelle K.; University of Groningen, Groningen, Netherlands; Samekin, Adil; M. Narikbayev KAZGUU University, Astana, Kazakhstan; Schumpe, Birga M.; University of Amsterdam, Amsterdam, Netherlands; Selim, Heyla A.; King Saud University, Riyadh, Saudi Arabia; Stanton, Michael V.; California State University, East Bay, Hayward, USA; Tseliou, Eleftheria; University of Thessaly, Volos, Greece; vanDellen, Michelle; University of Oklahoma Health Sciences, Oklahoma, USA; Vázquez, Alexandra; Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain; Weaving, Morgan; Stanford University, Stanford, USA; Yahiiaiev, Illia; Taras Shevchenko National University of Kyiv, Kyiv, Ukraine; Yeung, Victoria W. L.; Lingnan University, Tuen Mun, Hong Kong; Zheng, Bang; Imperial College London, London, UK; Zúñiga, Claudia; Universidad de Chile, Santiago, Chile; Leander, N. Pontus; University of Groningen, Groningen, Netherlands
The coronavirus pandemic posed a major challenge to mental health. Existing evidence shows that COVID-19 is related to poor emotional well-being, particularly among women. However, most work on the subject uses single-country samples, limiting the ability to generalize the disparity or explain it as a function of societal variables. The present study investigates the expression of positive and negative emotions during the pandemic as a function of gender and across 24 countries (N = 49,637). Strong gender differences emerged across countries, with women reporting more negative emotions (anxious, depressed, nervous, exhausted) and less positive emotions (calm, content, relaxed, energetic) than men. The gender gap in positive emotions was significantly wider in countries higher in individualism and narrower in countries higher in power distance. For instance, differences in emotions were larger in Western countries high in individualism, such as the USA, the UK, Italy, and France, and smaller in countries with higher collectivism and power distance, such as China, Malaysia, and South Korea, with a few exceptions like Japan and Brazil. These gender differences across countries were not explained by country-level gender inequalities indicators (GGGI and GII). Interestingly, the national severity of the pandemic, an epidemiological factor, reduced gender differences in positive emotions. These results underscore the importance of considering cultural and national factors when assessing gender differences in well-being.
Sustainable interaction with digital technologies
fostering pro-environmental behavior and maintaining mental health
(2023) Berger, Michelle; Gimpel, Henner
One of the most essential challenges of the twenty-first century is to realize sustainability in everyday behavior. Daily, partly unconscious decisions influence environmental sustainability. Such everyday choices are increasingly shifted toward digital environments, as digital technologies are ubiquitous in a wide variety of everyday contexts. This yields the great potential to positively influence the users’ behavior toward more environmental sustainability when interacting with digital technologies, for example, through the use of digital nudging. But besides these benefits, research indicates that interacting with digital technologies can lead to a specific form of stress, also known as technostress, that can cause adverse health outcomes. Individuals increasingly suffer from – or are at risk of – mental health issues like depression or burnout. This demonstrates that it is essential to ensure a sustainable interaction with digital technologies that is both environmentally friendly and healthy, especially for the mind. Addressing individuals’ interaction with digital technologies requires a broad understanding from all perspectives. The Human-Computer-Interaction (HCI) framework represents a guiding structure for studying the interaction of humans with digital technologies. Along with the guiding structure of the HCI framework, the seven research articles included in this dissertation aim to contribute to sustainable interaction with digital technologies. The focus is on two outcomes resulting from the interaction: First, fostering pro-environmental behavior and, second, maintaining mental health. After an introductory first chapter, Chapter 2 focuses on the outcome of fostering pro-environmental behavior when interacting with digital technologies using digital nudging. Chapter 2.1 contributes to a deeper understanding of the effectiveness of DNEs in different behavioral contexts (HCI perspective context) that influence the individuals’ pro-environmental behavior (e.g., e-commerce shopping behavior). Chapters 2.2 and 2.3 zoom in on two of the behavioral contexts described in Chapter 2.1 to investigate and test the design and effectiveness of specific DNEs in an e-commerce shop and a smart home app (HCI perspective technology) through online experiments. While prior research concentrated on the effectiveness of different “feedback nudge features” (FNFs) (e.g., different update frequencies), Chapter 2.4 investigates the influence of 25 identified FNFs on user satisfaction in a smart home app through a card sorting approach followed by an online survey based on the Kano model (HCI perspective human). Chapter 3 puts focuses on the outcome of maintaining mental health when interacting with digital technologies, thus avoiding technostress. Chapter 3.1 concentrates on the role of the organization in preventing technostress among their employees (HCI perspective context). It introduces and characterizes 24 primary and secondary technostress prevention measures and determines the relevance of primary prevention measures in reducing different sources of technostress (technostress creators). Out of the 24 technostress prevention measures, two specific measures (“adopt a stress-sensitive digital workplace design” and “use gamification”) are addressed in Chapters 3.2 and 3.3. Through a large-scale online survey, Chapter 3.2 derives an understanding of the characteristic profiles of technologies used at the digital workplace, their interplay, and how they influence technostress (HCI perspective technology). Chapter 3.3 focuses on the individual’s appraisal (HCI perspective human) of a demanding situation when interacting with digital technologies. After conducting an online experiment, Chapter 3.3 finds that the integration of gamification elements (e.g., points or levels) in digital technologies can reduce the individual’s threat appraisal. Lastly, Chapter 4 discusses the results of the seven included research articles and provides an outlook for future research. In summary, this dissertation aims to provide research and practice with new insights into creating a sustainable interaction with digital technologies to foster pro-environmental behavior and maintain mental health.
Teacher well-being — a conceptual systematic review (2020–2023)
(2025) Kurrle, Laura Maria; Warwas, Julia; Kaiser, Till; Reintjes, Christian
Teacher well-being (TWB) is increasingly recognized as being influential on educational outcomes, teacher retention, and overall school performance. However, despite a growing body of empirical research, TWB remains conceptually ambiguous, with multiple, often conflicting definitions and models, which hinders the comparability of findings. The essential question ( What are the conceptual models of TWB that form the basis of studies? ) is answered with a Conceptual Systematic Review (CSR), analyzing 168 recent publications, to synthesize the usage and frequency of TWB-related terms. The CSR identifies three perspectives—Conditions, Components, and Outcomes—each comprising multiple categories and subcategories that often show overlaps or inconsistencies. Our review reveals that within a widely shared notion of TWB as a psychological construct with positive cognitive and affective connotations, certain sets of factors, in particular individual factors such as beliefs/evaluations and emotions/affect, are proposed as conditions in some studies and as components in other studies. These results call for clearer distinctions between TWB’s constitutive elements and its (hypothetically) determining elements. By offering a systematic framework for understanding and sorting research on TWB, the reported review provides a foundation for future studies. Ultimately, a precise conceptualization could inform future interventions and policies aiming to foster TWB.