Special lssues

Mental health and well-being in the educational context

Submission Deadline: 30 October 2023 (closed)

Guest Editors

Prof. Shiyong Wu, South China Normal University, China Email: shiyong.wu@m.scnu.edu.cn
Biography:
Shiyong Wu is a professor at South China Normal University and used to be a visiting scholar at Monash University in Australia. He is interested in higher education and educational psychology. Currently, he is mainly devoted to graduate employability, personality, self-efficacy, job satisfaction, and occupational health psychology, especially for vulnerable populations, using quantitative and qualitative research methods. He has published a wide range of high-quality works and built high visibility in the international academic society. More information can be found at ORCID (https://orcid.org/my-orcid?orcid=0000-0002-5886-6646).

Co-guest editor 1
Name: Guangbao Fang
Title: Associate Professor
Email: guangbao.fang@monash.edu
Bio:
Guangbao Fang is currently a doctoral student at Monash University in Australia and will obtain his Ph.D. degree in July 2022. His research interests include teacher education, students’ development in vulnerable contexts, and quantitative methods. He has published some papers in high-quality and competitive journals. More information on A/P Fang’s work can be found at ORCID (https://orcid.org/0000-0002-1910-3208).

Co-guest editor 2
Name: Weidi Liu
Title: Ph.D.
Email: duncanweidiliu@gmail.com
Bio:
Weidi Liu received his Ph.D. degree from University of Massachusetts Lowell. His research interests center on childhood mental health and adolescent aggressive behaviors. He has published several research papers on SSCI journals such as Child Abuse & Neglect and Journal of School Violence and served as a reviewer for some journals. More information on Dr. Liu’s work can be found at ORCID (https://orcid.org/0000-0001-7158-1234).

Summary

Teachers play an essential role in training talents who can make a significant contribution to the community and society. There is increasing evidence that teachers’ occupational health and work well-being substantially impact students’ academic achievement. With the outbreak of the COVID-19, teachers and students are suffering high risks of anxiety, depression, stress, burnout, and other psychological symptoms. This problematic situation has increased teachers’ work insufficiency and students’ learning inability.

This issue focuses on mental health and well-being in educational settings, including teachers from different disciplines and students of diverse ages. We welcome various paper forms, including articles, reviews, reports, and commentaries, using quantitative, qualitative, or mixed methods. 

The topics of interest for the special issue include, but are not limited to, the following:
Teacher’s occupational health psychology
Psychological well-being of students
Educational policy decision difficulty
Educator’s emotional disorders
Interlink between teachers’ and students’ mental health
Behavioral disorders


Keywords

stress, burnout, anxiety, depression, boredom, self-efficacy

Published Papers


  • Open Access

    ARTICLE

    Relationship between Authoritative Parenting Style and Preschool Children’s Emotion Regulation: A Moderated Mediation Model

    Yan Jin, Wei Chen
    International Journal of Mental Health Promotion, Vol.26, No.3, pp. 189-198, 2024, DOI:10.32604/ijmhp.2023.045331
    (This article belongs to the Special Issue: Mental health and well-being in the educational context)
    Abstract An authoritative parenting style has been shown to promote children’s emotion regulation in European-American family studies. However, little is known about how sleep problems and the child’s sibling status in Chinese families affect this relationship. Based on family system theory, this study attempts to better understand the relationship between authoritative parenting style and emotion regulation. Mothers of preschool children in Chinese kindergartens completed questionnaires about their children’s sleep habits, their authoritative parenting styles, and children’s emotion regulation. A total of 531 children participated in this study. Results showed that authoritative parenting was positively associated with… More >

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