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This research aims to advance the understanding of gamification in health care management using a systematic review of the literature through a multiphase analysis. To do so, first, we extract the relevant bibliographic data for our research according to a methodology of data generation structured in six stages and a descriptive analysis oriented to the technical characterization of the data. Then, we codify all the information, identify the main attributes with the collaboration of two independent experts and check their validity using the evaluation of two focus groups of professionals in gamification and health care management. We found seven attributes: (1) health care users, (2) psychology, (3) behavior, (4) activities, (5) health field, (6) technology, and (7) gamification elements. Within each of these seven attributes, there are a series of main elements that are detailed in the following for each of them. (1) Health care users: their age and the role they play in the health system. (2) Psychology: cognition, positive and negative emotions. (3) Behavior: healthy behavior encouragement, such as compliance, collaboration and responsibility. (4) Activities: physical activity and food. (5) Health field: preventive medicine and chronic diseases. (6) Technology: cell phones. (7) Gamification elements: different elements, but the number of articles in which these elements and their interactions are studied in depth is limited. Our results point toward a promising present and future research agenda that is in parallel with the development of relevant fields for the sector, such as chronic diseases, health education and preventive medicine.

Metabolic syndrome is a cluster of conditions that results from the interplay of genetic and environmental factors, which increase the comorbidity risk of obesity, hyperglycemia, dyslipidemia, arterial hypertension, stroke, and cardiovascular disease. In this article, we review various high-impact studies which link epigenetics with metabolic syndrome by comparing each study population, methylation effects, and strengths and weaknesses of each research. We also discuss world statistical data on metabolic syndrome incidence in developing countries where the metabolic syndrome is common condition that has significant public health implications.

We present a new model for the description of heavy-flavor hadronization in relativistic heavy-ion collisions. We explore its effect on the charmed hadron yields and kinematic distributions once the latter is applied at the end of transport calculations used to simulate the propagation of heavy quarks in the deconfined fireball produced in the collision. The model is based on the formation of color-singlet clusters through the recombination of charm quarks with light antiquarks or diquarks from the same fluid cell. This local mechanism of color neutralization leads to a strong space-momentum correlation, which provides a substantial enhancement of charmed baryon production and of the collective flow of all charmed hadrons.

The purpose of this systematic review and meta-analysis is twofold: (a) to understand how the three key student engagement dimensions (i.e., affective, behavioral, and cognitive) have been conceptualized, operationalized, and measured by researchers in the field and (b) to examine the extent to which the construct, its dimensions, and subtypes are associated with academic achievement and subjective well-being (SWB). Effect sizes and other information (e.g., engagement measures) were retrieved from 137 studies involving 158,510 participants. The systematic review showed that the three engagement dimensions could be further distinguished into seven conceptually distinct engagement subtypes. Metaregression with robust variance estimation revealed that student engagement has a large average correlation with academic achievement (r = 0.33) and SWB (r = 0.35). Upon closer inspection, academic achievement has the strongest association with behavioral engagement (r = 0.39), followed by cognitive (r = 0.31) and affective (r = 0.26) engagement. SWB, in contrast, was most closely related to affective engagement (r = 0.40), followed by cognitive (r = 0.35) and behavioral (r = 0.31) engagement. Further analyses indicated that the magnitude of these effect sizes was moderated by the ways affective, behavioral, and cognitive engagement were operationalized in the primary studies, as well as other factors like the informant source of engagement and type of achievement measure used. While the present study showed that student engagement was positively associated with desirable student outcomes, it also illustrated how student engagement is, at the current point in time, overgeneralized and in dire need of conceptual refinement.

This brief report explores the associations of interpersonal strengths with subjective well-being and psychological flourishing among high-ability adolescents (M = 13.08, SD = 2.17) in Hong Kong during the COVID-19 pandemic outbreak. It also examines the indirect effects of strengths on well-being outcomes via satisfaction of basic psychological needs at school. Results demonstrated that love and leadership served as the most robust predictors of basic psychological needs satisfaction. Love was consistently associated with higher well-being outcomes. Whereas leadership was linked to higher levels of satisfaction with all dimensions of basic needs, this strength was related to lower levels of emotional well-being. Further, love, social intelligence, leadership, and kindness had indirect effects on life satisfaction, positive emotions, and flourishing via the satisfaction of basic needs for autonomy, relatedness, and competence. This research showcases the mental health benefits of selected interpersonal strengths during the pandemic outbreak.

The Caring for Bliss Scale (CBS) is a new measure that assesses an individuals' capacity to cultivate inner joy and happiness. Developed in the United States, its generalizability remains unknown in non-Western contexts. This research explored the scale's cross-national invariance among college students in the Philippines (n = 546) and the United States (n = 643). A multi-group confirmatory factor analysis using maximum likelihood estimation showed that the unidimensional model of caring for bliss exhibited configural, metric, scalar, and residual invariance across the Filipino and the U.S. samples. This scale also had good internal consistency estimates in both settings. In both contexts, caring for bliss was positively correlated with well-being and negatively correlated with different negative quality of life indicators (i.e., stress, anxiety, and depression). This study offered preliminary evidence regarding the cross-national applicability of the CBS in different cultural settings during the COVID-19 pandemic.

Previous evidence has revealed that mindful individuals tend to pay more attention to specific tasks and demonstrate better work engagement. However, prior investigations commonly used cross-sectional designs to examinine the link of mindfulness to engagement in Western societies. This research explores the association of mindfulness with cognitive reappraisal and academic engagement via a two-wave longitudinal design in 381 Filipino high school students from Quezon City, Philippines joined this research. Cross-lagged panel structural equation modeling demonstrated that mindfulness had positive concurrent associations with cognitive reappraisal and engagement. Academic engagement was linked to increased subsequent cognitive reappraisal. Mindfulness is linked to increased concurrent cognitive reappraisal and academic engagement. This research contributes to existing evidence regarding the inconclusive links of mindfulness to learning outcomes.

There is evidence showing that the triarchic model of grit and its dimensions (i.e., "perseverance of effort," "consistency of interests," and "adaptability to situations") predict engagement and well-being outcomes in high school and undergraduate students during the COVID-19 pandemic outbreak. However, there has been limited research on how this model of grit relates to engagement and optimal psychological outcomes in primary school students. This research investigates the association of grit's dimensions with academic engagement in math and science as well as well-being outcomes (i.e., positive emotions, negative emotions, and flourishing) in primary school students. Participants were primary school students (M[subscript age] = 10.42; SD[subscript age] = 1.26) from Hong Kong (n = 279) and Macau (n = 124). Results showed that "perseverance of effort" positively predicted cognitive and behavioral engagement in math as well as positive emotions even after controlling for demographic covariates (i.e., age, gender, setting, and year level), conscientiousness, and achievement goal orientations. "Adaptability to situations" positively predicted cognitive and social engagement in math and flourishing. "Consistency of interests" negatively predicted both cognitive engagement in science and negative emotions. Indeed, this study indicates that "perseverance" and "adaptability" may facilitate children's positive academic and psychological functioning during the COVID-19 pandemic outbreak.

Prior studies have shown inconclusive evidence on how knowledge predicts attitude towards individuals with autism spectrum disorders (ASD) in diverse cultural contexts. There is also dearth of research on psychological resources that facilitate inclusive attitude towards students with ASD. This study examines the links of kindness and knowledge about autism to attitude towards ASD among Filipino high school students. An online survey with items measuring kindness and knowledge about autism as well as a vignette-based measure of attitude towards ASD was administered to participants. Results showed that knowledge about autism and kindness positively predicted attitude towards ASD when controlling for age, gender, and previous contact with students with ASD. This research suggests that integrating ASD awareness with kindness education can bolster positive attitude towards persons with autism and other developmental disabilities.

There is growing attention about the psychological rewards associated with kind school climates in primary and secondary school settings. Its mental health benefits, however, remain under-explored in higher education contexts. This study addresses this gap through examining the role of university kindness or perception of kind acts in university settings in emotion regulation, life satisfaction, psychological flourishing, and coronavirus disease-19 (COVID-19) anxiety among 915 Chinese early childhood pre-service teachers using a structural equation modelling (SEM) approach. Results demonstrated that university kindness was related to increased life satisfaction and psychological flourishing as well as reduced the COVID-19 anxiety. Bias-corrected bootstrapping analysis showed that university kindness had indirect effects on life satisfaction and psychological flourishing via cognitive reappraisal. This research underscores the mental health advantages associated with promoting kindness-oriented climates in university contexts.

Research has shown that the triarchic model of grit scale (TMGS)--a measure that assesses tendency to show perseverance, passion, and adaptability for long-term goals--has been valid in different contexts such as the Philippines, Japan, Poland, mainland China, and the United States. However, there is limited research on the validity of this scale in Hong Kong. Against this backdrop, this research examined the structural, convergent, and criterion-related of the TMGS among secondary school students in Hong Kong. A total of 298 secondary school students in Hong Kong participated in this study. Confirmatory factor analysis (CFA) was used to evaluate the structural validity of the three-factor model of grit. Correlational analysis was conducted between grit's dimensions and school satisfaction to assess the criterion-related validity of this scale. CFA showed that the scores from the three-factor model of grit underpinned by "perseverance of effort, consistency of interests," and "adaptability to situations" were valid and reliable. There was mixed evidence on the convergent validity of the scale based on the subscales' composite reliability (CR) estimates. Whereas "perseverance of effort" and "adaptability to situations" were positively correlated to school satisfaction, "consistency of interests" was negatively linked to the said criterion variable. This research demonstrates the potential applicability of the TMGS in Hong Kong.

There is a recognition about the mental health, educational, and career-related benefits of positive youth development (PYD) in children and youth. This brief review provides an overview of the current application of PYD in school settings. We begin by summarising the common conceptualisations of PYD along with similar and distinct features in such models. Then, we discuss the current status of PYD research and highlight the academic and psychological payoffs of PYD-oriented programs in schools. Importantly, this review elaborates future directions and practical implications for PYD researchers and practitioners in school contexts.

Passion and perseverance for long-term goals (often referred to as grit) has been found to be associated with well-being in typically developing students and adults. However, previous studies primarily relied on a two-factor model of grit, underpinned by "perseverance of effort" and "consistency of interests." This model has received considerable theoretical and methodological criticisms. The research examined the association of an alternative model of grit underpinned by "perseverance of effort" and "adaptability to situations" as key dimensions, with students' life satisfaction in Chinese gifted adolescents in Hong Kong. Structural equation modeling via maximum likelihood estimation approach demonstrated that "perseverance" was linked to higher levels of life satisfaction. "Adaptability" was indirectly linked to increased life satisfaction via the intermediate variable -- career development self-efficacy. Results indicate that perceived confidence in career-related activities might serve as a mechanism through which grit may be linked to higher well-being in gifted students.

Author(s): Hui Tang [sup.1] [sup.2] , Jesus Alfonso D. Datu [sup.3] , Zhijun Liu [sup.4] , Jiefei Shen [sup.1] , Qiang Xing [sup.2] Author Affiliations: (1) grid.413067.7, 0000 0004 1758 [...], Although research has shown that two types of academic encouragement (i.e., challenge-focused and potential-focused encouragement) generally increase academic engagement, few studies have explored how they relate to academic engagement among first-year undergraduate students. Moreover, little is known on psychological mechanisms linking encouragement to educational outcomes. This study explored the indirect effects of encouragement on academic engagement via grit's dimensions (i.e., perseverance of effort and consistency of interests) among 485 Chinese first-year undergraduate students. Results showed that overall academic encouragement, challenge-focused encouragement and potential-focused encouragement positively predicted perseverance of effort and academic engagement. However, the predictive effects of overall academic encouragement, challenge-focused encouragement and potential-focused encouragement on consistency of interests were faint. Results also indicated that overall academic encouragement, challenge-focused encouragement and potential-focused encouragement indirectly predicted academic engagement through perseverance of effort rather than consistency of interests. These findings underscore the importance of identifying pathways through which specific types of encouragement indirectly relate to academic engagement.

Author(s): Jesus Alfonso D. Datu [sup.1] , Patrick J. Rosopa [sup.2] , Jamie M. Fynes [sup.3] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department of Special Education and Counselling, [...], Core self-evaluations (CSE) is conceptualized as a higher-order personality construct underpinned by locus of control, self-esteem, self-efficacy, and neuroticism. Studies have shown that CSE predicts a variety of well-being outcomes. Yet, little is known on how CSE relates to well-being in different settings. This study addresses extant research gaps through examining the moderating role of relational mobility on the relationship between CSE and psychological well-being (PWB) among undergraduate students in the U.S. and the Philippines. Results showed that both CSE and relational mobility were positively associated with PWB in both contexts. However, the association between relational mobility and psychological well-being was stronger in the Philippines than in the United States. Across the Filipino and U.S. samples, relational mobility moderated the associations of CSE with PWB such that for those who had higher perceptions of relational mobility, CSE may be linked to higher PWB. The theoretical and practical implications are discussed.

The Triarchic Model of Grit Scale (TMGS), a measure that assesses individuals' dispositions to show "perseverance," "passion" (or "consistency of interests"), and "adaptability" for long-term goals, had acceptable psychometric properties in Filipino student samples. However, there is scant evidence on the validity of this scale in other societies. This research explored the psychometric validity of the Chinese version of TMGS in selected technical--vocational college students in Shenzen, China. Results demonstrated that the scores from the three-factor model of grit were valid and reliable. In addition, whereas "perseverance" and "adaptability" were linked to increased life satisfaction and positive emotions, "consistency" was not related to such criterion variables. Further, "perseverance" and "adaptability" were associated with lower negative emotions, while "consistency" was linked to increased levels of undesirable emotions.

This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., "perseverance of effort," "consistency of interests," and "adaptability to situations") and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; M[subscript age] = 12.44; SD = 0.60), nine secondary schools in Philippines (n = 575; M[subscript age] = 14.66; SD = 0.83), and two secondary schools in mainland China (n = 710; M[subscript age] = 13.39; SD = 0.56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies.

Past studies show that character strengths matter for well-being outcomes in typically developing students. However, there is scarce evidence on the psychological benefits of these strengths among students with autism spectrum disorders (ASD). This study aims to examine the associations of humanity-oriented character strengths (i.e. social intelligence, love, and kindness) with internalizing and externalizing problems among children with ASD. 304 caregivers of children with ASD (72.7% boys) completed a survey on demographic information, humanity-oriented character strengths, parental awareness of child's emotions, internalizing and externalizing problems, and repetitive behaviors. Results of structural equation modeling demonstrated that when controlling for the effects of other strengths and covariates (e.g. repetitive behaviors and parental awareness of child's emotions), social intelligence and kindness negatively predicted internalizing behaviors while social intelligence negatively predicted externalizing problems. This study corroborates existing evidence on the psychological rewards associated with humanity-oriented character strengths among individuals with ASD. [ABSTRACT FROM AUTHOR]

Past meta‐analytic, systematic and narrative reviews have painted a highly optimistic backdrop on the psychological, physical and social rewards associated with gratitude. However, as most of these reviews focused on how gratitude facilitates optimal psychological functioning in typically developing samples, question remains on the extent to which these findings are generalizable to individuals with diverse special needs or disabilities. This scoping review aims to map scholarly evidence on the psychological benefits of gratitude in individuals with various special needs and exceptionalities. Most studies relied on the dispositional gratitude model (~59%) and cross‐sectional designs (~75%) in investigating gratitude in people with diverse needs. Majority of empirical investigations also focused on studying gratitude in Western cultural contexts such as the United States. Further, prior studies showed that gratitude increased positively valenced well‐being outcomes. Future theoretical implications and scholarly directions are charted. [ABSTRACT FROM AUTHOR]

Grit, defined as passion and perseverance to achieve long‐term goals, has been associated with adolescents' optimal academic and psychological functioning. However, the role of grit in adolescents' positive youth development (PYD)—characterized by the 5Cs known as competence, confidence, connection, character, and caring—remains unknown. Using latent cross‐lagged panel modeling, this study examined the longitudinal relations between the triarchic model of grit (TMG) dimensions (i.e., perseverance of effort, consistency of interest, and adaptability to situations), and the 5Cs of PYD while controlling for specific socio‐demographic covariates (gender, age, SES, and school type). Data were obtained from 1620 Filipino adolescents (Mage = 17.15; SDage = 1.00) in November 2021 and May 2022. Results show that grit dimensions predicted subsequent PYD dimensions, but not vice versa. Specifically, while perseverance and adaptability were linked to higher levels of competence, confidence, and character, consistency was associated with lower levels of competence and confidence six months later. Results highlight the importance of grit's dimensions in facilitating PYD characteristics among adolescents, especially efficacy‐related Cs (competence and confidence). Theoretical and practical implications in promoting adolescent thriving and well‐being are discussed. [ABSTRACT FROM AUTHOR]

Limited research has been conducted so far to explore how meaning in life can promote key academic and psychological benefits in a school context. The research reported here aimed to address this issue by assessing how meaning in life is associated with dimensions of connectedness, academic self-efficacy (Study 1) and personal self-efficacy (Study 2). Participants were two samples of Hong Kong secondary school students. Study 1 revealed that meaning in life was associated with a higher level of connectedness to parents, school, peers, and teachers, and academic self-efficacy (study skills, time management, critical and creative thinking, and involvement in learning). Most connectedness dimensions were linked to lower academic self-efficacy, apart from connectedness to school. Study 2 showed that meaning in life was linked to higher levels of connectedness and personal self-efficacy dimensions (positive self-concept, problem-solving, self-management, and self-reflection). Apart from connectedness to school, other connectedness dimensions were associated with lower personal self-efficacy. Across studies, meaning in life had indirect effects on both self-efficacy through the mediating influence of connectedness. Theoretical and practical implications are discussed.

There is a dearth of research on how alternative models of grit predict well-being outcomes. In this research, we examine associations among the "Triarchic Model of Grit" dimensions (i.e. perseverance of effort, consistency of interests, and adaptability to situations) and positive and negative emotions. We also explore the mediating role of social-emotional learning in these relationships. Data collected from 1351 high school students from the Philippines showed that "perseverance" and "adaptability" were positively related to social-emotional learning, while "consistency" was negatively associated with social-emotional learning. Further analysis showed that "perseverance" and "adaptability" were indirectly related to positive emotions via social-emotional learning. Overall, these findings demonstrate the need to adopt culturally-sensitive models of grit for student populations in Asian cultural contexts.

Perceptions of kindness at school have been linked to a few positive psychological outcomes including optimism, happiness, life satisfaction, and social goals. However, limited evidence has been generated on how kindness relates to academic-related outcomes. This study explored the association of perceived school kindness with different domains of academic engagement. It also examined whether school kindness would have indirect effects on engagement outcomes via the intermediate variables -- achievement goal orientations (i.e., mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals). Results showed that school kindness was positively correlated to agentic, behavioral, cognitive, and emotional engagement. Bias-corrected bootstrapping analyses demonstrated that perceived school kindness had indirect effects on behavioral engagement and cognitive engagement via the intermediate variables, approach goals. While mastery-approach goals mediated the link between perceived school kindness and emotional engagement, performance-approach goals mediated the association of perceived school kindness with agentic engagement. Theoretical and practical implications of the findings are discussed.

Grit--passion and perseverance for long-term goals--has been linked to a wide array of positive academic and psychological outcomes. However, limited research has been conducted to explore the association of grit with different indicators of well-being and psychological health. The primary objective of this study was to assess the associations among grit, meaning in life, and depression. There were 447 Filipino high school students who participated in the study. Results of structural equation modeling showed that grit was linked to higher levels of meaning in life dimensions (i.e., presence of meaning and search for meaning in life) and presence of meaning was associated with lower depression. Bias-corrected bootstrapping revealed that grit had an indirect negative influence on depression through the intermediate variable--presence of meaning in life. Theoretical and practical implications are elucidated.

Psychological capital (PsyCap) has been associated with key organizational and well-being outcomes. However, limited investigations have been carried out regarding the role of PsyCap in the educational settings. The present study assessed the association of PsyCap with life satisfaction and school belongingness in the academic context. Four hundred and sixty-two Filipino high school students participated in the current investigation. Structural equation modeling showed that PsyCap was positively linked to school belongingness via the intermediate variable life satisfaction. An alternative structural model also provided evidence of the indirect effects of PsyCap on life satisfaction via school belongingness. Theoretical and practical implications of these results are discussed.

Author(s): Jesus Alfonso D. Datu [sup.1] , Weipeng Yang [sup.2] Author Affiliations: (1) grid.419993.f, 0000 0004 1799 6254, Department of Special Education and Counselling, Integrated Centre for Well-Being (I-Well), The [...], Academic buoyancy refers to students' capability of dealing with day-to-day obstacles in the school contexts. Previous studies have demonstrated that academic buoyancy is linked to optimal outcomes. However, limited research has been conducted to explore why academic buoyancy can predict positive academic functioning. This research examined the association of academic buoyancy with academic motivational dimensions and achievement among 393 Filipino high school students. The indirect effects of academic buoyancy on achievement via the intermediate variable - academic motivational orientations were explored. Findings showed that academic buoyancy was associated with higher levels of academic achievement as well as controlled and autonomous motivational orientations. Academic buoyancy had indirect effects on achievement via autonomous motivation. This means that intrinsic motivation serves as a potential mechanism through which academic buoyancy may be associated with perceived academic achievement. Findings of this research emphasize the academic benefits of cultivating students' capability to deal with daily academic hassles.