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3 results on '"Marina Milidou"'

1. Beyond Growth Mindset: Exploring John Henryism and Academic Task Engagement in Higher Education

Author

Benjamin M. Torsney, Kathryn M. Burke, Marina Milidou, Doug Lombardi, Jennifer E. Symonds, Cheryl B. Torsney, and Sherman A. James

Abstract

This study examined how students from historically marginalized identity groups (i.e., Black and Latinx, females, and first-generation college students) engage momentarily in a school-based task. We explored how John Henryism, defined as effortful, active coping as a response to environmental stress, and growth and fixed mindset mediate the relationship between identity groups and momentary engagement outcomes (i.e., positive/negative emotions and cognitive engagement). Findings from two structural equation models--one including John Henryism as a mediating latent construct and one without--demonstrated that only John Henryism mediated the relationship between historically underrepresented groups and positive momentary engagement (i.e., increased cognitive engagement and positive emotions, while lowering negative emotions) while growth mindset did not. These findings suggest that John Henryism and growth mindset may work together to buffer environmental stressors that affect historically underrepresented students' academic success.

Published
2024
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2. Coping with COVID-19: An exploratory mixed-methods investigation of the impact of John Henryism on urban college students’ engagement in schoolwork

Author

Ben Torsney, Kathryn Burke, Marina Milidou, Maryam Mansur, and Cheryl Torsney

Subjects
Education
Abstract

The current study examined how COVID-19 impacted urban college students’ engagement in their schoolwork and whether John Henryism mediated the relationship among demographic variables and engagement. Results demonstrated that John Henryism is a significant predictor of all three engagement outcomes (absorption, dedication, and vigor) and mediated the relationship between historically underrepresented students (Black and Latinx) and their vigor for engaging in schoolwork. Three themes emerged from the qualitative analysis: intrapersonal, interpersonal, and contextual challenges. This study adds another dimension to the coping strategies urban college students are using to stay engaged in their schoolwork during the pandemic.

Published
2022

3. Self-help for stress and burnout without therapist contact: An online randomised controlled trial

Author

Marina Milidou, Michael Waadt, Regula Aschwanden, Andrea H. Meyer, Roselind Lieb, Patrizia D. Hofer, Andrew T. Gloster, and Jens Acker

Subjects
050103 clinical psychology, medicine.medical_specialty, 020205 medical informatics, education, 05 social sciences, Flexibility (personality), 02 engineering and technology, Burnout, Acceptance and commitment therapy, 3. Good health, law.invention, Self-help, Randomized controlled trial, law, Intervention (counseling), Stress (linguistics), 0202 electrical engineering, electronic engineering, information engineering, Physical therapy, medicine, 0501 psychology and cognitive sciences, Psychology, Applied Psychology, Depression (differential diagnoses), Clinical psychology
Abstract

Interventions designed to reduce stress and burnout may be costly and access is limited. This study examined the effectiveness of a self-help book, using Acceptance and commitment therapy (ACT) to target stress and burnout in a randomised controlled online trial without any therapist contact. Participants were recruited through a newsletter of a health insurance company. Participants ( N = 119) who reported at least moderate levels of stress were randomly assigned to an immediate intervention ( n = 61) or a waitlist group ( n = 58). Measures before and after the intervention assessed stress, burnout (primary outcomes), depression, well-being, emotion regulation (secondary outcomes) and ACT-specific constructs. Compared to the waitlist group, participants in the immediate intervention group reported lower stress and burnout and higher psychological flexibility at post-assessment. Effects between groups were large for stress ( d = 0.9), moderate to large for burnout ( d = 0.5–0.8) and large for psychological flexibility ( d = 0.8). All primary and most secondary outcomes and ACT processes continued to improve in the 3-month-follow-up period. Results suggest that an ACT self-help book without any therapist contact is effective in reducing stress and burnout for various occupations. Thus, it may provide a cost-effective public health intervention for reducing stress and burnout.

Published
2017

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