Perceived academic stress and coping strategies among Cambodian college students: Examining the role of achievement emotions as moderators

The main purpose of the study was to examine the moderating role of achievement emotions (i.e., anxiety, shame, hope, and enjoyment) on the relationship between perceived academic stress and coping strategies (i.e., problem-focused and emotion-focused coping strategies) among Cambodian college students. Two hundred Cambodian dual degree college students in various fields of study from three main universities were recruited by using convenient sampling. They were 50.5% male and 49.5% female students. Their mean age was 20.89. Three standardized instruments were utilized in this study: the Perceived Stress Scale, the Academic Emotions Questionnaires, and the COPE Inventory. Hierarchical multiple regression was used to analyze the data. The findings of this study showed that anxiety, shame and enjoyment had moderating roles on the relationship between students perceived academic stress and their coping strategies while hope had no moderating role on the relationship. Specifically, anxiety enhanced the relationship between the students perceived academic stress and both emotion-focused and problem-focused coping strategies shame buffered the relationship between the students perceived academic stress and both emotion-focused and problem-focused coping strategies and enjoyment buffered the relationship between students perceived academic stress and a problem-focused coping strategy. The results provided some implications and recommendations to those who are involved in academic sectors (i.e., school administrators, teachers, school counselor, educational researchers and students etc.,) so that they can help ease the students learning process and bring out the very best and the hidden potential in each individual student

A Systematic Review of Evidence-Based Family Interventions for Trauma-Affected Refugees

Family connections are crucial for trauma-affected refugees from collectivistic cultures. Evidence-based family interventions are consistently promoted to support a host of mental and relational health needs of families exposed to traumatic stressors; however, there is still limited research focused on cultural adaptation and the testing of the effectiveness of these interventions on some of the most disenfranchised populations in the aftermath of forced displacement. This systematic review was conducted to examine the reach of existing evidence-based family interventions implemented with newly resettled refugees globally. Studies included in this review include those testing the effectiveness of a systemic treatment with pre and post intervention evaluation, studies with or without control groups, and studies that include at least one family member in addition to the target participants. Twelve studies met the inclusion criteria. Barriers to conducting randomized control trials with displaced refugee populations are discussed. Recommendations are made for future studies to include a focus on scientifically rigorous multi-method designs, specific cultural adaptation frameworks, and the integration of relational aspects rather than focusing only on individual adjustment. Global displacement continues to rise; therefore, it is imperative that the mental health and wellbeing of displaced populations be treated with a comprehensive, multi-level framework