Support through Social Media and Online Class Participation to Enhance Psychological Resilience

Social support was an important factor in minimizing the effect of social isolation during the COVID-19 pandemic lockdown. This research aimed to study the role of online class participation and social media usage to link the social support available from family and friends to psychological resilience among pre-service special education teachers against the negative psychological effects of the COVID-19 pandemic lockdown. A survey was conducted with 377 pre-service special needs education (SNE) teachers enrolled at universities in Pakistan. Partial least square structural equation modeling (PLS-SEM) was applied using Smart-PLS 3.2.8. Results revealed that social media and online class participation played a mediating role between social support and psychological resilience in the pre-service special needs education (SNE) teachers studied. Teacher education institutions can devise strategies to develop social media platforms for student socialization during an emergency to help build resilience against the negative psychological effects of social isolation. Future studies could be conducted to adapt instructions and curricula to social media environments for education in an emergency.Peer reviewe

Revisiting Attachment to Parents and Depression Link in Adolescence: the Importance of Language Use and Emotion Regulation

Şimşek, Ömer Faruk (Arel Author)Although past research has provided important information about the relationship between attachment and mental health during the period of adolescence, the role of intervening variables in this association has been neglected. The aim of the present study was to illuminate the association between adolescents' secure attachment to parents and mental health, i.e., emotion regulation and depression, and to focus on the mediating role of language use operationalized by the gap between experience and language. Three-hundred seventy-four adolescents (220 females, 154 males) participated in the study. The data was analyzed using structural equation modeling. The results provided support for the intervening role of language use and it was further shown that the relationship between language use and depression is mediated by emotion regulation. Language use and emotion regulation are potential mediators between attachment to parents and depression. The effects of problematic attachment experiences on attachment might be intervened by focusing on language use of adolescents, which in turn could improve insight