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The Role of Rumination and Negative Affect in Meaning Making Following Stressful Experiences in a Japanese Sample

Namiko Kamijo & Shintaro Yukawa

Frontiers in Psychology 9 (2018)

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The Influence of Post-Traumatic Growth on College Students’ Creativity During the COVID-19 Pandemic: The Mediating Role of General Self-Efficacy and the Moderating Role of Deliberate Rumination.Wei Zeng, Yuqing Zeng, Yanhua Xu, Dongtao Huang, Jinlian Shao, Jiamin Wu & Xingrou Wu - 2021 - Frontiers in Psychology 12.details Purpose: This study used a moderated mediation model to test the mediating effect of general self-efficacy on the relationship between post-traumatic growth and creativity and the moderating effect of deliberate rumination in the second path of the indirect mediation path during the COVID-19 pandemic.Methods: A sample of 881 university students from Guangdong Province, China, was surveyed with the Posttraumatic Growth Inventory, the Runco Ideational Behavior Scale, the General Self-Efficacy Scale, and the Deliberate Rumination Inventory. SPSS and PROCESS were used for (...) Download Export citation Bookmark 2 citations
Path to posttraumatic growth: The role of centrality of event, deliberate and intrusive rumination, and self blame in women victims and survivors of intimate partner violence.Aistė Bakaitytė, Alicia Puente-Martínez, Silvia Ubilos-Landa & Rita Žukauskienė - 2022 - Frontiers in Psychology 13.details Increased interest in positive changes in the aftermath of traumatic events led researchers to examine assumptions about the process of posttraumatic growth. However, existing studies often use samples from mixed trauma survivors and investigate separate factors and their associations with growth. Therefore, the purpose of the current study was to examine the path from centrality of event to PTG involving intrusive and deliberate rumination and self-blame as a coping strategy in women survivors of intimate partner violence. The study sample consisted (...) Download Export citation Bookmark
Effects of Self-Regulation vs. External Regulation on the Factors and Symptoms of Academic Stress in Undergraduate Students.Jesús de la Fuente, Francisco Javier Peralta-Sánchez, Jose Manuel Martínez-Vicente, Paul Sander, Angélica Garzón-Umerenkova & Lucía Zapata - 2020 - Frontiers in Psychology 11.details The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce (...) Download Export citation Bookmark 6 citations

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