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- Understanding academic evaluation anxiety in Portuguese adolescents: a psychosocial and educational perspectivePublication . Reis, Marta; Noronha, Catarina; Tomé, Gina; Carvalho, Marina; Rodrigues, Nuno Neto; Matos, Margarida Gaspar deObjectives: Academic Evaluation Anxiety is a significant psychological concern among adolescents, with well-documented impacts on academic performance, emotional well-being, and school engagement. In Portugal, recent evidence suggests growing pressure on students to achieve high academic standards, with psychosocial variables such as resilience, perceived support, and school environment playing a crucial role. This study aims to examine the prevalence and psychosocial predictors of Academic Evaluation Anxiety in Portuguese students, and to identify risk and protective factors that inform educational practice. Methods: This cross-sectional, quantitative study analysed data from 3083 students (5th to 12th grade) from the 2024 National Study by the Observatory of Psychological Health and Well-Being. Validated instruments were used, including the Depression, Anxiety and Stress Scale-21 items (DASS-21), the Social and Emotional Skills Scale (SSES), the Health Behaviour in School-aged Children (HBSC) psychological symptoms and well-being indices, the Positive Youth Development (PYD) scale, and the School Environment Scale. Statistical analyses included descriptive measures, one-way ANOVAs, and multivariate linear regression. Results: Academic Evaluation Anxiety was significantly higher among female students (Mean = 2.80, SD = 0.93) compared to male students (Mean = 2.16, SD = 1.10), representing approximately 30% higher mean levels of anxiety in girls (F = 306.206, p < 0.001). Resilience (β = −0.38, p < 0.001), self-confidence (β = −0.07, p = 0.02), and creativity (β = −0.06, p = 0.01) emerged as protective factors, whereas cooperation (β = 0.23, p < 0.001), teacher relationships (β = 0.08, p < 0.001), bullying (β = 0.07, p < 0.001), and school environment (β = 0.05, p = 0.03) were positively associated with anxiety levels. Conclusions: Academic Evaluation Anxiety is highly prevalent among Portuguese adolescents, with girls reporting significantly higher levels than boys. Resilience, self-confidence, and creativity act as protective factors, while bullying, teacher relationships, cooperation, and negative school climate increase vulnerability. These findings highlight the need for whole-school strategies that strengthen socio-emotional competencies and create psychologically safe learning environments to support both well-being and academic success.
- Long COVID as a risk factor for hypersomnolence and fatigue: insights from the 2nd International Covid Sleep Study Collaboration (ICOSS-2)Publication . Sarkanen, Tomi; Merikanto, Ilona; Bjorvatn, Bjorn; Chung, Frances; Holzinger, Brigitte; Morin, Charles M.; Penzel, Thomas; Gennaro, Luigi de; Wing, Yun Kwok; Benedict, Christian; Xue, Pei; Reis, Cátia; Korman, Maria; Landtblom, Anne-Marie; Matsui, Kentaro; Hrubos-Strom, Harald; Mota-Rolim, Sergio; Nadorff, Michael R.; Berezin, Linor; Liu, Yaping; Scarpelli, Serena; Brandão, Luiz E. M.; Cedernaes, Jonathan; Partinen, Eemil; Bolstad, Courtney J.; Plazzi, Giuseppe; Espie, Colin A.; Partinen, Markku; Dauvilliers, YvesBackground: Hypersomnolence, defined as excessive daytime sleepiness (EDS), excessive quantity of sleep (EQS), sleep inertia, and fatigue reduce quality of life. We assessed associations of the COVID-19 pandemic, infection without long-term sequalae (short COVID, SC), and long COVID (LC) on hypersomnolence and fatigue in a large population across different countries. Methods: As part of an online questionnaire (ICOSS-2), we assessed EDS via the Epworth Sleepiness Scale (ESS), fatigue via Fatigue Severity Scale (FSS), and sleep duration at night and per 24 h. We also assessed the associations with EDS, sleep inertia, fatigue and napping by their frequencies, during the pandemic in COVID-negative, SC and LC participants. Results: The final cohort comprised 13,656 participants (69.1 % women, 42.7 ± 16.6 years), with 12.4 % classified SC and 7.5 % LC. ESS scores were higher in LC (9.16, 95 % CI [8.78, 9.53]) compared to SC (7.26, [6.97, 7.55]) and COVID-negative (6.53, [6.43, 6.63]). LC also had higher odds of ESS>10 (OR 1.58, [1.18,2.09]). FSS scores were higher in LC (median 51, IQR 39–59) than SC (34, 25–44) and COVID-negative (35, 25–45), with LC having 2.22 higher odds of severe fatigue. LC cases also reported more EQS (?10/24 h) than COVID-negative. Worsening of EDS, fatigue, sleep inertia, and napping was reported during pandemic to a greater extent in LC. Conclusions: LC was associated with higher levels of hypersomnolence and fatigue than in SC or COVID-negative participants, highlighting the need for interventions and future research focusing on sleep symptoms and their relation to long-term health outcomes.
- Understanding differences in well-being between national and migrant adolescents in PortugalPublication . Gaspar, T.; Guedes, F. Botelho; Cerqueira, A.; Matos, M. Gaspar de
- Dispositional critical thinking, positive youth development, and social contribution in Spanish emerging adultsPublication . Gomez-Baya, Diego; Branquinho, Cátia; Mendoza-Berjano, Ramon; Garcia-Moro, Francisco JoseDispositional critical thinking has been linked to positive performance in different life domains, such as better academic performance and professional practice, as well as better psychological adjustment. This study had the aim to examine the associations between positive youth development, dispositional critical thinking, and social contribution in a sample of Spanish undergraduates and to test the mediational role of the 5Cs of positive youth development (i.e., confidence, competence, caring, character, and connection) in the relationship between dispositional critical thinking and social contribution. A cross-sectional study was conducted during the spring of 2024 by administering an online self-report. The sample comprised 370 students (67.2% women) aged from 18 to 29 (M = 21.29; SD = 3.61) enrolled at 10 universities in the region of Andalusia (Spain). The results showed a multiple partial mediation of character and caring in the relationship between dispositional critical thinking and social contribution. This model indicated that dispositional critical thinking was associated with more character and caring, and, in turn, these dimensions of positive youth development were associated with more social contribution. These results underline the need to promote dispositional critical thinking and the positive youth development components of character and caring to increase social contribution in undergraduate students.
- The anatomy of well-being: understanding its psychosocial and sociodemographic dimensionsPublication . Barros, Carlos; Cruz, Mariana Malta; Matos, Margarida Gaspar deMigration processes should be analyzed in terms of their psychosocial impact within a multisystemic context. This study aims to identify the psychosocial and sociodemographic factors that influence the well-being of Portuguese migrants, focusing on aspects such as educational qualifications, health, employment status, the length of time they have been outside Portugal and where they live. Participants are 395 Portuguese emigrants currently living abroad, aged between 20 and 78 (M = 37.60, SD = 8.65). The participants live in various geographical locations. About three-quarters (77%, n = 302) of respondents lived in European countries, particularly in urban areas (71%, n = 281), mainly women (78%, n = 308). Linear regression models used as independent variables gender, health, marital status, qualifications, professional status, residence, age and years since emigrating and as dependent variables the satisfaction with social ties, connection, cohesion, acculturation and adaptation. Data were collected through an online survey using non-probabilistic recruitment, and analyzed with ANOVA for mean comparisons and stepwise linear regression to identify the strongest predictors of well-being dimensions. The results suggest that interventions aimed at promoting migrants' well-being should integrate the social, physical, and mental dimensions of health, recognizing the importance of support networks, a sense of belonging, employment conditions, and community cohesion for adaptation and integration. The study emphasizes the importance of synergy between individual and contextual well-being in creating healthy spaces, populations and communities.
- Breathwork and holistic wellbeing: a protocol for a scoping reviewPublication . Beauchamp, Fern Eleanor; Bispo, Emily; Galinha, Iolanda Costa; Kemp, Andrew H.Breathwork has great potential for supporting connections to self, others, and nature, laying the foundations for individual, collective, and planetary wellbeing. While reviews have summarised the impacts of a wide range of breathwork techniques on outcomes relating to individual wellbeing, past work has neglected broader contexts. Here we present a protocol for a scoping review to identify and summarise the available literature relating to a broader range of wellbeing domains, focused on connection to self (individual wellbeing), others (collective wellbeing), and nature (planetary wellbeing). In synthesising the literature, we will determine how and when holistic wellbeing might arise through breathing interventions. Guided by standardised guidelines for conducting scoping reviews, six electronic databases (PubMed, Scopus, Web of Science, APAPsycArticles, Psychology and Behavioural Sciences Collection and Cochrane), grey literature and reference lists of included literature will be searched. Using the Rayyan platform, two reviewers will independently screen title/abstracts after which the full texts of relevant articles will be reviewed based on predetermined criteria. Study details, breathing intervention type and wellbeing outcomes relevant to the research question(s) will be extracted. Numerical analysis of data items and descriptive qualitative analysis of data across the three domains will be reported. Preliminary results will be shared with breathwork facilitators, and their feedback will help highlight gaps not explored in the literature and to refine discussion of the findings in an applied context. We hope that results will inform subsequent research and encourage deeper reflection on the role of breathwork across wider contexts. This research will contribute to the growing evidence base for promoting the inner development of individuals and communities focused on major societal challenges.
- Relaxation of social time pressure reveals tight coupling between daily sleep and eating behavior and extends the interval between last and first mealPublication . Korman, Maria; Fleischmann, Chen; Tkachev, Vadim; Reis, Cátia; Komada, Yoko; Gubin, Denis; Kumar, Vinod; Kitamura, Shingo; Roenneberg, TillStudy Objectives: As a day-active species, humans abstain from some or all foods and beverages and rest at night. The modern social clock diverged from the natural light–dark clock with far-stretching consequences for both fasting/eating and sleep/wake daily cycles. Methods: During the COVID-19 pandemic, prolonged social restrictions (SRs) offered a quasi-experimental protocol to directly test the impact of the relaxed social clock on eating and sleep behaviors and the coupling between them. Results: Using data from a global survey of 5747 adults (mean age 37.2 ± 13.7, 67.1% females, 100% worked/studied), we show that relaxation of the social time pressure (STP) during SRs led, on average, to a 42 min increase in the habitual fasting duration (FD, interval between the last and the first meal) (from 12:16 ± 2:09 to 12:57 ± 2:04) and a 34 min delay in the fasting window. FD was extended by lengthening both the presleep fasting and sleep durations. Pre-SR breakfast eaters delayed sleep and fasting, while breakfast skippers delayed sleep and advanced meals. Stopping alarm use on workdays was associated with a larger increase in FD. The correlations between chronotype, FD, and the mid-fasting time became more robust during SR. Conclusions: We conclude that relaxed STP extends habitual FD and promotes co-alignment of daily fasting and sleeping. Given the finding that the sleep-fasting phase relationship during SRs remained stable, we suggest that a “daily sleep-fasting structure” may be a novel circadian marker quantifying the coupling between daily rhythms. These results may inform strategies of public circadian health management.
- Trend analysis of self-harm behaviors and stress management skills in adolescents between 2018, 2022, and 2024: a comprehensive ecological modelPublication . Gaspar, Tania; Serafim, Cheila; Matos, Margarida Gaspar de; Carvalho, MarinaHighlights: Non-suicidal self-harm behavior (NSSHB) reflects both individual distress and systemic gaps in psychosocial support, underscoring the importance of ecological and multilevel prevention strategies. Stress management skills are a central vulnerability factor, consistently lower among adolescents with NSSHB, and strongly influenced by family, school, and mental well-being contexts. Strengthening coping resources through supportive family and school environments emerges as a crucial pathway for reducing NSSHB and promoting adolescent resilience during and beyond public health crises. Background/Objectives: Although non-suicidal self-harming behaviors (NSSHBs) are increasingly recognized as both a symptom and risk factor in adolescent development, few studies have explored their biopsychosocial correlates, such as stress management, quality of life, family and peer support, and school-related factors, within a longitudinal framework. The present study aims to explore self-harm behaviors among adolescents from an ecological and biopsychosocial perspective over three distinct time points: pre-pandemic (2018), during the pandemic (2022), and post-pandemic (2024). Methods: The total sample comprised 12,233 adolescents, with 5695 in 2018, 5931 in 2022, and 607 in 2024. The percentage of adolescents reporting self-harm behaviors increased from 18.0% in 2018 to 21.8% in 2022 and slightly decreased to 20.2% in 2024. Results: Results show that, in both groups, stress management skills were positively predicted by family support, teacher relationship, quality of friendship, and future expectations, and they were negatively predicted by psychosomatic symptoms. The explained variance (adjusted R2) was consistently higher in the self-harm behavior group. The findings confirm that NSSHB is not only a symptom of individual distress but also a marker of insufficient psychosocial support and coping resources. Conclusions: Stress management skills emerged as a key vulnerability domain and were consistently lower among adolescents with NSSHB. Family support, school relationships, and mental well-being were central predictors of coping skills, reinforcing the relevance of multilevel, ecological approaches to prevention and intervention.
- No-risk, at-risk, and high-risk middle school and high school students: contributions of the quadripartite model for psychological distress prevention programsPublication . Carvalho, Marina; Branquinho, Cátia; Noronha, Catarina; Rodrigues, Nuno Neto; Gaspar, Tânia; Matos, Margarida Gaspar deHighlights: What are the main findings? The quadripartite model is a useful tool for assessing psychological health in young people, considering psychological symptoms along with well-being. Young people with complete psychological health were distinguished from young people with complete psychological distress by having more socio-emotional skills. What is the implication of the main finding? Prevention programs directed to the promotion of psychological health should consider the promotion of socio-emotional skills along with the modification of psychological symptoms. Public policies involving young people’s health and education would benefit from including both targeted and indicated school and community prevention programs. Background/Objectives: Students’ psychological health problems have been widely studied for a long time. However, with the COVID-19 pandemic and due to the additional challenges related to the need for individual and contextual adjustment, a more comprehensive approach to psychological health and well-being is needed. The main goal of the present study was to identify the individual and contextual factors that could discriminate middle school and high school students based on well-being and psychological symptoms. Methods: In this study, carried out within the scope of the second wave of the study “Psychological Health and Wellbeing | School Observatory”, promoted by the Ministry of Education, 3037 students from different regions and levels of public education in Portugal, 49.5% female, aged between 9 and 18 years, participated by completing a research protocol after informed consent was given. Results: Cluster analysis allowed the identification of four groups based on the scores of well-being and psychological symptoms: complete psychological health, incomplete psychological distress, incomplete psychological health and complete psychological distress. The analysis of discriminant variables additionally showed relevant differences between the two extreme groups: complete psychological health students reported higher socio-emotional skills, whereas complete psychological distress students reported higher stress and anxiety scores and low life satisfaction. Conclusions: The obtained results highlight the need for early identification of psychological distress using effective measures to prevent psychological symptoms and to promote socio-emotional skills in the school context.
- Creative self-efficacy, academic performance and the 5Cs of positive youth development in Spanish undergraduatesPublication . Gomez-Baya, Diego; Garcia-Moro, Francisco José; Tomé, Gina; Matos, Margarida Gaspar de(1) Background: Creative self-efficacy is associated with better psychological well-being and academic performance in adolescent and youth samples. Positive youth development is a strength-based model of youth transition to adulthood, which states that this emerges from adaptive regulations between personal strengths and nurturing contexts. The present study aimed to examine the associations between creative self-efficacy, PYD and perceived academic performance in a sample of Spanish youth. (2) Methods: A cross-sectional study was carried out during the spring of 2024. A sample composed of 370 undergraduates (M = 21.29, SD = 3.61) from 10 universities in Andalusia (Spain) filled in an online self-report measure. (3) Results: The results showed positive associations between creative self-efficacy, PYD and academic performance. A mediational analysis indicated that creative self-efficacy presented a positive effect on perceived academic performance through its positive associations with both Confidence and Competence dimensions of PYD. (4) Conclusions: These results may suggest the need to integrate creativity and PYD programs to strengthen academic performance in higher education.