The Reflection of Rumination in Art Education on General Student Motivation

Yıl 2024, Cilt: 9 Sayı: 2, 170 - 218, 15.07.2024

Mehmet Akif Özdal

https://doi.org/10.29250/sead.1431500

Öz

This research aims to comprehensively examine the effects of rumination on general student profile motivation in the field of art education. Rumination is defined as the tendency of individuals to constantly repeat the same thoughts or problems in their minds, and it usually has negative psychological consequences. According to the literature review, general student profiles with high levels of rumination have difficulties in continuing creative processes, maintaining attention and actively participating in learning processes. The methodology of the study included a literature review and logical reasoning. The literature review provided a theoretical framework for the psychological effects of rumination and its potential impact on individuals' emotional and cognitive functioning, while the logical reasoning technique was used to analyze in detail the relationships between rumination, arts education and overall student motivation. This multifaceted approach aims to provide a deeper understanding of the interactions between rumination and student motivation. The findings of the study highlight the negative effects of rumination on overall student motivation, especially in the context of arts education, and point to the importance of developing effective intervention strategies for educators and experts. Suggested strategies include providing students in the general profile with the skills to recognize and manage ruminative thought patterns and organizing the content and methods of art education programs in a way to reduce ruminative thoughts. This research provides valuable insights into the psychological dynamics between arts education and student motivation at the general level and provides a solid foundation for future research in this area, as well as helping educators to better understand and address the role of rumination in enhancing motivation at the general student level. From another perspective, it is envisioned to be an important resource for educators and psychologists, providing valuable information to better understand and support the relationship between arts education and student motivation.

Anahtar Kelimeler

Rumination, Art education, Student, Motivation, Psychology

Sanat Eğitiminde Ruminasyonun Genel Öğrenci Motivasyonuna Yansıması

Öz

Bu araştırma, sanat eğitimi alanındaki genel öğrenci profili motivasyonu üzerinde ruminasyonun etkilerini kapsamlı bir şekilde incelemeyi amaçlamaktadır. Ruminasyon, bireylerin aynı düşünceleri veya sorunları sürekli olarak zihinlerinde tekrar etme eğilimi olarak tanımlanır ve genellikle olumsuz psikolojik sonuçlar doğurur. Çalışmada yapılan literatür taramasına göre, yüksek ruminasyon seviyelerine sahip genel öğrenci profillerinin yaratıcı süreçlere devam etme, dikkatlerini koruma ve öğrenme süreçlerine aktif olarak katılma konularında zorluklar yaşadığını ortaya koymaktadır. Araştırmanın metodolojisi, literatür taraması ve mantıksal akıl yürütme süreçlerini içermektedir. Literatür taraması, ruminasyonun psikolojik etkileri ve bireylerin duygusal ve bilişsel işleyişi üzerindeki potansiyel etkilerini teorik bir çerçevede ele alırken, mantıksal akıl yürütme tekniği ile ruminasyon, sanat eğitimi ve genel öğrenci motivasyonu arasındaki ilişkileri detaylı bir şekilde analiz edilmiştir. Bu çok yönlü yaklaşım, ruminasyon ve öğrenci motivasyonu arasındaki etkileşimlerin daha derin bir anlayışını sağlamayı amaçlamaktadır. Araştırmanın bulguları, özellikle sanat eğitimi bağlamında ruminasyonun genel öğrenci motivasyonu üzerindeki olumsuz etkilerini vurgulamakta ve eğitimciler ile uzmanlar için etkili müdahale stratejilerinin geliştirilmesinin önemini işaret etmektedir. Önerilen stratejiler, genel profildeki öğrencilere ruminatif düşünce kalıplarını tanıma ve yönetme becerileri kazandırmayı ve sanat eğitimi programlarının içeriğini ve yöntemlerini ruminatif düşünceleri azaltacak şekilde düzenlemeyi içermektedir. Bu kapsamda yapılan araştırma, sanat eğitimi ve genel profildeki öğrenci motivasyonu arasındaki psikolojik dinamiklere dair değerli katkılar sunmakta ve bu alandaki gelecek araştırmalar için sağlam bir temel oluşturmaktadır, aynı zamanda eğitimcilerin, genel öğrenci düzeylerinin motivasyonunu artırmada ruminasyonun rolünü daha iyi anlamalarına ve ele almalarına yardımcı olmaktadır. Bir diğer açıdan ise, eğitimciler ve psikologlar için değerli bilgiler sunarak, sanat eğitimi ve öğrenci motivasyonu arasındaki ilişkiyi daha iyi anlamak ve desteklemek için önemli bir kaynak olması öngörülmektedir.

Anahtar Kelimeler

Ruminasyon, Sanat eğitimi, Öğrenci, Motivasyon, Psikoloji

Kaynakça

• Agortey, J. J. (2023). Sports stressors and academic performance of student-athletes in selected colleges of education in Ghana. British Journal of Multidisciplinary and Advanced Studies, 4(3), 16–55. https://doi.org/10.37745/bjmas.2022.0187
• Agyapong, B., Brett-MacLean, P., Burback, L., Agyapong, V. I. O., & Wei, Y. (2023). Interventions to reduce stress and burnout among teachers: A scoping review. International Journal of Environmental Research and Public Health, 20(9). https://doi.org/10.3390/ijerph20095625
• Astin, J. A. (2007). Barriers to the integration of new evidence in medicine: the importance of context. Arthritis and Rheumatism, 57(7), 1116–1118. https://doi.org/10.1002/art.23004
• Abramova, I. E., & Shishmolina, E. P. (2020). The formation of students’ self-organisation and self-assessment skills in a competitive foreign learning environment: Case study. The Education and Science Journal, 22(10), 161–185. https://doi.org/10.17853/1994-5639-2020-10-161-185
• Ankyiah, F., & Bamfo, F. (2023). Examining studio-based art practices as a means of fostering critical thinking skills in young learners. International Journal of Childhood Education, 4(2), 106–116. https://doi.org/10.33422/ijce.v4i2.520
• Amelia, C. B., Sabilah, F., & Hartiningsih, S. (2023). The pedagogical value of student conferences: A study on descriptive text instruction in culinary art education. VELES (Voices of English Language Education Society), 7(2), 312–323. https://doi.org/10.29408/veles.v7i2.20324
• Almulla, M. A. (2023). Constructivism learning theory: A paradigm for students’ critical thinking, creativity, and problem solving to affect academic performance in higher education. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2172929
• Alt, D., Kapshuk, Y., & Dekel, H. (2023). Promoting perceived creativity and innovative behavior: Benefits of future problem-solving programs for higher education students. Thinking Skills and Creativity, 47(101201), 1-10. https://doi.org/10.1016/j.tsc.2022.101201
• Buthmann, J., Cha, D. S., & McIntyre, R. S. (2015). Clinical relevance of cognitive dysfunction in major depressive disorder. In R. S. McIntyre & D. S. Cha (Eds.), Cognitive Impairment in Major Depressive Disorder (pp. 1-14). Cambridge University Press. https://doi.org/10.1017/cbo9781139860567.002
• Bello, C. M., Blagrave, A. J., & Lytle, R. K. (2023). Keys to success: Mindfulness-based practices in the classroom for stress and anxiety in students with disabilities. Journal of Physical Education, Recreation and Dance, 94(9), 29–38. https://doi.org/10.1080/07303084.2023.2252850
• Bender, S. M. (2023). Coexistence and creativity: screen media education in the age of artificial intelligence content generators. Media Practice and Education, 24(4), 351–366. https://doi.org/10.1080/25741136.2023.2204203
• Bolkan, S., Goodboy, A. K., & Kelsey, D. M. (2016). Instructor clarity and student motivation: Academic performance as a product of students' ability and motivation to process instructional material. Communication Education, 65(2), 129–148. https://doi.org/10.1080/03634523.2015.1079329
• Casta, C., Rohendi Rohidi, T., Triyanto, T., & Karim, A. (2022). Production of aesthetic tastes and creativity education of Indonesian glass painting artists. Harmonia Journal of Arts Research and Education, 21(2), 266–277. https://doi.org/10.15294/harmonia.v21i2.30348
• Choi, J. H. S., & Miyamoto, Y. (2023). Cultural differences in rumination and psychological correlates: The role of attribution. Personality & Social Psychology Bulletin, 49(8), 1213-1230. https://doi.org/10.1177/01461672221089061
• Chauhan, K., Donahue, J., & Thompson, R. (2023). The predictive validity of the DSM-5 alternative model for borderline personality disorder: Associations with coping strategies, general distress, rumination, and suicidal ideation across one year. Personality and Mental Health, 17(3), 272–281. https://doi.org/10.1002/pmh.1580
• Chun, J. Y., Kim, H.-J., Lee, S., Kim, M., Cheong, T., & Cho, C.-H. (2022). Prediction and classification of anxiety-related psychological scale and VR sickness based on autonomic physiological responses during VR treatment in patients with social anxiety disorder. European Psychiatry, 65(Suppl 1), S577. https://doi.org/10.1192/j.eurpsy.2022.1479
• Cohen, R. M. (2015). From child art to visual language of youth: New models and tools for assessment of learning and creation in art education. Studies in Art Education, 56(4), 382–385. https://doi.org/10.1080/00393541.2015.11518978
• Camacho-Sánchez, R., Rillo-Albert, A., & Lavega-Burgués, P. (2022). Gamified digital game-based learning as a pedagogical strategy: Student academic performance and motivation. Applied Sciences (Basel, Switzerland), 12(21), 112-124. https://doi.org/10.3390/app122111214
• Du, C., Hsiao, P. Y., Ludy, M.-J., & Tucker, R. M. (2022). Relationships between dairy and calcium intake and mental health measures of higher education students in the United States: Outcomes from moderation analyses. Nutrients, 14(4), 775. https://doi.org/10.3390/nu14040775
• Dutta, S., He, M., & C.W. Tsang, D. (2023). Reflection and peer assessment to promote self-directed learning in higher education. Journal of Educational Research and Reviews, 11(3), 35–46. https://doi.org/10.33495/jerr_v11i3.23.111
• Escobar, D. G. C., & Perez, J. A. (2023). Thinking again and again: The correlation between rumination and creativity through anxiety. Academic Journal of Psychology and Counseling, 4(2), 1-10. https://doi.org/10.22515/ajpc.v4i2.7522
• Friesen, E., Michael, T., Schäfer, S. K., & Sopp, M. R. (2022). COVID-19-related distress is associated with analogue PTSD symptoms after exposure to an analogue stressor. European Journal of Psychotraumatology, 13(2), 212-327. https://doi.org/10.1080/20008066.2022.2127185
• Ford, M. B. (2023). Implicit theories shape responses to social-evaluative threat. Frontiers in Psychology, 14, 308-316. https://doi.org/10.14264/332038
• Fehr, S. S. (Ed.). (2016). 101 interventions in group therapy. Routledge. https://doi.org/10.4324/9781315657691
• Fletcher, S., & Haag, S. (2016). Metrics for efficacy in FIRST robotics programs: Aligning ABET engineering student outcomes with K-12 STEM educational practices. 2016 ASEE Annual Conference & Exposition Proceedings, New Orleans, Louisiana, s. 123-130. https://doi.org/10.18260/p.25714
• Gannon, M., Taheri, B., Disegna, M., & Prayag, G. (2023). Coping, rumination, and electronic word-of-mouth: Segmenting consumer responses to service failure via fuzzy clustering. Journal of Business Research, 166, 114-163. https://doi.org/10.1016/j.jbusres.2023.114089
• Gonçalves, M., Duarte, L., Rodrigues, J. M., Greten, H. J., & Machado, J. (2023). Can Qigong be a tool to assist students in handling COVID-19’s resulting academic stress? Healthcare (Basel, Switzerland), 11(3), 307. https://doi.org/10.3390/healthcare11030307
• Griep, Y., Wingate, T. G., & Boyce, M. A. (2018). Social and environmental pressures in management education: How anticipatory stress and social support interact to predict students’ academic engagement and performance. In Meeting Expectations in Management Education (pp. 97–113). Springer International Publishing. https://doi.org/10.1007/978-3-319-76412-2_9
• Heidari, F., Narimani, M., Modabber, S., & Basharpoor, S. (2023). A path analysis of the effects of emotional temperaments on symptoms of conduct disorder in adolescents: An investigation of the mediating role of anger rumination. Shenakht Journal of Psychology and Psychiatry, 10(1), 5-18. https://doi.org/10.32598/shenakht.10.1.5
• Handoyo, S. (2018). Study motivation, academic performance and career commitment in accounting profession. Dinamika Pendidikan, 13(1), 106–118. https://doi.org/10.15294/dp.v13i1.13816
• Harris, R., Blundell-Birtill, P., & Pownall, M. (2023). Development and evaluation of two interventions to improve students’ reflection on feedback. Assessment and Evaluation in Higher Education, 48(5), 672–685. https://doi.org/10.1080/02602938.2022.2107999
• Idoko, C., Chidolue, I., Idoko, C., Eze, C., & Ucheya, E. (2023). Substance abuse among medical students of a Nigerian University: Prevalence, factors influencing use, and effects on academic performance. International Journal of Medicine and Health Development, 28(2), 156. https://doi.org/10.4103/ijmh.ijmh_73_22
• Koh, J. (2022). Evaluation of the effects and mechanisms of a six-week Mindfulness program on psychological wellbeing in a community sample [Unpublished doctoral dissertation]. University of Queensland Library. https://doi.org/10.14264/332038
• Koncz, A., Kassai, R., Demetrovics, Z., & Takacs, Z. K. (2022). Short mindfulness-based relaxation training has no effects on executive functions but may reduce baseline cortisol levels of boys in first grade: A pilot study. Children (Basel, Switzerland), 9(2), 203. https://doi.org/10.3390/children9020203
• Krupp, M. M., Barlow, P. B., & Kyle, E. J. (2021). Developing a self-assessment tool for dental faculty to map professional growth. Journal of Dental Education, 85(10), 1596–1605. https://doi.org/10.1002/jdd.12727
• Kawai, T. (2021). A theoretical framework on reflection in service learning: Deepening reflection through identity development. Frontiers in Education, 5, 1-7. https://doi.org/10.3389/feduc.2020.604997
• Kay, L. (2023). Review of becoming a visually reflective practitioner: An integrated self-study model for professional practice. Studies in Art Education, 64(1), 102–105. https://doi.org/10.1080/00393541.2022.2155181
• Kroiče, I. (2015). The development of Vocational Secondary School students’ reflection and self-assessment skills in the context of critical constructivism. Society Integration Education Proceedings of the International Scientific Conference, 2, 93. https://doi.org/10.17770/sie2015vol2.466
• Kofi Armah, J., Arthur-Nyarko, E., & Asante, A. (2022). COVID-19 emergency remote teaching: The perceptions, challenges and coping strategies of higher education students in Ghana. MIER Journal of Educational Studies Trends and Practices, 12(2), 385–406. https://doi.org/10.52634/mier/2022/v12/i2/2311
• Lee, Y., Ryu, J., & Han, K.-S. (2020). Direction of post-corona era education seen through media articles : The role of “creativity education” in crisis. Korean Society for Creativity Education, 20(4), 65–85. https://doi.org/10.36358/jce.2020.20.4.65
• Levy, M. (2023). “You block yourself from the emotion:” A qualitative inquiry into special education teachers’ use of discordant emotional strategies in coping with student aggression. Teaching and Teacher Education, 132(104265), 1-14. https://doi.org/10.1016/j.tate.2023.104265
• Li, X., Lu, Y., & Cheng, X. (2022). Study on the effect of mindfulness cognitive behavior therapy in the treatment of anxiety disorder -- based on the perspective of individual rehabilitation. The International Journal of Neuropsychopharmacology, 25(Supplement_1), A108–A109. https://doi.org/10.1093/ijnp/pyac032.146
• Larsen, B. A., & Christenfeld, N. J. S. (2009). Cardiovascular disease and psychiatric comorbidity: the potential role of perseverative cognition. Cardiovascular Psychiatry and Neurology, 2009, 79-82. https://doi.org/10.1155/2009/791017
• Lanciano, T., de Leonardis, L., & Curci, A. (2022). The psychological effects of imprisonment: The role of cognitive, psychopathic and affective traits. Europe's Journal of Psychology, 18(3), 262-278. https://doi.org/10.5964/ejop.3995
• Maddock, A., McCusker, P., Blair, C., & Roulston, A. (2022). The mindfulness-based social work and self-care programme: A mixed methods evaluation study. British Journal of Social Work, 52(5), 2760-2777. https://doi.org/10.1093/bjsw/bcab203
• McCarrick, D. J., Prestwich, A., Prudenzi, A., & O’Connor, D. B. (2021). Health effects of psychological interventions for worry and rumination: A meta-analysis. Health Psychol, 40(9), 617-630. https://doi.org/10.31234/osf.io/bsf9e
• Malik, M. J., Ahmad, M., Kamran, M. R., Aliza, K., & Elahi, M. Z. (2020). Student use of social media, academic performance, and creativity: The mediating role of intrinsic motivation. Interactive Technology and Smart Education, 17(4), 403–415. https://doi.org/10.1108/itse-01-2020-0005
• Meng, X., & Hu, Z. (2023). The relationship between student motivation and academic performance: The mediating role of online learning behavior. Quality Assurance in Education, 31(1), 167–180. https://doi.org/10.1108/qae-02-2022-0046
• Moughal, W., Nordin, S. M., Salleh, R. B., & Abbasi, H. A. (2023). Managing social networking stress: the role of self-management in reducing social media exhaustion and improving higher education employee performance. Frontiers in Psychology, 14, 1254707. https://doi.org/10.3389/fpsyg.2023.1254707
• Mamvuto, A., & Kangai, P. (2021). Portfolio implementation for self-reflection and professional growth of students in the arts. Visual Studies, 38(3–4), 433–441. https://doi.org/10.1080/1472586x.2021.1940262
• Mannion, J. (2022). Beyond the grade: the planning, formative and summative (PFS) model of self-assessment for higher education. Assessment and Evaluation in Higher Education, 47(3), 411–423. https://doi.org/10.1080/02602938.2021.1922874
• Mayer, F. B., Tafarel, J. R., Salles, A., Fraga, R. de, Knopfholz, J., & Moura, L. Z. (2019). An innovative model for mental health care and educational support in Brazilian medical education context: Personal Development Planning (PDP) Framework. In Research Square. https://doi.org/10.21203/rs.2.16616/v1
• Mendoza, D. (2023). Coping strategies of students in the online teaching and learning of physical education. Physical Education and Sports: Studies and Research, 2(1), 10–25. https://doi.org/10.56003/pessr.v2i1.207
• Noh, J.-G., Kang, H.-S., & Center For Educational Research. (2022). Reconceptualization of Concept-Based Inquiry in Creativity Education: focusing on Bruner’s narrative. Korean Journal of Teacher Education, 38(5), 147–166. https://doi.org/10.14333/kjte.2022.38.5.07
• Nayman, S., Konstantinow, D. T., Schricker, I. F., Reinhard, I., & Kuehner, C. (2023). Associations of premenstrual symptoms with daily rumination and perceived stress and the moderating effects of mindfulness facets on symptom cyclicity in premenstrual syndrome. Archives of Women’s Mental Health, 26(2), 167-176. https://doi.org/10.1007/s00737-023-01304-5
• Özdal, M. A. (2023). Dijital sanatta gerçekliğin yeri. Uluslararası Sanat Tasarım ve Eğitim Dergisi, 4(2), 11-21.
• Özönder Ünal, I., & Ordu, C. (2023). Decoding caregiver burden in cancer: Role of emotional health, rumination, and coping mechanisms. Healthcare (Basel, Switzerland), 11(19). 96-112. https://doi.org/10.3390/healthcare11192700
• Petry, L., Pinnell, M., Franco, M. S., Doudican, B., Mian, A., & Srinivasan, R. (2018). Board # 105 : Collaborative community-based research experiences in materials and manufacturing (work in progress). 2017 ASEE Annual Conference & Exposition Proceedings, Columbus, Ohio, s. 88-95. https://doi.org/10.18260/1-2--27677
• Pavlov, D. N. (2021). Methods for development of creative expression of college students in music composition. Vestnik Nižnevartovskogo gosudarstvennogo universiteta, 1(53), 66–73. https://doi.org/10.36906/2311-4444/21-1/09
• Palumbo, J. (2013). Assessing arts educators: How the performances of public and private high school art teachers are assessed in Virginia [Unpublished master thesis]. Virginia Commonwealth University. https://doi.org/10.25772/4MNK-ZD41
• Rosenbaum, D., Int-Veen, I., Rubel, J., Laicher, H., Kroczek, A., Lawyer, G., Fallgatter, A. J., & Ehlis, A.-C. (2022). Associations of different emotion regulation strategies with coping-efficacy, rumination and stress. Cognitive Therapy and Research, 46(5), 889–901. https://doi.org/10.1007/s10608-022-10307-y
• Ropp, C. R., Caldwell, J. E., Dixon, A. M., Angell, M. E., & Vogt, W. P. (2006). Special education administrators’ perceptions of music therapy in special education programs. Music Therapy Perspectives, 24(2), 87–93. https://doi.org/10.1093/mtp/24.2.87
• Roscoe, K. (2011). Towards balanced assessment of student teaching performance. Northwest Journal of Teacher Education, 9(2), 45-52. https://doi.org/10.15760/nwjte.2011.9.2.7
• Solanki, S. M., & Xu, D. (2018). Looking beyond academic performance: The influence of instructor gender on student motivation in STEM fields. American Educational Research Journal, 55(4), 801–835. https://doi.org/10.3102/0002831218759034
• Sun, J. C.-Y. (2014). Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. Computers & Education, 72, 80–89. https://doi.org/10.1016/j.compedu.2013.10.010
• Stokrocki, M. (2005). Reconsidering everyday assessment in the art classroom: Ceramics and science. Arts Education Policy Review, 107(1), 15–24. https://doi.org/10.3200/aepr.107.1.15-24
• Tsai, W., Lee, C. S., & Monte, V. (2021). Comparing the effects of emotional disclosure and peer helping writing on psychological distress among Chinese international students: The moderating role of rumination. Journal of Clinical Psychology, 77(7), 1556-1572. https://doi.org/10.1002/jclp.23135
• Tu, P.-C. (2022). The effects of trait resilience and rumination on psychological adaptation to breast cancer. Health Psychology Open, 9(2), 205-235. https://doi.org/10.1177/20551029221140765
• Темербекова, А. А., & Байкунакова, Г. В. (2020). Formation criteria and indicators of graphic culture of basic general education students. Pedagogical Review, 5(33), 16–21. https://doi.org/10.23951/2307-6127-2020-5-16-21 Usán, P., Salavera, C., Quílez-Robres, A., & Lozano-Blasco, R. (2022). Behaviour patterns between academic motivation, burnout and academic performance in primary school students. International Journal of Environmental Research and Public Health, 19(19), 126-163. https://doi.org/10.3390/ijerph191912663
• Vahle-Hinz, T., Mauno, S., de Bloom, J., & Kinnunen, U. (2017). Rumination for innovation? Analysing the longitudinal effects of work-related rumination on creativity at work and off-job recovery. Work and Stress, 31(4), 315-337. https://doi.org/10.1080/02678373.2017.1303761
• Verhaeghen, P., Joormann, J., & Aikman, S. N. (2014). Creativity, mood, and the examined life: Self-reflective rumination boosts creativity, brooding breeds dysphoria. Psychology of Aesthetics, Creativity, and the Arts, 8(2), 211-218. https://doi.org/10.1037/a0035594
• Xu, Y., Shao, J., Zeng, W., Wu, X., Huang, D., Zeng, Y., & Wu, J. (2021). Depression and creativity during COVID-19: Psychological resilience as a mediator and deliberate rumination as a moderator. Frontiers in Psychology, 12, 1-10. https://doi.org/10.3389/fpsyg.2021.665961
• Xu, Y., Wu, J., Li, Q., Zeng, W., Wu, C., Yang, Y., Chen, Z., & Xu, Z. (2022). The impact of intrusive rumination on college students’ creativity during the COVID-19 pandemic: The mediating effect of post-traumatic growth and the moderating role of psychological resilience. Frontiers in Psychology, 13, 1-14. https://doi.org/10.3389/fpsyg.2022.789844
• Yu, J., Huang, C., He, T., Wang, X., & Zhang, L. (2022). Investigating students’ emotional self-efficacy profiles and their relations to self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach. Education and Information Technologies, 27(8), 1715–1740. https://doi.org/10.1007/s10639-022-11099-0
• Yu, X., & Zhao, J. (2023). How rumination influences meaning in life among Chinese high school students: The mediating effects of perceived chronic social adversity and coping style. Frontiers in Public Health, 11, 58-74. https://doi.org/10.3389/fpubh.2023.1280961
• Yuda, A. K., Resita, C., Nurwansyah, R., Gani, R. A., Németh, Z., & Setiawan, E. (2022). Confidence, academic stress, coping strategies as predictors of student academic achievement in physical education classes during covid-19. Teorìâ Ta Metodika Fìzičnogo Vihovannâ, 22(2), 180–187. https://doi.org/10.17309/tmfv.2022.2.05
• Yun, M. (2023). Instrumental leadership and creativity: cognitive mechanisms via problem-solving rumination and knowledge sharing with coworkers. Leadership & Organization Development Journal, 44(4), 543–563. https://doi.org/10.1108/lodj-08-2022-0357
• Zeng, W., Zeng, Y., Xu, Y., Huang, D., Shao, J., Wu, J., & Wu, X. (2021). 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. Frontiers in Psychology, 12, 665973. https://doi.org/10.3389/fpsyg.2021.665973
• Zisopoulou, T., & Varvogli, L. (2023). Stress management methods in children and adolescents: Past, present, and future. Hormone Research in Paediatrics, 96(1), 97–107. https://doi.org/10.1159/000526946
• Zoccola, P. M., Dickerson, S. S., & Zaldivar, F. P. (2008). Rumination and cortisol responses to laboratory stressors. Psychosomatic Medicine, 70(6), 661–667. https://doi.org/10.1097/PSY.0b013e31817bbc77
• Zhong, P. (2023). The phenomenon and effects of fear of Missing Out. Lecture Notes in Education Psychology and Public Media, 29(1), 36-41. https://doi.org/10.54254/2753-7048/29/20231380
• Williams, D. P., Joseph, N., Hill, L. K., Sollers, J. J., 3rd, Vasey, M. W., Way, B. M., Koenig, J., & Thayer, J. F. (2019). Stereotype threat, trait perseveration, and vagal activity: evidence for mechanisms underpinning health disparities in Black Americans. Ethnicity & Health, 24(8), 909–926. https://doi.org/10.1080/13557858.2017.1378803
• Williams, S., Clarke, S., & Edginton, T. (2023). Mindfulness for the self-management of negative coping, rumination and fears of compassion in people with cancer: An exploratory study. Cancer Reports, 6(3), 76-98. https://doi.org/10.1002/cnr2.1761
• Wang, Q., Zhao, X., Yuan, Y., & Shi, B. (2020). The relationship between creativity and intrusive rumination among Chinese teenagers during the COVID-19 pandemic: Emotional resilience as a moderator. Frontiers in Psychology, 11, 601104. https://doi.org/10.3389/fpsyg.2020.601104
• Jang, S. J. (2023). A case study on class design and operation of self-exploration teacher education using problem-based learning(PBL). Korean Association For Learner-Centered Curriculum And Instruction, 23(12), 767–788. https://doi.org/10.22251/jlcci.2023.23.12.767
• Jha, S. K. (2016). Rote learning: A transcendental bridge between science & spirituality. Journal of Engineering Education Transformations, 29(3), 143. https://doi.org/10.16920/jeet/2016/v29i3/85247