Alexithymia in Young people’s academic career: The mediating role of anxiety and resilience

References

• Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academic resilience: What schools and countries do to help disadvantaged students succeed in PISA. Paris: OECD Publishing. http://dx.doi.org/10.1787/e22490ac-en
   Google Scholar
• Ali, M. M., Dwyer, D. S., Vanner, E. A., & Lopez, A. (2010). Adolescent propensity to engage in health risky behaviors: The role of individual resilience. International Journal of Environmental Research and Public Health, 7(5), 2161–2176. doi: 10.3390/ijerph7052161
   PubMed Web of Science ®Google Scholar
• Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the early twenties. American Psychologist, 55(5), 469–480. doi: 10.1037/0003-066X.55.5.469
   PubMed Web of Science ®Google Scholar
• Arrebola-Moreno, A. L., Garcia-Retamero, R., Catena, A., Marfil-Álvarez, R., Melgares-Moreno, R., & Ramírez-Hernández, J. A. (2014). On the protective effect of resilience in patients with acute coronary syndrome. International Journal of Clinical and Health Psychology, 14(2), 111–119. doi: 10.1016/S1697-2600(14)70044-4
   Web of Science ®Google Scholar
• Arsenio, W. F., & Loria, S. (2014). Coping with negative emotions: Connections with adolescents’ academic performance and stress. The Journal of Genetic Psychology, 175(1), 76–90. doi: 10.1080/00221325.2013.806293
   PubMed Web of Science ®Google Scholar
• Bagby, R. M., Parker, J. D., & Taylor, G. J. (1994). The twenty-item Toronto Alexithymia Scale—I. Item selection and cross-validation of the factor structure. Journal of Psychosomatic Research, 38(1), 23–32. doi: 10.1016/0022-3999(94)90005-1
   PubMed Web of Science ®Google Scholar
• Besharat, M. A. (2008). Relations between alexithymia, anxiety, depression, psychological distress, and psychological well-being. Journal of Psychology, 10, 17–40.
   Google Scholar
• Bressi, C., Taylor, G., Parker, J., Bressi, S., Brambilla, V., Aguglia, E., … Invernizzi, G. (1996). Cross validation of the factor structure of the 20-item Toronto Alexithymia Scale: An Italian multicenter study. Journal of Psychosomatic Research, 41(6), 551–559. doi: 10.1016/S0022-3999(96)00228-0
   PubMed Web of Science ®Google Scholar
• Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS: Basic concepts, applications, and programming. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
   Google Scholar
• Caretti, V., Gori, A., Craparo, G., Giannini, M., Iraci-Sareri, G., & Schimmenti, A. (2018). A new measure for assessing substance-related and addictive disorders: The Addictive Behavior Questionnaire (ABQ). Journal of Clinical Medicine, 7(8), 194. doi: 10.3390/jcm7080194
   PubMed Web of Science ®Google Scholar
• Cohn, M. A., Fredrickson, B. L., Brown, S. L., Mikels, J. A., & Conway, A. M. (2009). Happiness unpacked: Positive emotions increase life satisfaction by building resilience. Emotion, 9(3), 361–368. doi: 10.1037/a0015952
   PubMed Web of Science ®Google Scholar
• Daly, M. G., & Willcock, S. M. (2002). Examining stress and responses to stress in medical students and new medical graduates. The Medical Journal of Australia, 177(1), 14–15.
   Google Scholar
• De Beni, R., Moè, A., Cornoldi, C., Meneghetti, C., Fabris, M., Zamperlin, C., & De Min Tona, G. (2014). AMOS NUOVA EDIZIONE: Abilità e Motivazione allo Studio. Prove di Valutazione e Orientamento per la Scuola Secondaria di Secondo Grado e l’Università. Trento: Edizioni Erickson.
   Google Scholar
• De la Fuente, J., García-Torrecillas, J. M., & Rodríguez-Vargas, S. (2015). The relationship between coping strategies, test anxiety, and bournout-engagement behavior in university undergraduates. In M. Bachman (Ed.), Coping Strategies and Health, (pp. 27–44). New York: NOVA Publisher.
   Google Scholar
• Dunn, L. B., Iglewicz, A., & Moutier, C. (2008). A conceptual model of medical student well-being: promoting resilience and preventing burnout. Academic Psychiatry, 32(1), 44–53. doi: 10.1176/appi.ap.32.1.44
   PubMed Web of Science ®Google Scholar
• Dyrbye, L. N., Power, D. V., Massie, F., Eacker, A., Harper, W., Thomas, M. R., … Shanafelt, T. D. (2010). Factors associated with resilience to and recovery from burnout: A prospective, multi-institutional study of US medical students. Medical Education, 44(10), 1016–1026. doi: 10.1111/j.1365-2923.2010.03754.x
   PubMed Web of Science ®Google Scholar
• Faramarzi, M., & Khafri, S. (2017). Role of alexithymia, anxiety, and depression in predicting self-efficacy in academic students. The Scientific World Journal, 2017, 1–7. doi: 10.1155/2017/5798372
   Google Scholar
• Fiorilli, C., Capitello, T. G., Barni, D., Buonomo, I., & Gentile, S. (2019). Predicting adolescent depression: The interrelated roles of self-esteem and interpersonal stressors. Frontiers in Psychology, 10.
   Google Scholar
• Fiorilli, C., De Stasio, S., Di Chiacchio, C., Pepe, A., & Salmela-Aro, K. (2017). School burnout, depressive symptoms and engagement: Their combined effect on student achievement. International Journal of Educational Research, 84, 1–12.
   Web of Science ®Google Scholar
• Fiorilli, C., Galimberti, V., De Stasio, S., Di Chiacchio, C., & Albanese, O. (2014). School Burnout Inventory with italian students of high school. Psicologia Clinica Dello Sviluppo, 18(3), 403–424.
   Google Scholar
• Galla, B. M., & Wood, J. J. (2012). Emotional self-efficacy moderates anxiety-related impairments in math performance in elementary school-age youth. Personality and Individual Differences, 52(2), 118–122. doi: 10.1016/j.paid.2011.09.012
   Web of Science ®Google Scholar
• Gallego, J., Aguilar-Parra, J. M., Cangas, A. J., Langer, Á. I., & Mañas, I. (2014). Effect of a mindfulness program on stress, anxiety and depression in university students. The Spanish Journal of Psychology, 17(E109), 1–6. doi: 10.1017/sjp.2014.102
   Web of Science ®Google Scholar
• Gay, M. C., Hanin, D., & Luminet, O. (2008). Effectiveness of an hypnotic imagery intervention on reducing alexithymia. Contemporary Hypnosis, 25(1), 1–13. doi: 10.1002/ch.344
   Google Scholar
• Hamaideh, S. H. (2011). Stressors and reactions to stressors among university students. International Journal of Social Psychiatry, 57(1), 69–80. doi: 10.1177/0020764009348442
   PubMed Web of Science ®Google Scholar
• Hamaideh, S. H. (2018). Alexithymia among Jordanian university students: Its prevalence and correlates with depression, anxiety, stress, and demographics. Perspectives in Psychiatric Care, 54(2), 274–280. doi: 10.1111/ppc.12234
   PubMed Web of Science ®Google Scholar
• Hasan, M. (2016). Academic anxiety of male and female secondary school students in relation to their academic achievement. Educational Quest-An International Journal of Education and Applied Social Sciences, 7(1), 31–37.
   Google Scholar
• Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication Monographs, 76(4), 408–420. doi: 10.1080/03637750903310360
   Web of Science ®Google Scholar
• Heller, M. L., & Cassady, J. C. (2017). The impact of perceived barriers, academic anxiety, and resource management strategies on achievement in first-year community college students. Journal of the First-Year Experience & Students in Transition, 29(1), 9–32.
   Google Scholar
• Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29–36. doi: 10.1016/j.jrp.2014.06.005
   Web of Science ®Google Scholar
• Jacobs, S. R., & Dodd, D. (2003). Student burnout as a function of personality, social support, and workload. Journal of College Student Development, 44(3), 291–303. doi: 10.1353/csd.2003.0028
   Google Scholar
• Kahu, E., Stephens, C., Leach, L., & Zepke, N. (2015). Linking academic emotions and student engagement: Mature-aged distance students’ transition to university. Journal of Further and Higher Education, 39(4), 481–497. doi: 10.1080/0309877X.2014.895305
   Web of Science ®Google Scholar
• Karukivi, M., & Saarijärvi, S. (2014). Development of alexithymic personality features. World Journal of Psychiatry, 4(4), 91–102. doi: 10.5498/wjp.v4.i4.91
   PubMedGoogle Scholar
• Karukivi, M., Hautala, L., Kaleva, O., Haapasalo-Pesu, K. M., Liuksila, P. R., Joukamaa, M., & Saarijärvi, S. (2010). Alexithymia is associated with anxiety among adolescents. Journal of Affective Disorders, 125(1-3), 383–387. doi: 10.1016/j.jad.2010.02.126
   PubMed Web of Science ®Google Scholar
• Katsifaraki, M., & Tucker, P. (2013). Alexithymia and burnout in nursing students. Journal of Nursing Education, 52(11), 627–633. doi: 10.3928/01484834-20131014-04
   PubMed Web of Science ®Google Scholar
• Kerr, S., Johnson, V. K., Gans, S. E., & Krumrine, J. (2004). Predicting adjustment during the transition to college: Alexithymia, perceived stress, and psychological symptoms. Journal of College Student Development, 45(6), 593–611. doi: 10.1353/csd.2004.0068
   Web of Science ®Google Scholar
• La Ferlita, V., Bonadies, M., Solano, L., De Gennaro, L., & Gonini, P. (2007). Alessitimia e adolescenza: Studio preliminare di validazione della TAS-20 su un campione di 360 adolescenti italiani. Infanzia e Adolescenza, 6(3), 131–144.
   Google Scholar
• Lane, R. D., Hsu, C. H., Locke, D. E., Ritenbaugh, C., & Stonnington, C. M. (2015). Role of theory of mind in emotional awareness and alexithymia: Implications for conceptualization and measurement. Consciousness and Cognition, 33, 398–405. doi: 10.1016/j.concog.2015.02.004
   PubMed Web of Science ®Google Scholar
• Lapa, T. A., Madeira, F. M., Viana, J. S., & Pinto-Gouveia, J. (2017). Burnout syndrome and wellbeing in anesthesiologists: The importance of emotion regulation strategies. Minerva Anestesiologica, 83(2), 191–199.
   PubMed Web of Science ®Google Scholar
• Leising, D., Grande, T., & Faber, R. (2009). The Toronto Alexithymia Scale (TAS-20): A measure of general psychological distress. Journal of Research in Personality, 43(4), 707–710. doi: 10.1016/j.jrp.2009.03.009
   Web of Science ®Google Scholar
• Levant, R. F., Hayden, E. W., Halter, M. J., & Williams, C. M. (2009). The efficacy of alexithymia reduction treatment: A pilot study. The Journal of Men’s Studies, 17(1), 75–84. doi: 10.3149/jms.1701.75
   Google Scholar
• Li, J., Han, X., Wang, W., Sun, G., & Cheng, Z. (2018). How social support influences university students' academic achievement and emotional exhaustion: The mediating role of self-esteem. Learning and Individual Differences, 61, 120–126. doi: 10.1016/j.lindif.2017.11.016
   Web of Science ®Google Scholar
• Liang, B., & West, J. (2011). Relational health, alexithymia, and psychological distress in college women: Testing a mediator model. American Journal of Orthopsychiatry, 81(2), 246–254. doi: 10.1111/j.1939-0025.2011.01093.x
   PubMed Web of Science ®Google Scholar
• Lopes, P. N., Mestre, J. M., Guil, R., Kremenitzer, J. P., & Salovey, P. (2012). The role of knowledge and skills for managing emotions in adaptation to school: Social behavior and misconduct in the classroom. American Educational Research Journal, 49(4), 710–742. doi: 10.3102/0002831212443077
   Web of Science ®Google Scholar
• Lumley, M. A. (2000). Alexithymia and negative emotional conditions. Journal of Psychosomatic Research, 49(1), 51–54. doi: 10.1016/S0022-3999(00)00161-6
   PubMed Web of Science ®Google Scholar
• Lyndon, M. P., Henning, M. A., Alyami, H., Krishna, S., Zeng, I., Yu, T. C., & Hill, A. G. (2017). Burnout, quality of life, motivation, and academic achievement among medical students: A person-oriented approach. Perspectives on Medical Education, 6(2), 108–114. doi: 10.1007/s40037-017-0340-6
   PubMed Web of Science ®Google Scholar
• Manjula, R., Dorle, A. S., Mannapur, B. S., Desai, S., & Mallapur, A. (2018). Effectiveness of school based educational intervention for healthy body mass index and its association with academic performance among school children: A quasi-experimental study. International Journal of Community Medicine and Public Health, 5(5), 1828–1834. doi: 10.18203/2394-6040.ijcmph20181684
   Google Scholar
• Mannarini, S., Balottin, L., Toldo, I., & Gatta, M. (2016). Alexithymia and psychosocial problems among Italian preadolescents. A latent class analysis approach. Scandinavian Journal of Psychology, 57(5), 473–481. doi: 10.1111/sjop.12300
   PubMed Web of Science ®Google Scholar
• Margalit, M. (2004). Second-generation research on resilience: Social–emotional aspects of children with learning disabilities. Learning Disabilities Research and Practice,. And Practice, 19, 45–48. doi: 10.1111/j.1540-5826.2004.00088.x
   Google Scholar
• Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267–281. doi: 10.1002/pits.20149
   Web of Science ®Google Scholar
• Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53–83. doi: 10.1016/j.jsp.2007.01.002
   PubMed Web of Science ®Google Scholar
• Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353–370. doi: 10.1080/03054980902934639
   Web of Science ®Google Scholar
• Martin, J. B., & Pihl, R. O. (1985). The stress-alexithymia hypothesis: Theoretical and empirical considerations. Psychotherapy and Psychosomatics, 43(4), 169–176.
   PubMed Web of Science ®Google Scholar
• May, R. W., Bauer, K. N., & Fincham, F. D. (2015). School burnout: Diminished academic and cognitive performance. Learning and Individual Differences, 42, 126–131. doi: 10.1016/j.lindif.2015.07.015
   Web of Science ®Google Scholar
• McManus, I. C., Keeling, A., & Paice, E. (2004). Stress, burnout and doctors' attitudes to work are determined by personality and learning style: A twelve year longitudinal study of UK medical graduates. BioMed Central Medicine, 2(1), 29–41.
   Google Scholar
• McMillan, J. H., & Reed, D. F. (1994). At-risk students and resiliency: Factors contributing to academic success. The Clearing House, 67(3), 137–140. doi: 10.1080/00098655.1994.9956043
   Google Scholar
• Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121. doi: 10.1037/a0033546
   Web of Science ®Google Scholar
• Meltzer, L. (2004). Resilience and learning disabilities: Research on internal and external protective dynamics. Learning Disabilities Research and Practice, 19, 1–2. doi: 10.1111/j.1540-5826.2004.00083.x
   Google Scholar
• Mikolajczak, M., & Luminet, O. (2006). Is alexithymia affected by situational stress or is it a stable trait related to emotion regulation? Personality and Individual Differences, 40(7), 1399–1408. doi: 10.1016/j.paid.2005.10.020
   Web of Science ®Google Scholar
• Miller, M. (2002). Resilience elements in students with learning disabilities. Journal of Clinical Psychology, 58(3), 291–298. doi: 10.1002/jclp.10018
   PubMed Web of Science ®Google Scholar
• Mwangi, C. N., Okatcha, F. M., Kinai, T. K., & Ireri, A. M. (2015). Relationship between academic resilience and academic achievement among secondary school students in Kiambu county, Kenya. International Journal of School and Cognitive Psychology, 2, 3–7. doi:10.4172/2469-9837.S2-003
   Google Scholar
• Palacio, J. E., Caballero, C., González, O., Gravini, M., & Contreras, K. P. (2012). Relación del burnout y las estrategias de afrontamiento con el promedio académico en estudiantes universitarios. Universitas Psychologica, 11(2), 535–544.
   Google Scholar
• Parker, J. D., Austin, E. J., Hogan, M. J., Wood, L. M., & Bond, B. J. (2005). Alexithymia and academic success: examining the transition from high school to university. Personality and Individual Differences, 38(6), 1257–1267. doi: 10.1016/j.paid.2004.08.008
   Web of Science ®Google Scholar
• Parker, J. D., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36(1), 163–172. doi: 10.1016/S0191-8869(03)00076-X
   Web of Science ®Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. doi: 10.1207/S15326985EP3702_4
   Web of Science ®Google Scholar
• Popa-Velea, O., Diaconescu, L., Mihăilescu, A., Jidveian Popescu, M., & Macarie, G. (2017). Burnout and its relationships with alexithymia, stress, and social support among Romanian Medical Students: A cross-sectional study. International Journal of Environmental Research and Public Health, 14(6), 560–570. doi:10.3390/ijerph14060560
   PubMed Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891. doi: 10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Rawson, H. E., Bloomer, K., & Kendall, A. (1994). Stress, anxiety, depression, and physical illness in college students. The Journal of Genetic Psychology, 155(3), 321–330. doi: 10.1080/00221325.1994.9914782
   PubMed Web of Science ®Google Scholar
• Salanova, M., Schaufeli, W., Martínez, I., & Bresó, E. (2010). How obstacles and facilitators predict academic performance: The mediating role of study burnout and engagement. Anxiety, Stress & Coping, 23(1), 53–70. doi: 10.1080/10615800802609965
   PubMed Web of Science ®Google Scholar
• Salmela-Aro, K., & Read, S. (2017). Study engagement and burnout profiles among Finnish higher education students. Burnout Research, 7, 21–28. doi: 10.1016/j.burn.2017.11.001
   Google Scholar
• Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School Burnout Inventory (SBI). European Journal of Psychological Assessment, 25(1), 48–57. doi: 10.1027/1015-5759.25.1.48
   Web of Science ®Google Scholar
• Salmela-Aro, K., Tolvanen, A., & Nurmi, J. E. (2009). Achievement strategies during university studies predict early career burnout and engagement. Journal of Vocational Behavior, 75(2), 162–172. doi: 10.1016/j.jvb.2009.03.009
   Web of Science ®Google Scholar
• Samani, S., Jokar, B., & Sahragard, N. (2007). Effects of resilience on mental health and life satisfaction. Iranian Journal of Psychiatry and Clinical Psychology, 13(3), 290–295.
   Google Scholar
• Schaffer, C. E. (1993). The role of adult attachment in the experience and regulation of affect (Doctoral dissertation). Yale University.
   Google Scholar
• Schaufeli, W. B., Martinez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students a cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481. doi: 10.1177/0022022102033005003
   Web of Science ®Google Scholar
• Schutz, P. A., & Davis, H. A. (2000). Emotions and self-regulation during test-taking. Educational Psychologist, 35(4), 243–256. doi: 10.1207/S15326985EP3504_03
   Web of Science ®Google Scholar
• Schutz, P. A., Distefano, C., Benson, J., & Davis, H. A. (2004). The emotional regulation during test taking scale. Anxiety, Stress, and Coping, 17(3), 253–269. doi: 10.1080/10615800410001710861
   Web of Science ®Google Scholar
• Sepahvand, E., Zakiei, A., Rafieian, K., Roumani, S., Komasi, S., & Reshadat, S. (2015). The intervening role of alexithymia in the relationship between attachment styles and test anxiety among gifted high school students. Korean Journal of Family Medicine, 36(4), 174–179. doi: 10.4082/kjfm.2015.36.4.174
   PubMed Web of Science ®Google Scholar
• Sharma, G., & Pandey, D. (2017). Anxiety, depression, and stress in relation to academic achievement among higher secondary school students. The International Journal of Indian Psychology, 4(2), 82–89.
   Google Scholar
• Shields, N. (2001). Stress, active coping, and academic performance among persisting and nonpersisting college students. Journal of Applied Biobehavioral Research, 6(2), 65–81. doi: 10.1111/j.1751-9861.2001.tb00107.x
   Web of Science ®Google Scholar
• Singh, K. (2008). Personality, emotional intelligence, and alexithymia correlate with academic achievement in technology students. Indian Journal of Clinical Psychology, 35(2), 98–107.
   Google Scholar
• Skodova, Z., Lajciakova, P., & Banovcinova, L. (2017). Burnout syndrome among health care students: the role of type D personality. Western Journal of Nursing Research, 39(3), 416–429. doi: 10.1177/0193945916658884
   PubMed Web of Science ®Google Scholar
• Sodexo International University Lifestyle Survey. (2017). https://www.sodexo.com/home/media/publications/studies-and-reports/international-university-lifesty.html/ Accessed 14 November 2018.
   Google Scholar
• Song, Y., & Lindquist, R. (2015). Effects of mindfulness-based stress reduction on depression, anxiety, stress and mindfulness in Korean nursing students. Nurse Education Today, 35(1), 86–90. doi: 10.1016/j.nedt.2014.06.010
   PubMed Web of Science ®Google Scholar
• Spinhoven, P., Drost, J., de Rooij, M., van Hemert, A. M., & Penninx, B. W. (2014). A longitudinal study of experiential avoidance in emotional disorders. Behavior Therapy, 45(6), 840–850. doi: 10.1016/j.beth.2014.07.001
   PubMed Web of Science ®Google Scholar
• Steinhardt, M., & Dolbier, C. (2008). Evaluation of a resilience intervention to enhance coping strategies and protective factors and decrease symptomatology. Journal of American College Health, 56(4), 445–453. doi: 10.3200/JACH.56.44.445-454
   PubMed Web of Science ®Google Scholar
• Steinmayr, R., Crede, J., McElvany, N., & Wirthwein, L. (2016). Subjective well-being, test anxiety, academic achievement: Testing for reciprocal effects. Frontiers in Psychology, 6, 1994–2006. doi:10.3389/fpsyg.2015.01994
   PubMed Web of Science ®Google Scholar
• Taylor, G. J., & Bagby, R. M. (2004). New Trends in Alexithymia Research. Psychotherapy and Psychosomatics, 73(2), 68–77. doi: 10.1159/000075537
   PubMed Web of Science ®Google Scholar
• Taylor, G. J. (2000). Recent developments in alexithymia theory and research. The Canadian Journal of Psychiatry, 45(2), 134–142. doi: 10.1177/070674370004500203
   PubMed Web of Science ®Google Scholar
• Thomas, C. L., Cassady, J. C., & Heller, M. L. (2017). The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learning and Individual Differences, 55, 40–48. doi: 10.1016/j.lindif.2017.03.001
   Web of Science ®Google Scholar
• Troy, A. S., & Mauss, I. B. (2011). Resilience in the face of stress: Emotion regulation as a protective factor. In S. M. Southwick, B. T. Litz, D. Charney, & M. J. Friedman (Eds.), Resilience and mental health: Challenges Across the Lifespan (pp. 30–44). Cambridge, UK: Cambridge University Press.
   Google Scholar
• Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86(2), 320–333. doi: 10.1037/0022-3514.86.2.320
   PubMed Web of Science ®Google Scholar
• Tugade, M. M., & Fredrickson, B. L. (2007). Regulation of positive emotions: Emotion regulation strategies that promote resilience. Journal of Happiness Studies, 8(3), 311–333. doi: 10.1007/s10902-006-9015-4
   Google Scholar
• van der Velde, J., Servaas, M. N., Goerlich, K. S., Bruggeman, R., Horton, P., Costafreda, S. G., & Aleman, A. (2013). Neural correlates of alexithymia: A meta-analysis of emotion processing studies. Neuroscience & Biobehavioral Reviews, 37(8), 1774–1785. doi: 10.1016/j.neubiorev.2013.07.008
   PubMed Web of Science ®Google Scholar
• Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28–33. doi: 10.1016/j.childyouth.2014.03.020
   Web of Science ®Google Scholar
• Walkiewicz, M., Tartas, M., Majkowicz, M., & Budzinski, W. (2012). Academic achievement, depression and anxiety during medical education predict the styles of success in a medical career: a 10-year longitudinal study. Medical Teacher, 34(9), e611–e619. 10.3109/0142159X.2012.687478
   PubMed Web of Science ®Google Scholar