Analysis of self-healing of depression by helping others in adolescents from the perspective of constructivism.

Purpose: This study aims to explore the mechanism of psychological qualities constructed in helping others with depression and guide adolescents to actively participate in the practical activities of helping others to prevent and self-heal depression. Method: Symptom self-rating scale, trait coping style questionnaire, and self-administered helper scale were employed. A total of 1,086 valid on-site questionnaires were collected from adolescents. Result: The depression levels of adolescents were negatively correlated with helping beliefs, behaviors and total scores (r = -0.500, -0.401, and -0.530). Helping others had a significantly negative predictive effect on depression, effectively inhibiting depression levels. Although the positive coping style had an inhibitory effect on depression, it exerted no predictive effects on depression under the influence of helping others. In contrast, the negative coping style had a significantly positive predictive effect on depression. Conclusion: Proactively participating in helping others is an important way to prevent and eliminate depression in adolescents. They should be instructed to give full play to their initiatives to participate in social practice and assist others actively, thus constructing positive psychological qualities, improving mental health, and achieving self-healing of depression and self-help through helping others.

The Role of Academic Buoyancy and Social Support on English as a Foreign Language Learners' Motivation in Higher Education.

Since motivation determines progress in the class, it has a significant role in the field of learning English as a foreign language (EFL), contributing to a successful learning process. Therefore, teachers need to motivate learners to achieve their learning goals and provide them with a meaningful learning process in stressful situations. Two factors are required to successfully overcome challenges in scholastic circumstances, such as academic buoyancy and social support. The former can be a significant element in a psycho-educational setting that helps learners with academic difficulties and the latter is another term that is deemed as an important predictor of academic motivation even when considering perceived support from teachers and peers. The functions of academic buoyancy and social support factors in the process of learning and their association with students' motivation have not been taken into account so far. As a result, this review has implications for scholars, theorists, and practitioners in quest of better investigating and addressing the roles of buoyancy and social support on students' motivation.