"In this study, we compared two rotational representations of a spatio-temporal cube displaying a cultural collection data to determine which was more useful for information search. While the horizontal data plane of the cube represented a geographical map, the vertical axis showed time as an upward spatial dimension. Users manipulated the cube to find the country and time period in which artworks with the characteristics specified in the questions were most used. In the viewpoint rotation condition, the background flowed in conjunction with a horizontal rotation as if the users moving around the stationary cube. In the cube rotation condition, the cube was rotated in front of the user's eyes, and the background did not change. The users were able to search information more accurately when using the viewpoint rotation than the cube rotation. This was true for both users with high and low spatial abilities. This finding is discussed in terms of how the environmental reference frame supports users' spatial cognition."
{"title":"SPATIO-TEMPORAL CUBE FOR VISUALIZING CULTURAL COLLECTIONS: EXPLORING A USER-FRIENDLY ROTATIONAL REPRESENTATION WITH DIFFERENT SPATIAL ABILITY","authors":"Hironori Oto, Kazuo Isoda, Ichiro Hisanaga","doi":"10.36315/2022inpact107","DOIUrl":"https://doi.org/10.36315/2022inpact107","url":null,"abstract":"\"In this study, we compared two rotational representations of a spatio-temporal cube displaying a cultural collection data to determine which was more useful for information search. While the horizontal data plane of the cube represented a geographical map, the vertical axis showed time as an upward spatial dimension. Users manipulated the cube to find the country and time period in which artworks with the characteristics specified in the questions were most used. In the viewpoint rotation condition, the background flowed in conjunction with a horizontal rotation as if the users moving around the stationary cube. In the cube rotation condition, the cube was rotated in front of the user's eyes, and the background did not change. The users were able to search information more accurately when using the viewpoint rotation than the cube rotation. This was true for both users with high and low spatial abilities. This finding is discussed in terms of how the environmental reference frame supports users' spatial cognition.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131398510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"During online classes, teachers face the challenges of keeping the students focused and motivated in the online environment. The results of the research showed that students who get bored during online classes are less motivated and achieve poorer academic results. The initial assumption that this paper makes is that in relation to the level of boredom that students experience during online lessons, it is possible to predict which strategies of attention regulation and direction students will use. The research sample consists of 198 students, between 18 and 39 years of age (AM = 21.03; SD = 2.43), 84.9% of which are female. The sample included survey participants who stated that class attendance was mandatory during online classes due to the Coronavirus pandemic. The instruments used were the Online Learning Motivated Attention and Regulation Strategies (OLMARS) questionnaire, dimension of Boredom from the Achievement Emotions Questionnaire - Short version (AEQ-S). The results of simple regression analysis showed that boredom during online lessons is a predictor for four statistically significant strategies of attention regulation and direction: Perceived attention discontinuity (R2=.21; F(1,196)=53,442; p=.000 ??=.463; p=.000), Lingering thought (R2=.16; F(1,196)=39,350; p=.000 ??=.409; p=.000) and Social media notification (R2=.17; F(1,196)=40,975; p=.000 ??=.416; p=.000) Behavioral strategies (R2=.05; F(1,196)=12,574; p=.000 ??=-.246; p=.000). The results indicate that when boredom happens, students reach for various digital distractors to which they direct their attention to. We can see that the highest percentage of variance is explained by strategies aimed at drawing attention to stimuli from the environment. Moreover, it should be kept in mind that the research was conducted under specific circumstances, at the beginning of the Coronavirus pandemic, although the results obtained were in line with the findings of other researchers according to whom attention deficit is caused by the presence of negative emotions during lessons. Given the tendency to continue with online education, these results can be useful for understanding the needs of students who attend classes on online platforms."
{"title":"BOREDOM AND ONLINE LEARNING MOTIVATED ATTENTION AND REGULATION STRATEGIES DURING COVID-19","authors":"Kristina M. Ranđelović, Jelena Kostić","doi":"10.36315/2022inpact072","DOIUrl":"https://doi.org/10.36315/2022inpact072","url":null,"abstract":"\"During online classes, teachers face the challenges of keeping the students focused and motivated in the online environment. The results of the research showed that students who get bored during online classes are less motivated and achieve poorer academic results. The initial assumption that this paper makes is that in relation to the level of boredom that students experience during online lessons, it is possible to predict which strategies of attention regulation and direction students will use. The research sample consists of 198 students, between 18 and 39 years of age (AM = 21.03; SD = 2.43), 84.9% of which are female. The sample included survey participants who stated that class attendance was mandatory during online classes due to the Coronavirus pandemic. The instruments used were the Online Learning Motivated Attention and Regulation Strategies (OLMARS) questionnaire, dimension of Boredom from the Achievement Emotions Questionnaire - Short version (AEQ-S). The results of simple regression analysis showed that boredom during online lessons is a predictor for four statistically significant strategies of attention regulation and direction: Perceived attention discontinuity (R2=.21; F(1,196)=53,442; p=.000 ??=.463; p=.000), Lingering thought (R2=.16; F(1,196)=39,350; p=.000 ??=.409; p=.000) and Social media notification (R2=.17; F(1,196)=40,975; p=.000 ??=.416; p=.000) Behavioral strategies (R2=.05; F(1,196)=12,574; p=.000 ??=-.246; p=.000). The results indicate that when boredom happens, students reach for various digital distractors to which they direct their attention to. We can see that the highest percentage of variance is explained by strategies aimed at drawing attention to stimuli from the environment. Moreover, it should be kept in mind that the research was conducted under specific circumstances, at the beginning of the Coronavirus pandemic, although the results obtained were in line with the findings of other researchers according to whom attention deficit is caused by the presence of negative emotions during lessons. Given the tendency to continue with online education, these results can be useful for understanding the needs of students who attend classes on online platforms.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130928313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"During the latter part of the 21st century, social emotional learning (SEL) started being incorporated into the classroom in a meaningful way. While SEL has garnered enough attention to be included in school curricula throughout the United States as well as several other countries worldwide, research about the import and effect of SEL is relatively new (America Succeeds, 2019). The worldwide COVID pandemic has brought about challenges beyond the obvious serious health concerns. Byproducts of the pandemic include the increased need for coping mechanisms and problem solving, interpersonal interaction skills, as well as an understanding of identity development to help children handle emotional distress resulting from the numerous significant changes in their daily lives. However, many current SEL programs do not address these key areas of concern. It is the authors’ contention that an SEL curriculum which focuses on resilience as well as key indicators of identity development, coping mechanisms, and personal de-escalation techniques are necessary to effectively aid adolescents with navigating their current lives and building a positive future. This research proposes a new SEL program that fits the needs of adolescents and preteens as administered in the school system. Building on a previous program shown to significantly improve self-esteem and school cohesion and trust (Cipra & Hall, 2019), Gr2IT focuses on several key principles to help children develop social and emotional skills and resiliency in the classroom and beyond. A unique component of the program is the principle of identity. Because identity formation is a significant developmental task, understanding the reinforcing and bidirectional relation between behavior and identity is beneficial to adolescents. Gr2IT incorporates principles of identity development throughout the curriculum. In conjunction with emotional regulatory practices, problem-solving strategies, and a social equity perspective, Gr2IT introduces a holistic approach to social and emotional learning to support the positive development of youth. While Gr2IT is currently being developed for American schools, many of the principles are universal to child development and may be adapted cross culturally."
{"title":"SOCIAL EMOTIONAL LEARNING: DEVELOPING THE ADOLESCENT","authors":"Alli Cipra, Shannon B. Dermer","doi":"10.36315/2022inpact013","DOIUrl":"https://doi.org/10.36315/2022inpact013","url":null,"abstract":"\"During the latter part of the 21st century, social emotional learning (SEL) started being incorporated into the classroom in a meaningful way. While SEL has garnered enough attention to be included in school curricula throughout the United States as well as several other countries worldwide, research about the import and effect of SEL is relatively new (America Succeeds, 2019). The worldwide COVID pandemic has brought about challenges beyond the obvious serious health concerns. Byproducts of the pandemic include the increased need for coping mechanisms and problem solving, interpersonal interaction skills, as well as an understanding of identity development to help children handle emotional distress resulting from the numerous significant changes in their daily lives. However, many current SEL programs do not address these key areas of concern. It is the authors’ contention that an SEL curriculum which focuses on resilience as well as key indicators of identity development, coping mechanisms, and personal de-escalation techniques are necessary to effectively aid adolescents with navigating their current lives and building a positive future. This research proposes a new SEL program that fits the needs of adolescents and preteens as administered in the school system. Building on a previous program shown to significantly improve self-esteem and school cohesion and trust (Cipra & Hall, 2019), Gr2IT focuses on several key principles to help children develop social and emotional skills and resiliency in the classroom and beyond. A unique component of the program is the principle of identity. Because identity formation is a significant developmental task, understanding the reinforcing and bidirectional relation between behavior and identity is beneficial to adolescents. Gr2IT incorporates principles of identity development throughout the curriculum. In conjunction with emotional regulatory practices, problem-solving strategies, and a social equity perspective, Gr2IT introduces a holistic approach to social and emotional learning to support the positive development of youth. While Gr2IT is currently being developed for American schools, many of the principles are universal to child development and may be adapted cross culturally.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127817601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eduardo Guimarães Mielo, Paulo Henrique Teixeira do Prado
"The number sense has two characteristics: subitizing – the immediate and error-free recognition of numbers from one to three, without counting – and the ability to discriminate between numbers with values greater than the subitizable ones. Without counting, this type of discrimination is done by approximate estimate, from which a numerical approximation system is inferred. Although the approximate numerical estimate is considered innate, it is influenced by factors such as the ratio between the sets to be compared, external factors, in addition to its increasing accuracy with age. This cognitive ability has been identified as a “predictor” for academic achievement in mathematics. The presented research aimed to investigate the existence of a correlation between the approximate number estimate and math skills in first-grade school children. The study was carried out with 34 children aged between six and seven years old. Their math skills were measured using the Test of Early Mathematical Abilities (TEMA-3), which was administered following the protocol, designed to measure general formal and non-formal math skills of children from 3 to 8 years-old. The approximate number estimate was measured using Panamath – a software that managed the discrimination task –, consisting of comparisons of several pairs of sets, indicating the largest. The exposure time of the stimuli was set at 1200 ms and the ratio of the difference between the sets was systematically varied. The results showed an ease of distinction based on the proportions of the sets in the numerical approximation system test. This study investigated the possibility of a correlation between performance in the number sense activity with those of mathematical skills, as it is assumed that the greater the child's sensitivity to differentiating the proportions between sets, the better his performance in solving the mathematical problems addressed, accordingly to previous studies. Even though the Pearson’s correlation coefficient was 0.31 (p = 0.07, a little higher than accepted), the value indicates a moderate to weak correlation and a possible prediction in mathematical abilities based on performance in the numerical discrimination task, although there are other variables to consider in the mathematical development. The approximate number system test can be used as a tool to do and initial track of children who might experience problems in developing math skills."
{"title":"CORRELATIONAL ANALYSIS BETWEEN APPROXIMATE NUMERICAL ESTIMATE AND MATH ABILITIES: A STUDY WITH FIRST-GRADE SCHOOL STUDENTS","authors":"Eduardo Guimarães Mielo, Paulo Henrique Teixeira do Prado","doi":"10.36315/2022inpact015","DOIUrl":"https://doi.org/10.36315/2022inpact015","url":null,"abstract":"\"The number sense has two characteristics: subitizing – the immediate and error-free recognition of numbers from one to three, without counting – and the ability to discriminate between numbers with values greater than the subitizable ones. Without counting, this type of discrimination is done by approximate estimate, from which a numerical approximation system is inferred. Although the approximate numerical estimate is considered innate, it is influenced by factors such as the ratio between the sets to be compared, external factors, in addition to its increasing accuracy with age. This cognitive ability has been identified as a “predictor” for academic achievement in mathematics. The presented research aimed to investigate the existence of a correlation between the approximate number estimate and math skills in first-grade school children. The study was carried out with 34 children aged between six and seven years old. Their math skills were measured using the Test of Early Mathematical Abilities (TEMA-3), which was administered following the protocol, designed to measure general formal and non-formal math skills of children from 3 to 8 years-old. The approximate number estimate was measured using Panamath – a software that managed the discrimination task –, consisting of comparisons of several pairs of sets, indicating the largest. The exposure time of the stimuli was set at 1200 ms and the ratio of the difference between the sets was systematically varied. The results showed an ease of distinction based on the proportions of the sets in the numerical approximation system test. This study investigated the possibility of a correlation between performance in the number sense activity with those of mathematical skills, as it is assumed that the greater the child's sensitivity to differentiating the proportions between sets, the better his performance in solving the mathematical problems addressed, accordingly to previous studies. Even though the Pearson’s correlation coefficient was 0.31 (p = 0.07, a little higher than accepted), the value indicates a moderate to weak correlation and a possible prediction in mathematical abilities based on performance in the numerical discrimination task, although there are other variables to consider in the mathematical development. The approximate number system test can be used as a tool to do and initial track of children who might experience problems in developing math skills.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126634092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem of implementing reasoned education of students in the field of self-determination in marriage and family relationship raises the question of what psychological determinants contribute to the formation of complete and harmonious ideas about marriage which perform a guiding function when mastering a new social role. The purpose of the study is to identify the features of ideas about future marriage depending on the moral orientation of young women at different stages of age development: adolescence (from 17 to 19 years), early adulthood (from 20 to 22 years). In the study there was used review and generalization contents psychological and pedagogical literature; psych diagnostic method; comparative analysis of statistical data. 322 female students took part in the cross-sectional study. There are no general substantive characteristics in the ideas about future marriage in adolescence. In the group of young women with egocentric orientation when forming ideas about their own marital behavior, such an element of the cognitive component as the fulfillment of duties is actualized, in the emotional component a positive attitude towards family as a social institution, their own family, future marriage partner, themselves, romantic love is revealed. Among young women with a group-centric orientation in the image “I am a future wife” there is empathy, a positive attitude towards romantic love, an attitude towards personal autonomy. Among young women with a humanistic orientation in thinking about the future marital roles there are the basic elements of cognitive, partially emotional and behavioral components. In the group of young women with a world-creating orientation the content of the image “I am a future wife” is characterized by the completeness of the representation of the cognitive component, saturation with such elements of the emotional component as a positive attitude towards family as a social institution, their own family, future marriage partner, themselves, future children, romantic love, leadership and responsibility in the family. In early adulthood compared with adolescence there is a tendency to reduce the number of meaningful characteristics in the image “I am a future wife” among young women with egocentric, humanistic and world-creating orientations. The invariant characteristic is a personal independence in the studied image. Young women with egocentric, humanistic and world-creating orientations have such elements as caring, patience, respect for other people, balance.
{"title":"DYNAMICS OF IDEAS ABOUT FUTURE MARRIAGE AMONG YOUNG WOMEN WITH DIFFERENT MORAL ORIENTATION OF PERSONALITY","authors":"S. Merzlyakova, M. Golubeva","doi":"10.36315/2022inpact083","DOIUrl":"https://doi.org/10.36315/2022inpact083","url":null,"abstract":"The problem of implementing reasoned education of students in the field of self-determination in marriage and family relationship raises the question of what psychological determinants contribute to the formation of complete and harmonious ideas about marriage which perform a guiding function when mastering a new social role. The purpose of the study is to identify the features of ideas about future marriage depending on the moral orientation of young women at different stages of age development: adolescence (from 17 to 19 years), early adulthood (from 20 to 22 years). In the study there was used review and generalization contents psychological and pedagogical literature; psych diagnostic method; comparative analysis of statistical data. 322 female students took part in the cross-sectional study. There are no general substantive characteristics in the ideas about future marriage in adolescence. In the group of young women with egocentric orientation when forming ideas about their own marital behavior, such an element of the cognitive component as the fulfillment of duties is actualized, in the emotional component a positive attitude towards family as a social institution, their own family, future marriage partner, themselves, romantic love is revealed. Among young women with a group-centric orientation in the image “I am a future wife” there is empathy, a positive attitude towards romantic love, an attitude towards personal autonomy. Among young women with a humanistic orientation in thinking about the future marital roles there are the basic elements of cognitive, partially emotional and behavioral components. In the group of young women with a world-creating orientation the content of the image “I am a future wife” is characterized by the completeness of the representation of the cognitive component, saturation with such elements of the emotional component as a positive attitude towards family as a social institution, their own family, future marriage partner, themselves, future children, romantic love, leadership and responsibility in the family. In early adulthood compared with adolescence there is a tendency to reduce the number of meaningful characteristics in the image “I am a future wife” among young women with egocentric, humanistic and world-creating orientations. The invariant characteristic is a personal independence in the studied image. Young women with egocentric, humanistic and world-creating orientations have such elements as caring, patience, respect for other people, balance.","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129951245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"The purpose of the present study was to describe the stereotypical images of a career counsellor through drawings. The research was based on a sample of Estonian (N=22), Finnish (N=18) and Latvian (N=22) initial teacher training students who participated in international career guidance e-learning course lasting one academic semester. At the end of the course students were asked to draw their images of a career counsellor, and their drawings were analyzed systematically based on the modified version of the checklist developed by Barrow (2000). Respondents’ drawings were scored independently by two raters with the overt features in drawings by a frequency count basis. Findings from present study using the Draw a Career Counsellor Test (DACCT) showed that preservice teachers drawings reflected several stereotypical imagines: the stereotypes of the career counsellor, the client stereotypes, and stereotypic elements of configuration of the working environment of the career counsellor."
{"title":"TEACHER TRAINING STUDENTS’ STEREOTYPIC IMAGINES OF CAREER COUNSELLOR THROUGH DRAWINGS","authors":"Kristi Kõiv, A. Jussila, I. Soika","doi":"10.36315/2022inpact077","DOIUrl":"https://doi.org/10.36315/2022inpact077","url":null,"abstract":"\"The purpose of the present study was to describe the stereotypical images of a career counsellor through drawings. The research was based on a sample of Estonian (N=22), Finnish (N=18) and Latvian (N=22) initial teacher training students who participated in international career guidance e-learning course lasting one academic semester. At the end of the course students were asked to draw their images of a career counsellor, and their drawings were analyzed systematically based on the modified version of the checklist developed by Barrow (2000). Respondents’ drawings were scored independently by two raters with the overt features in drawings by a frequency count basis. Findings from present study using the Draw a Career Counsellor Test (DACCT) showed that preservice teachers drawings reflected several stereotypical imagines: the stereotypes of the career counsellor, the client stereotypes, and stereotypic elements of configuration of the working environment of the career counsellor.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125522274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Slovaks belong to nations that have long-term negative attitudes towards migrants (e.g. Bozogá?ová, Piterová, 2020). We are interested in whether national identity is related to intergroup anxiety (contact with a person of another ethnicity). Intergroup anxiety can be broadly defined as the arousal that occurs as a result of individuals’ negative expectations of rejection or discrimination during cross-group interactions or fears that the interaction partner or they themselves may behave in an incompetent or offensive manner (Stephan & Stephan, 1985, Turner, Hewstone, Voci & Vonofakou, 2008). The aim of the paper is to determine the relationship between national (Slovak) identity and intergroup anxiety and further determine whether there are differences in these constructs in the context of sex and age. The research sample consisted of 1001 respondents (49% men) aged 17 to 75 (M = 44.81; SD = 14.92). The data were collected online in the form of a panel collection in Slovakia with the ambition to obtain a representative sample of respondents (based on sex, age, region, and education). Intergroup anxiety was measured by the Stephan and Stephan (1985) scale (Cronbach ? = .866). Slovak national identity was measured by 8 items from ISP 2013 - National Identity III (Cronbach ? = .801). It was found that there is a weak positive relationship between national identities and intergroup anxiety. Multivariate analysis of variance was conducted to compare national identity and intergroup anxiety. Using Pillai’s trace, there was a significant effect of sex, age, and there was a significant effect of interaction sex x age. Results showed that older respondents (53 and above) scored higher than younger age groups in terms of national identity. Intergroup anxiety was higher in men. It appears that national identity is higher for women with increasing age, while for men its value decreases. The limit of the study is its exploratory and cross-sectional character. However, we consider it a steppingstone, when examining the mentioned constructs in the given context."
{"title":"INTERGROUP ANXIETY AND NATIONAL IDENTITY AMONG SLOVAKS (PRELIMINARY FINDINGS)","authors":"Miroslava Bozogáňová, Tatiana Pethö","doi":"10.36315/2022inpact092","DOIUrl":"https://doi.org/10.36315/2022inpact092","url":null,"abstract":"\"Slovaks belong to nations that have long-term negative attitudes towards migrants (e.g. Bozogá?ová, Piterová, 2020). We are interested in whether national identity is related to intergroup anxiety (contact with a person of another ethnicity). Intergroup anxiety can be broadly defined as the arousal that occurs as a result of individuals’ negative expectations of rejection or discrimination during cross-group interactions or fears that the interaction partner or they themselves may behave in an incompetent or offensive manner (Stephan & Stephan, 1985, Turner, Hewstone, Voci & Vonofakou, 2008). The aim of the paper is to determine the relationship between national (Slovak) identity and intergroup anxiety and further determine whether there are differences in these constructs in the context of sex and age. The research sample consisted of 1001 respondents (49% men) aged 17 to 75 (M = 44.81; SD = 14.92). The data were collected online in the form of a panel collection in Slovakia with the ambition to obtain a representative sample of respondents (based on sex, age, region, and education). Intergroup anxiety was measured by the Stephan and Stephan (1985) scale (Cronbach ? = .866). Slovak national identity was measured by 8 items from ISP 2013 - National Identity III (Cronbach ? = .801). It was found that there is a weak positive relationship between national identities and intergroup anxiety. Multivariate analysis of variance was conducted to compare national identity and intergroup anxiety. Using Pillai’s trace, there was a significant effect of sex, age, and there was a significant effect of interaction sex x age. Results showed that older respondents (53 and above) scored higher than younger age groups in terms of national identity. Intergroup anxiety was higher in men. It appears that national identity is higher for women with increasing age, while for men its value decreases. The limit of the study is its exploratory and cross-sectional character. However, we consider it a steppingstone, when examining the mentioned constructs in the given context.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122158199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Research background: Today, with the normalization of COVID-19 prevention and control, college students are easy to show a psychological state of sub-healthy because of excessive mental stress, and even get a series of psychological problems, such as test anxiety, social anxiety, employment anxiety, and so on. In this context, according to the investigation and research, it is found that the mental health of students with arts education background is better than those who have not studied arts, and arts education plays an increasingly important role in the development of physical and mental health of college students. Research purpose: The research purpose is to explore the relationship between college students' years of arts education and their life meaning experience, to find the relationship between college students' arts education background and their mental health. Research methods: The data were collected by questionnaire and analyzed by SPSS and Mplus software. Through the mediation model and regression analysis of the questionnaire data, this paper demonstrates the relationship between college students' arts education background and their mental health. Subjects: The data of 277 students were selected for latent variable analysis, and the years of learning arts and the frequency of participating in arts were taken as independent variables to study their effects on mental health-related factors such as life meaning experience and life meaning pursuit. The results of data analysis: Through the analysis of the mediation model, it is found that the longer the years of learning arts, the higher the value of life meaning experience and the pursuit of life meaning. The number of years of learning arts also plays a mediating role in the experience and pursuit of life meaning through life satisfaction. When positive emotion is used as a mediating variable, the higher the frequency of participation in arts, the higher the experience of life meaning and the pursuit of life meaning."
{"title":"THE EMPIRICAL RESEARCH OF COLLEGE STUDENTS’ BACKGROUND OF ARTS EDUCATION AND RELATIONSHIP WITH MENTAL HEALTH","authors":"Li Hongju, Fan Xiaomin, Ji Shuwen, Yuguang Qian","doi":"10.36315/2022inpact051","DOIUrl":"https://doi.org/10.36315/2022inpact051","url":null,"abstract":"\"Research background: Today, with the normalization of COVID-19 prevention and control, college students are easy to show a psychological state of sub-healthy because of excessive mental stress, and even get a series of psychological problems, such as test anxiety, social anxiety, employment anxiety, and so on. In this context, according to the investigation and research, it is found that the mental health of students with arts education background is better than those who have not studied arts, and arts education plays an increasingly important role in the development of physical and mental health of college students. Research purpose: The research purpose is to explore the relationship between college students' years of arts education and their life meaning experience, to find the relationship between college students' arts education background and their mental health. Research methods: The data were collected by questionnaire and analyzed by SPSS and Mplus software. Through the mediation model and regression analysis of the questionnaire data, this paper demonstrates the relationship between college students' arts education background and their mental health. Subjects: The data of 277 students were selected for latent variable analysis, and the years of learning arts and the frequency of participating in arts were taken as independent variables to study their effects on mental health-related factors such as life meaning experience and life meaning pursuit. The results of data analysis: Through the analysis of the mediation model, it is found that the longer the years of learning arts, the higher the value of life meaning experience and the pursuit of life meaning. The number of years of learning arts also plays a mediating role in the experience and pursuit of life meaning through life satisfaction. When positive emotion is used as a mediating variable, the higher the frequency of participation in arts, the higher the experience of life meaning and the pursuit of life meaning.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122683338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"During the last decade, the growth of wearable products such as smartwatches, display glasses, smart tattoos, wrist-bands, and headbands has been increasing and propagated rapidly to mainstream usage, due to their capability for both leisure or fitness and medical data tracking (Celik, Salama, & Eltawil, 2020; Nam & Lee, 2020). Following Wright and Keith’s (2014) conceptualization, wearable technology and wearable devices are phrases that describe electronics that are integrated into clothing and other accessories that can be worn comfortably on the body. The study is based on a cross-sectional design, data being collected from a convenience sample of 261 participants (48 males, 213 females), aged between 18 and 29 years old (M=21.73, SD=3.70) through the following structured questionnaires: Technology Acceptance Model (Davis, 1989) and Gratifications of Wearables Technology (Travers, 2015). The study applied the Technology Acceptance Model (TAM) to explore the motivation (gratifications) of students in the adoption of wearables technologies and actual usage of wearables technologies. The results of the study suggest that both Perceived Ease of Use (r=.279, p<.01) and Perceived Usefulness (r=.386, p<.01) correlate with Actual System Use. Moreover, Perceived Ease of Use positively correlates with Accessibility scale of Gratifications of Wearables Technology (r=.380, p<.01), and Perceived Usefulness positively correlate with all scales of Gratifications of Wearables Technology – Health (r=.427, p<.01), Accessibility (r=.522, p<.01) and Status (r=.262, p<.01). The reality is that the interest in wearables is growing fast, during the last few years, a large variety of wearables has been offered to the market (Seneviratne et al., 2017). A forecast of the wearable industry shows that it will most likely experience important changes within the next few years, wearables being more and more present in mainstream usage. Practical implications of the recent study are discussed as well as some directions for future research in the area."
{"title":"AN EXPLORATIVE STUDY ON USERS’ MOTIVATION AND ADOPTION OF WEARABLES TECHNOLOGIES USING THE TECHNOLOGY ACCEPTANCE MODEL (TAM)","authors":"D. Stănescu, M. C. Romașcanu","doi":"10.36315/2022inpact087","DOIUrl":"https://doi.org/10.36315/2022inpact087","url":null,"abstract":"\"During the last decade, the growth of wearable products such as smartwatches, display glasses, smart tattoos, wrist-bands, and headbands has been increasing and propagated rapidly to mainstream usage, due to their capability for both leisure or fitness and medical data tracking (Celik, Salama, & Eltawil, 2020; Nam & Lee, 2020). Following Wright and Keith’s (2014) conceptualization, wearable technology and wearable devices are phrases that describe electronics that are integrated into clothing and other accessories that can be worn comfortably on the body. The study is based on a cross-sectional design, data being collected from a convenience sample of 261 participants (48 males, 213 females), aged between 18 and 29 years old (M=21.73, SD=3.70) through the following structured questionnaires: Technology Acceptance Model (Davis, 1989) and Gratifications of Wearables Technology (Travers, 2015). The study applied the Technology Acceptance Model (TAM) to explore the motivation (gratifications) of students in the adoption of wearables technologies and actual usage of wearables technologies. The results of the study suggest that both Perceived Ease of Use (r=.279, p<.01) and Perceived Usefulness (r=.386, p<.01) correlate with Actual System Use. Moreover, Perceived Ease of Use positively correlates with Accessibility scale of Gratifications of Wearables Technology (r=.380, p<.01), and Perceived Usefulness positively correlate with all scales of Gratifications of Wearables Technology – Health (r=.427, p<.01), Accessibility (r=.522, p<.01) and Status (r=.262, p<.01). The reality is that the interest in wearables is growing fast, during the last few years, a large variety of wearables has been offered to the market (Seneviratne et al., 2017). A forecast of the wearable industry shows that it will most likely experience important changes within the next few years, wearables being more and more present in mainstream usage. Practical implications of the recent study are discussed as well as some directions for future research in the area.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120994709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
"Introduction: Endometriosis is a gynecological condition characterized by the presence of endometrial-like tissue outside of the uterus. Several studies shown the importance of pain-related symptomatology in endometriosis, which has been linked to high levels of depression, anxiety, and stress. Furthermore, consistent findings revealed that pain symptoms do not always correlate with the severity of endometriosis, showing that other factors such as psychological and emotional factors may influence pain perception. In this regard, Trait Emotional Intelligence (Trait EI) was found to be a relevant antecedent for adjustment to one's medical condition. The current study sought to verify whether the association between Trait Emotional Intelligence and General distress (depression symptoms, anxiety symptoms, and stress) in people with endometriosis would be mediated by Pain (intensity and interference with enjoyment of life, and general activity). Methods: In a sample of 276 women with endometriosis aged between 18 and 40 years old (M=30.28; SD=6.07) instruments were administered to measure Trait EI, Pain and General Distress. Results: Results of this study showed that Trait EI was negatively related to Pain and General distress, whereas General distress was positively associated to Pain. Furthermore, Pain has shown a mediation role in the relation between Trait EI and General distress. Discussion: Individuals with a low trait EI may have difficulty requesting support from significant others or physicians, as well as engaging in healthy activities while dealing with pain-related symptomatology, which may foster the onset of internalizing symptomatology. Intervention programs for individuals with endometriosis may implement modules aimed at fostering Trait EI to successfully cope with pain and should carefully screen for internalizing symptomatology to improve their clinical efficacy."
{"title":"FACTORS OF DISTRESS IN ENDOMETRIOSIS: THE INTERPLAY BETWEEN TRAIT EMOTIONAL INTELLIGENCE AND PAIN","authors":"Nadia Barberis, M. Cannavò, F. Cuzzocrea","doi":"10.36315/2022inpact063","DOIUrl":"https://doi.org/10.36315/2022inpact063","url":null,"abstract":"\"Introduction: Endometriosis is a gynecological condition characterized by the presence of endometrial-like tissue outside of the uterus. Several studies shown the importance of pain-related symptomatology in endometriosis, which has been linked to high levels of depression, anxiety, and stress. Furthermore, consistent findings revealed that pain symptoms do not always correlate with the severity of endometriosis, showing that other factors such as psychological and emotional factors may influence pain perception. In this regard, Trait Emotional Intelligence (Trait EI) was found to be a relevant antecedent for adjustment to one's medical condition. The current study sought to verify whether the association between Trait Emotional Intelligence and General distress (depression symptoms, anxiety symptoms, and stress) in people with endometriosis would be mediated by Pain (intensity and interference with enjoyment of life, and general activity). Methods: In a sample of 276 women with endometriosis aged between 18 and 40 years old (M=30.28; SD=6.07) instruments were administered to measure Trait EI, Pain and General Distress. Results: Results of this study showed that Trait EI was negatively related to Pain and General distress, whereas General distress was positively associated to Pain. Furthermore, Pain has shown a mediation role in the relation between Trait EI and General distress. Discussion: Individuals with a low trait EI may have difficulty requesting support from significant others or physicians, as well as engaging in healthy activities while dealing with pain-related symptomatology, which may foster the onset of internalizing symptomatology. Intervention programs for individuals with endometriosis may implement modules aimed at fostering Trait EI to successfully cope with pain and should carefully screen for internalizing symptomatology to improve their clinical efficacy.\"","PeriodicalId":120251,"journal":{"name":"Psychological Applications and Trends","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132725751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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