Psychological Reports最新文献

Individuals' identity formation is generally understood to occur at multiple levels. Extant research distinguishes two levels of personal identity: (a) an external sense of personal identity that is formed by family, school, and community interactions and (b) a core internal sense of personality identity that is generally understood to be formed during infancy and childhood by caregivers. Fundamental to this core sense of self is that it is continuously experienced as being present. Evidence indicates that trauma and dissociation disrupt the continuous experience of core personal identity resulting in a wide range of psychopathologies including Borderline Personality Disorder (BPD) and Dissociative Identity Disorder (DID) among others. It may also be positively correlated with anxiety, depression, and dependency. A literature search failed to find a psychometrically sound, reliable, and valid, measure of core personal identity let alone a test of discontinuous core personal identity. This article reports efforts to develop and initially validate a highly reliable single factor 37-item (long form) and a 12-item (short form) instrument of discontinuous core personal identity. Both forms correlate significantly and substantially with short measures of Borderline Personality Disorder, interpersonal dependency, generalized anxiety, and depression.

The study aims at investigating teachers' burnout, motivational and affective profiles. Moreover, the study explores differences in stress, anxiety and depression levels among teachers' profiles. The sample comprised of 816 participants who completed the following scales: (a) "Maslach Burnout Inventory-Educators Survey", (b) Passion Scale", (c) "Positive and Negative Affect scale" and (d) DASS-21. A clustering approach through latent profile analysis revealed four teachers' profiles: 1. Workaholics (18.25%), 2. Moderate Burnout (28.67%), 3. Normal Workers (42.15%) and 4. Extreme Burnout (10.90%). The study also revealed differences between the profiles in terms of teachers' stress, anxiety and depression levels. The third profile (Normal Workers) showed the lowest levels in all three variables, followed by the first profile (Workaholics). The second profile (Moderate Burnout) showed relatively high levels and the fourth profile (Extreme Burnout) the highest stress, anxiety and depression levels. Through multinomial logistic regression, discriminant analysis and the decision tree, depression and stress emerged as predictive/differentiating factors for the inclusion of participants in the profiles, with an accuracy around 55%. The distinction between teachers profiles' will facilitate the recognition of teachers already experiencing burnout or at high risk (Extreme and Moderate Burnout profiles), so that they receive first-line therapeutic interventions while teachers belonging to the more adaptive profiles (Workaholics and Normal Workers) could benefit more from prevention-oriented programs. These programs can be utilized by school psychologists and policy makers in school contexts aiming at reducing dysphoric burnout emotions on a therapeutic level and raising awareness informing and psychoeducating on a preventive level.

Objective: This study aims to determine the influence of addiction to social media in couples from the Family and Faith online community. Methodology: This explanatory, cross-sectional study with a sample of married or cohabiting adults (n = 293). The partial least squares structural equation modeling (PLS-SEM) was used, and the instruments were the Social Media Addiction Questionnaire (ARS) and the Dyadic Adjustment Scale (EAD). Results: It is identified that addiction to social media influences dyadic adjustment (R² = 0.251) in an inverse and significant way (β = -0.501, p < .001). Conclusions: This research reveals that addiction to social media is an emerging phenomenon with important implications for couples' emotional health and well-being in the digital age.

The main goal of this study was to examine the moderating role of age in the relationship between emotional intelligence (EI) and mental health indicators among unemployed individuals. A sample of 401 unemployed participants were evaluated per EI, depressive symptoms, and happiness. Moderation analyses showed that age moderated the relationship between EI and depressive symptoms after controlling for gender and length of unemployment, showing a stronger association among the younger participants with lower EI scores. However, this pattern was not found for happiness. These findings address knowledge gaps regarding age-EI interactions within mental health contexts and age's moderating effect on unemployment. Also, the importance of developing targeted EI training interventions to mitigate the negative mental health effects of unemployment is highlighted, especially among vulnerable demographic groups like the young unemployed.

Phubbing, or prioritising smartphone use during face-to-face interactions, is an increasingly common behaviour with detrimental effects on mental well-being. This cross-sectional study aimed to explore the relationships between basic psychological needs, psychological distress, the fear of missing out (FoMO), self-compassion and phubbing. A total of 774 university students (M_age = 28.3, 74% women) completed an online questionnaire assessing these variables. After accounting for dysfunctional personality traits, age, gender, and years of smartphone ownership, partial correlations revealed that reduced psychological needs were significantly associated with increased FoMO (r = .27, p < .001), psychological distress (r = .42, p < .001), phubbing severity (r = .17, p = .01), and showed a significant negative relationship with self-compassion (r = - .46, p < .001). FoMO, but not self-compassion, was found to partially mediate the relationship between psychological needs and phubbing. The findings highlight the critical influence of FoMO on phubbing.

This research demonstrates the construction and preliminary examination of the structure of a domain-specific measure, namely the Character Strengths Scale for University Students (CSSUS). Reflecting the use of the 24 Values in Action (VIA) strengths in the study domain, the CSSUS likely adds greater specificity to the findings pertinent for devising and implementing meaningful strategies for furthering academic development, student learning, and well-being in higher education. Derived from best practices, the item generation process of the CSSUS was based on four steps: (1) identification of the domain, (2) item generation, (3) content validity, and (4) field pre-testing of the items of the CSSUS. The initial examination of the factors of the CSSUS was based on a sample of 540 undergraduate and graduate students studying in Lahore, Pakistan. Results provided evidence of a four-factor structure of the CSSUS. Furthermore, the CSSUS and its subscales were positively related to academic achievement and the measures of satisfaction with life, positivity, and student self-efficacy. In addition, the CSSUS and its subscales were negatively related to the measure of academic burnout. The correlations provided evidence of the concurrent criterion-related validity of the scale. Moreover, female students reported higher levels of love and spirituality, whereas male students higher levels of leadership, creativity, and bravery. Also, there was no significant difference in the use of academic virtues with regard to gender, level of education (undergraduate and graduate), study discipline (agricultural sciences, humanities, health sciences, and engineering technology), type of university (public and private), and level of academic performance (low, medium, and high). The theoretical contribution and practice implications of the results are discussed. Limitations of the study and prospects for future research are also discussed.

Leader anger expression affects leadership effectiveness and employees' work status. Based on the theory of emotion as social information, we theorized a serial curvilinear mediated moderation model that links leader anger expression to deviant innovation under weak versus strong supervisor's organizational embodiment. The results of our field of 289 employees showed that the mediated relationship between leader anger expression and deviant innovation was non-linear. Moreover, this non-linear mediated relationship was moderated by supervisor's organizational embodiment such that, under strong supervisor's organizational embodiment, the indirect effect via ability-based Mianzi stress and workplace anxiety was positive at high levels of leader anger expression, while, under conditions of supervisor's organizational embodiment, the indirect effect via ability-based Mianzi stress was insignificant at low levels of leader anger expression, the indirect effect via workplace anxiety was negative as low levels of leader anger expression and positive at intermediate to high levels. We discussed the theoretical and practical implications for current and future leader anger expression research.

The Free Hugs campaign and the phenomenon of people offering "Free Hugs" is becoming increasingly popular today, especially at concerts, festivals, and fandom conventions. However, such offers may cause some people to worry about the huggers' motivations. The study aimed to investigate the level of the Dark and Light Triad and Big Five personality traits in huggers and non-huggers. People (n = 299) engaged in fandom convention culture (132 men, 133 women and 34 non-binary individuals) participated in the study. Engaging in fandom convention culture was defined as attending at least two conventions in the last 12 months. Responses were collected from 62 huggers (21%) and 237 non-huggers (79%). The results show a significantly lower probability (Brunner-Munzel test) for huggers to be more narcissistic than non-huggers. Moreover, there was a significantly higher probability for huggers to be more extroverted, agreeable, humanistic, and have greater faith in humanity than non-huggers. Therefore, the results suggest that the declared intentions of people offering "Free Hugs" are related to prosocial personality traits.

Disruptive behaviour has been recognized as one of the most common and persistent forms of childhood maladjustment, and predictive of a range of negative adolescent and adult outcomes including continuing aggression, failure in school and work settings, substance abuse, and late-onset psychopathology. As a child grows many factors influence the child's development like genetic factors, parenting styles, attachment patterns, environmental factors etc. These factors help in the development of empathy, theory of mind (ToM), emotional and behaviour regulation. We need to understand the relation between these factors among children with disruptive behaviours, inorder to develop targeted interventions and support strategies tailored to the unique needs of this population. A sample of 70 children and their mothers completed validated psychometric scales. Pearson correlation & regression analysis were conducted to determine the relation between variables. Results indicated that a significant negative correlation was observed between the permissive parenting style of the father and ToM among children with disruptive behaviour. Empathy was considered a significant inverse predictor of disruptive behaviour among children with disruptive behaviour. Another finding suggests that there is no significant difference in disruptive behaviour between boys and girls and no evident association between parenting styles and disruptive behaviours in children. While this could imply that inherent factors (nature) may have a more notable influence on disruptive behaviour in this sample, it is important to consider that this does not rule out the potential impact of environmental factors (nurture). The results should be viewed as part of a complex interplay between nature and nurture, and further investigation, particularly through longitudinal studies, is needed to clarify their respective contributions. This study builds upon existing research in providing a better understanding of contributors to disruptive behaviour among children, which may assist in the development of interventions to promote positive socio-emotional development and enhance the overall well-being of children.

This paper situates current social psychological research on the symbolic use of firearms (e.g., as a source of personal safety) in broader historical context to motivate a more thorough consideration of collective power motives. Historically, firearms have been used to dominate racial outgroup members (e.g., White Americans use of firearms and firearm laws to dispossess indigenous people of land or control free and enslaved Black people) or, at times, attempt to resist group-based oppression (e.g., Black Americans use of firearms to struggle against White Jim Crow terrorism). Given most gun owners report self-protection as their primary reason for firearm ownership and yet anti-Black attitudes are still a consistently important predictor of firearm ownership among dominant group members (e.g., White Americans), this paper examines how guns may function as a perceived source of personal safety and collective power. I center the persistent role of White supremacy and anti-Blackness in original U.S. firearm psychology and policy to illuminate the interrelatedness of personal safety and collective power perceptions, and how perceived threats to in-group power may motivate the use of guns and policies that selectively regulate gun access to mitigate associated safety concerns. Seeking to nudge social psychology to more thoroughly examine firearms' potential function as a symbolic source of collective power, I end by discussing how considering collective power can help us better understand how historically dominant and historically marginalized groups view firearms today while also illuminating some barriers to the pursuit of gun safety for all.