Psychological Reports最新文献

The aim of our study is to investigate the mediating role of self-compassion in the relationship between authenticity and alexithymia by examining the relationships between authenticity, alexithymia and self-compassion. The data collected via email by using three scales from the students of a foundation university in Istanbul/Turkey in the spring semester of 2022-2023. The data collection method was a descriptive cross-sectional study and the data were collected on a voluntary basis. Since it was thought that there would be a difference between the departments, data were collected from three different departments. The sample included 263 participants, 139 were English Language Teaching, 107 were Guidance and Psychological Counseling, and 17 were Elementary Mathematics Teaching students. The average age of the participants was 22.11 ± 3.59, 257 of them were single and 6 of them were married. The data were evaluated by using the SPSS 22.0 and LISREL 8.80 programs. While descriptive analyses were used in the evaluation, the mediating role of self-compassion in the relationship between authenticity and alexithymia was tested with Structural Equation Modeling. When the measurement model was examined, it was seen that there was a relationship between authenticity and alexithymia (r = -.40; p < .000), between self-compassion and alexithymia (r = - .85; p < .001) and between self-compassion and authenticity (r = .43; p < .001). When the structural equation model was examined, it was found that the relationship between authenticity and alexithymia in the measurement model (r = -.40) decreased to (β = - .05; p > .005) when the mediating role of self-compassion was examined and the relationship was found to be insignificant. When this path was removed from the model and the model was re-examined, the goodness of fit values of the model were χ2/df (71.12/51) ratio = 1.174; RMSEA = .039; SRMR = .050; CFI= .99; NFI = .96; NNFI = .98; IFI = .99; RFI = .95 and GFI = .96. In the study, it was found that self-compassion has a full mediating role in the relationship between authenticity and alexithymia in three departments. The relationship between authenticity and alexithymia goes through self-compassion.

Earned-Secure Attachment (ESA) can be defined as the process by which individuals with insecure childhood attachment rise above malevolent childhood experiences to develop secure relationships pattern in adulthood. To our knowledge, no previous review has summarized findings from empirical literature about this topic. To fill this gap, we conduct a preregistered scoping review (research published until 2023) following the PRISMA Extension for Scoping Reviews, to find how ESA has been defined, assessed, and studied in the empirical literature. Four databases were searched (Scopus, PsycInfo, PubMed and Web of Science), 24 studies were included in the review and were assessed using the Mixed Methods Appraisal Tool. Findings from our review reveal a more formal than substantial agreement on the conceptualization of ESA and the conclusions that can be made, considering the heterogeneity of our results, are only preliminary. Developmental factors, the association between ESA and depressive symptoms and the role of fathers remain poorly defined, although the importance of secondary attachment figures and reflective functioning as factors that may contribute to earned-security in attachment is clear. Recommendations and future steps for researchers and practitioners are highlighted.

Processing fluency has been shown to affect how people aesthetically evaluate stimuli. While this effect is well documented for visual stimuli, the evidence accumulated for auditory stimuli has not yet been integrated. Our aim was to examine the relevant research on how processing fluency affects the aesthetic appreciation of auditory stimuli and to identify the extant knowledge gaps in this body of evidence. This scoping review of 19 studies reported across 13 articles found that, similarly to visual stimuli, fluency has a positive effect on liking of auditory stimuli. Additionally, we identified certain elements that impede the generalizability of the current research on the relationship between fluency and aesthetic reactions to auditory stimuli, such as a lack of consistency in the number of repeated exposures, the tendency to omit the affective component and the failure to account for personal variables such as musical abilities developed through musical training or the participants' personality or preferences. These results offer a starting point in developing novel and proper processing fluency manipulations of auditory stimuli and suggest several avenues for future research aiming to clarify the impact and importance of processing fluency and disfluency in this domain.

The concept of career adaptability emerged from the broader field of career development theory and has received increasing attention in the past two decades. To measure career adaptability, there are different scale development studies in the literature, but the most widely used and preferred one is the Career Adapt-abilities Scale developed by Savickas and Porfeli. Therefore, in the present study, the general reliability of the Career Adapt-abilities Scale was measured through meta-analysis. One hundred forty nine study (N = 82519) were included in the analyses. For the CAAS overall score, the average reliability coefficient among the 171 reliability estimations was high. However, reliability estimates in the studies included in the research show high heterogeneity. As a result of the moderator analysis, it was concluded that reliability estimates of these scores differ by item level, culture, language, category of items, different forms of CAAS, age, and SD. Regarding the application of the CAAS in research, the consequences of these findings are discussed in light of the relevant literature.

The present study investigated texting in the classroom through written (SMS) and instant (social media) messages comparatively between adolescents without and with LD. Also, applying the Social Cognitive Theory, the role of perceived classroom climate and academic boredom in texting in the classroom was co-examined through an explanatory mediation model. Overall, 439 students (59% girls) without LD and 408 students (47% girls) with LD, who both attended randomly selected Greek junior high schools of Mainstream Education and used a mobile phone, completed self-reported scales about the variables involved with reference to the Modern Greek language course. The results showed that texting in the classroom (through written/instant messages) was above average for both student subgroups, regardless of their gender. However, within a comparative perspective, texting in the classroom through instant (social media) messages was higher for students with LD. Furthermore, in the relationship between perceived classroom climate and texting in the classroom (through written/instant messages) academic boredom proved a full mediator for students without LD and a partial mediator for students with LD. The findings imply the need for psychoeducational interventions in the context of specific school courses, to strengthen differentiated dimensions of psychosocial classroom climate for adolescents without and with LD. Thus, positive academic emotions and minimized disruptive texting in the classroom could be achieved.

This study assessed whether a sample of 43 children in Puebla, Mexico would show the Fading Affect Bias (FAB) for memories of the death of loved ones or pets and for general negative memories. FAB is a phenomenon in which emotional intensity associated with unpleasant memories fades faster than affect in pleasant memories. Mexican children showed FAB across negative and death memories. Younger children showed lower fading for general negative memories when compared to older children. A second aim of this work assessed whether younger (ages 4.83-9) and older (ages 10-13) children in Mexico would show biological and spiritual understanding of death, and findings indicated that Mexican children's understanding included both biological and spiritual subcomponents. Younger children showed lower comprehension of the death subcomponents Inevitability and Irreversibility. Higher depression, anxiety, and social stress scores as measured with the BASC-2 predicted lower FAB, lateralized to negative memories.

Objective: This study was conducted to explore the sex differences in the direct and indirect associations among mental health/suicidality, sleep, and screen time. Methods: Using the 2021 Youth Risk Behavior Survey (YRBS) data, 9408 participants were included in the analyses. The associations of endogenous variables (mental health and suicidality), exogenous variable (screen time), mediator (sleep), and covariates (demographic features and risky behaviors) were analyzed using the Structural Equation Model and "medsem" package, as well as logistic regression and bootstrapping methods. To explore the sex differences in the mediation effect, the Likelihood Ratio Test was used for the multiple-group analysis to compare the unconstrained model with the mediation path-constrained model. Results: Screen time had a significant negative association with sleep duration (female: β = -.09, p < .001; male: β = -.04, p < .001), positive relations to mental health problems (female: β = .10, p < .001; male: β = .12; p < .001), and suicidality (female: OR: 1.07, 95% CI: 1.02-1.13; male: OR: 1.06, 95% CI: 1.01-1.23). Sleep duration is negatively associated with mental health problems (female: β = -.16, p < .001; male: β = -.14; p < .001) and negatively associated with the likelihood of suicidality (female: .89, 95% CI: .85-.94; male: OR: .84, 95% CI: .79-.90). Furthermore, female adolescents had higher frequencies in mental health problems, higher odds ratio in suicidality, shorter sleep duration, and bigger mediation effects of sleep, compared to their male counterparts. Conclusion: Mental health and suicidality were affected differently by screen time and sleep between female and male adolescents. Future research may continue to explore sex differences and their underlying reasons.

Drawing from the motivational emotion regulation perspective and self-verification theory, this study demonstrates the mechanism linking creative self-efficacy and emotional exhaustion in which cognitive reappraisal serves as a mediator. Study 1 (N = 137) conducted in an experimental setting provided evidence for a causal relationship between creative self-efficacy and cognitive reappraisal. Individuals who have higher creative self-efficacy are more likely than those who have lower creative self-efficacy to engage in cognitive reappraisal because they reinterpret potentially emotion-eliciting situations in a way that reduces their emotional impact. Study 2 (N = 206), a survey study, revealed the indirect effect of creative self-efficacy on emotional exhaustion such that creative self-efficacy drives a mechanism that reduces emotional exhaustion by fostering the use of cognitive reappraisal as an emotion regulation strategy. Finally, Study 3 (N = 210) verified the mediation mechanism in the experimental setting, suggesting that creative self-efficacy can reduce momentary emotional exhaustion through the mediating effect of cognitive reappraisal. The findings provide implications for the research and practices on emotional exhaustion by highlighting the motivational process underlying emotion regulation.

Social anxiety is characterized by a constant fear of negative evaluation, falling short of standards, low perceived likeability, and difficulties meeting social criteria. Using a quasi-experiment and a zero-acquaintance paradigm, this paper examines sharing behavior, which is represented by the willingness to give money in a Dictator Game. It explores gender and social anxiety differences related to this behavior, in terms of who is prone to receive more money. In addition to this, we investigated how the receiver's self-disclosure (positive or negative) influences the dictators' sharing behavior. Based on the original version of Dictator Game, involving a dictator and a receiver, one hundred and five adolescents aged 12-15, played Dictator Game in which they divided coins between themselves and the receiver. Our findings indicate that self-disclosure led to positive and gradual changes for non-anxious speakers. The anxious boy consistently achieved the highest money rate among all speakers, while the anxious girl received the lowest. However, her self-disclosure resulted in an increase in receiving. Across all situations, respondents reported slightly increased feelings of guilt and shame. Taken together, this study sheds light on adolescents' giving behavior by examining the interaction between adolescents' social traits and diverse social contexts throughout their developmental stages, ultimately influencing prosocial decision-making.

Boredom is a negative emotion that most people experience on occasion. However, boredom is also present on a trait level. People high in trait boredom experience boredom more frequently or have difficulty tolerating it. Individuals high in trait boredom are more likely to experience depression or anxiety or engage in risk behaviors. Little is known about the development of trait boredom. We propose a bioecological model of the development of trait boredom in which it originates from early individual differences in temperament and executive control. Trait boredom is shaped over time through interactions between the child and their developmental context, such as parents, teachers, and neighborhoods. Boredom can also spur creativity. Capitalizing on the creative side of boredom may help promote low levels of trait boredom and healthy coping. We provide a roadmap to study the development of trait boredom to advance our understanding of how it emerges and develops.