Psychological Reports最新文献

Boredom is linked to numerous negative psychological conditions, yet remains critically under-researched. Individuals with depression frequently experience boredom, yet the relationship between boredom and antidepressants remains largely unexplored. We investigated the associations between antidepressants and various dimensions of boredom using an online sample (N = 251). This study focused on SSRIs, the most frequently prescribed antidepressant, to reduce variability across drug classes. Sexual boredom was of particular interest due to its association with both depression and SSRI-induced sexual dysfunction. Participants who reported using SSRIs for six weeks to two years reported higher levels of sexual, trait, and state boredom compared to non-SSRI users. However, no significant differences emerged between non-users and those on SSRIs for over two years. Clinical implications include the need for psychoeducation on boredom as a potential side effect influencing treatment adherence. Increased research is needed to explore the intersection of boredom and psychiatric treatment outcomes.

Few studies have examined the mechanisms linking psychological (PE) and academic entitlement (AE) to mental health. This study investigated 294 non-Western undergraduates to analyze the relationships among PE, AE, and psychological health, and their potential mechanisms. Students with higher AE reported greater anxiety and depression, and lower emotional intelligence (EI). In contrast, those with higher PE showed greater anxiety but also higher levels of EI. EI also acted as a significant mediating factor in the relationships between AE and anxiety and depression, as well as between PE and anxiety. These findings highlight the distinct roles of PE and AE in mental health. Results highlight EI's buffering role against entitlement-related maladaptive outcomes.

Given the lack of research examining the relationship between sexual cognitions of dominance and submission-experienced as positive (PSC) and negative (NSC)-and sexual arousal, this study examines gender differences in this association. A total of 1,400 cisgender heterosexual adults (700 men and 700 women), aged 18 to 79 years (M = 35.91; SD = 13.66), participated in the study. They self-reported the frequency of dominance and submission PSC and NSC, as well as sexual arousal and penile erection/vaginal lubrication experienced in the context of heterosexual sexual activity. The results indicate, first, gender differences in the frequency of these sexual cognitions: men report PSC more frequently and women report NSC more frequently; and second, that sexual cognitions involving submission (both positive and negative) have a greater association with sexual arousal in men than in women, whereas positive sexual cognitions of dominance showed the inverse pattern. The findings are discussed considering traditional gender roles.

Smartphones have become an integral part of daily life, yet their impact on the attentional and affective system remains uncertain. This study investigates whether using smartphones during breaks between cognitive tasks influences subsequent performance and mind wandering compared to sitting quietly. Using a within-subjects design, participants completed a 2-back task and took short breaks during which they either used their smartphones or sat quietly without using their smartphones. We measured task performance and mind wandering frequencies during the 2-back task as well as mind wandering during breaks, participants' mood before and after the breaks, and their tendency to check their smartphones spontaneously in daily life. The results revealed no significant differences in mind wandering frequency during the two types of breaks. Additionally, there were no significant differences in subsequent task performance or mind wandering frequency between smartphone and no-smartphone breaks. However, participants felt more positive after smartphone than no-smartphone breaks, and their tendency to check their smartphones spontaneously was positively correlated with this positive mood improvement. These findings suggest that brief smartphone use during breaks may enhance mood, but do not affect performance or mind wandering in a subsequent cognitive task.

Background: Physical activity deficiency among adolescents represents a significant public health concern, particularly in home settings. While weight self-stigma has been identified as a potential barrier to physical activity, the mechanisms underlying this relationship remain unclear. Objective: This study examined how weight self-stigma influences adolescents' home physical activity through psychological needs satisfaction in exercise and investigated the moderating role of family physical activity climate in this relationship. Method: Participants were 1,328 adolescents (676 males, 656 females) from three cities in Hunan Province, China. Data were collected at two time points to minimize common method bias. Participants completed measures of weight self-stigma, psychological needs satisfaction in exercise, family physical activity climate, and home physical activity. Results: Weight self-stigma negatively affected home physical activity (β = -0.488, p < 0.01). Psychological needs satisfaction in exercise partially mediated this relationship, with a significant indirect effect (β = -0.159, 95% CI [-0.200, -0.124]). Family physical activity climate moderated the relationship between psychological needs satisfaction and home physical activity (β = 0.216, p < 0.01). The moderated mediation analysis revealed stronger indirect effects at high levels of family physical activity climate (β = -0.226, p < 0.01) compared to low levels (β = -0.011, ns). Conclusion: These findings suggest that weight self-stigma impairs adolescents' home physical activity both directly and indirectly through reduced psychological needs satisfaction, while a positive family physical activity climate can buffer these negative effects.

Future anxiety is a specific type of anticipatory anxiety involving persistent worry and fear about potential adverse future outcomes. It is especially common among university students, as they undergo significant developmental transitions and face uncertainties regarding their careers, relationships, and identities. This study examined the mediating roles of cognitive control of emotions and problem-solving (PS) skills in the relationship between intolerance of uncertainty (IU) and future anxiety. Drawing on Bandura's social cognitive theory, the research explored how cognitive and behavioral self-regulation mechanisms are related to students' responses to uncertainty within a theoretically informed associational framework. A sample of 348 undergraduates completed validated self-report measures, including the Intolerance of Uncertainty Scale Short Form, the Cognitive Control and Flexibility Scale, the Problem-Solving Inventory, and the Future Anxiety Scale in University Students. Parallel mediation analyses revealed that IU was significantly associated with both dimensions of future anxiety. Notably, the relationship between IU and fear of the future was partially mediated. In contrast, the association between IU and hopelessness about the future was fully accounted for by cognitive control of emotions and PS skills in the mediation model. These results suggest that higher levels of IU are associated with greater future anxiety, particularly when individuals exhibit lower levels of cognitive control of emotions and PS skills. Cognitive control of emotions was found to be a more potent mediator than PS skills, highlighting the important role of emotional regulation in relation to future-oriented distress. These findings suggest that interventions targeting emotional regulation strategies, such as cognitive reappraisal, may hold promise for addressing future anxiety among university students. The current study enhances our understanding of future anxiety by highlighting key psychological mechanisms that are associated with its maintenance.

Emotional intelligence is a key determinant of healthy aging, contributing to psychological resilience and quality of life. Physical activity has been recognized as a promising means to enhance emotional functioning, especially when it involves social interaction. This study examined the effect of an 18-week structured physical exercise program on emotional intelligence in older adults, as measured by the trait emotional intelligence subscale of the TEIQue-SF. A total of 86 participants were divided into three groups: individual exercise (n = 31), collaborative exercise (n = 32), and a control group (n = 23). Pre- and post-intervention assessments were conducted using the TEIQue-SF questionnaire. Correlation analysis indicated strong relationships between well-being and other emotional intelligence dimensions such as self-control, emotionality, and sociability, both before and after the program. These relations were strengthened following the intervention. Repeated-measures analysis revealed a significant interaction between intervention type and time, in well-being scores. Notably, the collaborative exercise group showed the most pronounced improvement in well-being post-intervention. The findings suggest that social aspects of physical activity may amplify its emotional benefits, particularly in enhancing trait well-being. Such interventions may serve as a valuable tool in promoting emotional health and supporting successful aging.

One of the most important theories proposed in the explanation and etiology of dyslexia are theories that consider the cognitive deficits of these children, including attention, working memory, planning and organization to be involved in the occurrence of this disability. The aim was to investigate the effects of combining sensory integrative techniques with direct reading comprehension on improving working memory and attention span in students with Developmental dyslexia. This randomized trial with blinded assessors study was performed with a between-subjects factor 'group' (control group vs. intervention group) and within-subjects factor 'time' (measurement at pre-intervention and post-intervention). Data collection started in February 2024 and ended in October 2024. Sixty children with Developmental dyslexia were recruited to the study following formal diagnostic and behavioral pre-intervention assessments. Continuous Performance Test (CPT) and The Arabic Wechsler Intelligence Scale for Children - Fourth Edition (WISC-IV) were used to collect data. Linear regression models were used to assess within-person differences within conditions for each outcome. Findings did directly support the hypotheses; results from regression analyses suggest that sensory integrative techniques with direct reading comprehension did have a significant impact on working memory and attention span in students with Developmental dyslexia. Sensory integration method and direct instruction for comprehension can increase working memory and attention span in children with dyslexia.

We explored whether emotional intelligence (EI) and its four dimensions individually promoted approach-related behaviors (i.e., sociability) or mitigated avoidance-related behaviors (i.e., internalizing behaviors) in adults clinically diagnosed with anxiety prior to undergoing cognitive behavioral therapy. Participants were 160 patients (M_age = 39.50 years, SD = 13.65, 28.1% male) who completed online questionnaires related to shyness, EI, sociability, and internalizing behaviors prior to the start of group treatment. We found sex-specific EI moderating effects on the relation between shyness and sociability. Among women, EI Self-Emotion Appraisal, a dimension of EI, moderated this relation (p < .05) by reducing the negative effects of shyness on sociability. In men, the EI Others' Emotion Appraisal dimension played a comparable role. The findings suggest that EI may be a promising target of intervention to increase social approach behaviors in some clinically anxious patients, with particular relevance for understanding and addressing sex-related differences in socio-emotional abilities.

Having attenuated visualization has been proposed to confer vulnerability to hoarding, although some studies have found no differences in visualizing between individuals who hoard and controls. To clarify this, we investigated the presence and severity of hoarding symptoms and beliefs in a specialist sample of aphantasics (those without imagery) and hyperphantasics (those with extremely vivid imagery), compared to mid-range/typical visualizers, while controlling for confounds (i.e., age and depression levels). Bayesian analysis revealed stronger evidence favouring a lack of difference in hoarding symptoms between aphantasics (n = 58) and case-matched typical visualizers, although we found moderately strong evidence to suggest aphantasics were more inclined to report using objects as memory aids; a hoarding specific coping strategy. We also found moderately strong evidence to suggest hyperphantasics (n = 23) had lower hoarding symptoms compared to case-matched typical visualizers and were less likely to live in cluttered homes, whereas evidence was weaker/inconclusive regarding differences in hoarding beliefs. Overall, findings suggest attenuated visualization does not necessarily predispose hoarding, but enhanced visualizing capacities may protect against hoarding symptom development.