Scandinavian journal of psychology最新文献

The ability to convey emotions and induce pleasure is one of the most important aspects of the way that music becomes meaningful to humans. Affective responses to music are specific to both cultural and personal preferences, but little is known about the individual variability in adolescence. The Barcelona Music Reward Questionnaire (BMRQ) is a psychometric measure that identifies five factors associated with musical pleasure: Musical Seeking, Emotional Evocation, Mood Regulation, Social Reward, and Sensory-Motor. With this study, we aimed to validate the BMRQ in Danish teens and to explore the differences in music reward experiences in relation to the amount of musical activity, between genders and over ages. Approximately 30,000 Danish adolescents participated in a mass experiment with a subset (N = 4641, 51.2% girls, age range = 13-19 years old) responding to (1) a Danish adaptation of the BMRQ and (2) the Concurrent Musical Activities (CCM) Questionnaire. Both exploratory and confirmatory factor analyses were applied, and a seven-factor model of the BMRQ was found to fit the Danish adolescent population. The seven-factor version of the Danish BMRQ was due to the split of the dimensions "Sensory-Motor" and "Social Reward" into two further subfactors. The students with a higher amount of musical engagement scored higher across all dimensions. In particular, the higher the musical engagement, the higher scores were found for the facet of musical pleasure related to the sharing of musical activities, especially in the earliest stages of adolescence. Furthermore, we found that sensitivity to music generally tends to increase with age, and that girls reported overall to be more sensitive to music than boys in the dimension related to evocation of emotions. A slightly different model of the BMRQ has to be taken into account when testing the Danish adolescent population. In addition to utilizing the Danish version of the BMRQ on a large sample of adolescents, this study may provide insight into the relationship between changes in the level of musical reward depending on amount of musical engagement and how musical reward unfolds within and between genders and across age groups during this developmental stage.

Despite the overall desirability of men's upper body strength, women's preference for such features remains bounded to contexts in which the benefits exceed the potential costs. The relative salience of these costs could be augmented within ostensibly threatening environments, which could include one of ambient darkness. This study sought to determine whether women's interest in strong men would become downregulated in the presence of these cues. A sample of sorority women reported their reactions to meeting a hypothetical man on campus who was manipulated to appear either strong or weak with the image manipulated to be either at night or during the day. Although women reported feeling more comfortable around the weak man in the dark compared to the strong man, no difference emerged in their evaluations of strong men during the day and night. These findings suggest that women functionally shift their interest in strong men based on environmental cues that could implicate men as costly.

Several studies show that Alzheimer's disease (AD) and other neurocognitive disorders have a negative impact on the self and identity formation. Most studies have included persons with mild to moderate dementia, but how AD patients in the earliest phases retrieve information about themselves has only been studied scarcely. The aim of this study was to investigate if persons with mild cognitive impairment (MCI) and mild AD would generate fewer self-related statements than healthy controls. From a memory clinic, we included 17 aMCI patients, 17 patients with mild dementia (AD; MMSE ≥ 24), and 30 healthy controls. Three Events Test and Twenty Statements Test (TST) were applied to all participants. The persons with mild dementia gave significantly fewer statements compared to the controls (p < 0.001) and the aMCI patients (p < 0.01) on TST. Fewer statements were also produced by the aMCI patients compared to the control participants (p < 0.05). Persons from both patient groups produced significantly fewer contextual details compared to the controls on the Three Events Tests. There were significant associations to lexical fluency for both the TST and Three Events Test, but only a limited amount of variance was explained, and the results cannot be explained solely by a fluency effect. The results from this study are in accordance with findings from previous studies demonstrating that mild AD leads to a decline in both autobiographical memories and a diminished sense of self. Further, this study shows that changes in self-concept may occur even in the earliest clinical stages of AD.

Introduction: Suicidal behavior is an important health issue, representing a leading cause of mortality, particularly among young adults. Depression was found to be predictive of suicide risk and predicted by shyness. Consequently, we tested a model wherein shyness leads to depression, which in turn leads to suicide risk. Moreover, we expected gender to moderate the effect of shyness on depression and suicide risk.

Methods: A convenience sample of 478 first-year college students (51% women, Age: M = 25.42, SD = 3.61) completed online self-report questionnaires assessing suicide risk, depression, shyness, and demographic variables.

Results: As expected, shyness was significantly correlated with depression (r = 0.40) and suicide risk (r = 0.24), and depression and suicide risk were also correlated with each other (r = 0.57). Depression statistically mediated the relationship between shyness and suicide risk (indirect effect for women = 0.92, SE = 0.16; for men = 0.72, SE = 0.17). Gender did not moderate the mediation effect. However, a direct link between shyness and suicide risk was found only among men (direct effect = 0.52, SE = 0.21).

Conclusions: The results suggest that shyness may be a significant factor in the development of depression and suicide risk, potentially serving as a valuable marker for identifying at-risk individuals. Moreover, clinicians should be aware of these associations, particularly among men, in order to maintain and support mental health as well as reduce suicidality.

Negative attitudes toward offenders may hinder the rehabilitation process. The present study examines the relationship between attitudes toward sex offenders and stated acceptance of offenders and non-offenders into various aspects of daily life. Sixty female members of the public (18-50 years old, UK residents, recruited by word of mouth and via social media) completed an attitudes towards sex offenders (ATS) scale and indicated for each of eight vignettes describing ex-offenders and non-offenders whether they would accept them in various situations (housing, employment, day-to-day activities). Results indicate that in this group of female participants, harsher attitudes toward sex offenders are associated with lower acceptance of sex offenders (around 50% less acceptance) and other offenders (around 25% less acceptance), but not non-offenders, suggesting a tight coupling between attitudes and acceptance. The observed coupling between attitudes toward sex offenders and acceptance of offenders suggests that it will be difficult to change one without changing the other.

Objective: To perform a psychometric evaluation of a Norwegian version of the Berlin Misophonia Questionnaire Revised (BMQ-R-NOR).

Design: Participants completed online versions of the self-report questionnaire BMQ-R-NOR on two occasions and MQ-NOR on one occasion. Convergent validity was assessed through Spearman's correlation between BMQ-R-NOR and MQ-NOR. Internal consistency was evaluated with McDonald's omega and Cronbach's alpha. Test-retest reliability was evaluated using Cohen's weighted kappa and intraclass correlation.

Study sample: 82 participants with self-reported misophonia took part in the study at T1, and 53 of these participated at T2. However, only 41 of them were included in the test-retest analyses due to 12 participants being in treatment between T1 and T2.

Results: Subscales from the BMQ-R-NOR and MQ-NOR were significantly positively correlated, indicating evidence of convergent validity (r_s = 0.22*-0.74**). The BMQ-R-NOR showed overall good internal consistency (omega = 0.72-0.93; alpha = 0.70-0.93) and satisfactory test-retest reliability (ICC = 0.35-0.92).

Conclusion: The psychometric properties of the BMQ-R-NOR are considered satisfactory. However, it is advised to exercise caution when using it until further comprehensive validation studies are conducted to ensure robustness and reliability in clinical practice.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

Introduction: The Positive Youth Development (PYD) framework is a strengths-based approach to adolescence that states that adolescents will thrive if nurtured by the right developmental assets. The family is one of the most important developmental assets, but studies about the relationship between family dynamics and the overall PYD of adolescents are scarce.

Objective: The present study aims to examine the associations between five family dynamics indicators and PYD, while taking into account the role of gender.

Methods: A cross-sectional study was carried out with a representative sample of adolescents from the city of Huelva, Spain (n = 1,036). Data were collected in 14 randomly selected secondary education schools. A Structural Equation Model (SEM) was tested to determine the effect of family dynamics on PYD, both for the whole sample and within each gender.

Results: The SEM for the whole sample showed a positive effect of the family dynamics factor on the PYD factor, explaining 51.8% of its variance. The indicators of satisfaction with the relationship with the mother, satisfaction with the relationship with the father, frequency of engaging in joint family activities on weekends, and frequency of sharing daily occurrences at home showed factor loadings over 0.50, while the indicator of frequency of contribution to household chores had the lowest loading. The family dynamics factor in the model with the subsample of girls explained 54.8% of the variance in PYD, while in the SEM with the subsample of boys this factor explained 47.6% of it. Additionally, among girls, the relative influence of satisfaction in the relationship with the parents, as well as of frequently discussing the day at home, is higher than among boys.

Conclusion: These results highlight a strong association between family dynamics indicators and PYD among adolescents and indicate that this relationship is stronger for girls than for boys. Intersectoral policies enhancing improvements in family dynamics (e.g., facilitating the practice of joint family activities on weekends) may have a relevant impact on PYD.

Spending time in nature, and even watching images or videos of nature, has positive effects on one's mental state. However, cognitively stressful work is often performed indoors, in offices that lack easy access to nature during breaks. In this study, we investigated whether watching a 5-min audiovisual video that describes a first-person perspective walk on a forest path could help to restore one's mental state after cognitive stress. Participants were asked to perform cognitive stressor tasks, after which they were shown either a nature walk video or a control video. Subjective restoration was measured using self-reports before and after the videos, while electrodermal activity (EDA) and electroencephalography (EEG) were measured during the video-watching session. The results showed that experiencing the nature walk video enhanced subjective restoration more than watching the control video. Arousal of the autonomic nervous system, measured using EDA, decreased more during the nature walk video than during the control video. Additionally, activity in the EEG's upper theta band (6-8 Hz) and lower alpha band (8-10 Hz) increased during the nature walk video, suggesting that it induced a relaxed state of mind. Interestingly, the participants' connection with nature moderated the effects of the nature video. The subjective and physiological measures both suggest that watching a short, simulated nature walk may be beneficial in relaxing the mind and restoring one's mental state after cognitive stress.

Introduction: Students can expect to experience stressors associated with their studies that can have detrimental effects on their mental well-being if not properly managed. Drawing on a positive psychology paradigm, protective factors can help students to counter study-related stressors and contribute to their mental well-being and academic success. The relationship between protective factors, such as maintaining perspective and building networks, with stress severity and positive mental well-being was examined in a sample of Australian university students undertaking postgraduate coursework.

Methods: Students completed a survey measuring stress from the Depression, Anxiety and Stress Scale (DASS), positive mental well-being from the Short Warwick-Edinburgh Mental Well-being Scale (SWEMWBS), and seven protective factors from the Resilience at University (RAU) scale. Bivariate correlations were calculated for the RAU protective factors with stress and mental well-being. ANOVA examined the RAU protective factors in relation to mental well-being and stress severity groupings.

Results: All seven protective factors had a positive and significant relationship with positive mental well-being, and six of the seven protective factors had a negative and significant relationship with stress. A statistically significant difference was found for six of the seven RAU protective factors according to mental well-being group, and three of the seven RAU protective factors group according to stress severity group. A linear effect emerged between level of protective factor and mental well-being group, with participants in the high well-being group having the highest level of protective factors.

Conclusion: Universities should focus on the development of protective factors to support students' well-being and help them to flourish in their studies.