BMC Psychology最新文献

Background: Social relationships are shaped by a complex interplay of interests and emotions, making negative interactions inevitable. Research on negative bias and loss aversion demonstrates that people are more sensitive to negative interactions, which often leads to social distancing. However, one study found that individuals with anxious attachment styles may actively seek partners who treat them poorly, suggesting that such relationships can strengthen bonds. But the cognitive mechanisms underlying how negative relationships can signal positive relational outcomes remain unclear. Through five experiments, we examine how shared negative relationships help individuals infer positive relationships and explore the underlying mechanisms.

Methods: We conducted five pre-registered experiments (N = 1,085; M_age = 20.22, SD = 2.05) using hypothetical scenarios and social network methodologies. In Experiment 1, participants inferred interpersonal relationships from images depicting shared negative relationships. Building on this, Experiment 2 specifically focused on images of bidirectional shared negative relationships. Experiment 3 extended this paradigm to the intergroup level, where participants inferred relationships between groups based on shared negative relationships with a third-party. Experiment 4 refined this focus by examining in-group and out-group dynamics, asking participants to infer relationships from images of shared negative relationships between members of these distinct groups. Finally, Experiment 5 employed a simulated social network paradigm in which participants inferred relationships by learning and remembering social knowledge within an incomplete network, thus modeling real-world social inference under uncertainty.

Results: Our results showed that humans can (a) infer positive relationships from shared negative ones and their quantity; (b) adjust these inferences by group size and contextual boundaries-shifting from resource-based inferring in ambiguous settings to identity-based mechanisms in well-defined groups; and (c) shape network representations from incomplete social knowledge, revealing human differences in cognitive mechanisms.

Conclusions: While negative relationships can weaken social experiences, shared negative interactions can serve as prosocial tools for inferring positive relationships. Research shows that humans adjust their strategies based on relationship quantity and group structure, enabling them to build networks from incomplete social knowledge.

Background: Foreign language learning often triggers significant anxiety, particularly in speaking tasks, which can hinder students' performance and engagement. According to recent research, mindfulness stands as a promising approach to alleviate such anxiety and foster a more supportive language learning environment.

Aims: This study explores the impact of a mindfulness-based intervention program for foreign language classes (MBI-FLC) on foreign language speaking anxiety (FLSA) and the reflections of the participants about the implemented program.

Sample: Following the earthquake-related transition to online instruction, 15 students in a one-year intensive English program participated in the eight-week MBI-FLC program including sessions between 45 and 60 min.

Method: A mixed-methods approach was utilized, combining quantitative measures through pre-, post-, and 6-month delayed post-intervention questionnaire/scale and qualitative insights from semi-structured interviews, learner journals, and reflection reports during/after the relevant sessions.

Results: Quantitative analysis revealed descriptive decreases in FLSA immediately after the intervention, though gains diminished at follow-up, highlighting the need for continued practice. Some mindfulness facets correlated negatively with FLSA, while the "relativity of thoughts" facet unexpectedly showed a positive relationship. Moreover, the qualitative data collected throughout the study revealed three convergent themes: increased awareness, greater acceptance, and improved attentional control, aligning with the short-term reductions in anxiety.

Conclusion: The findings highlight the potential of mindfulness to improve emotional well-being and speaking confidence in EFL contexts, offering practical implications for integrating mindfulness into language pedagogy.