Abstract This paper aims to discuss the subjective development process of a child in the classroom, considering aspects that have facilitated school learning. A case study is presented of a second-year student in a public elementary school in Brazil, who, at the beginning of the research, had difficulties with socialization and learning. The theoretical framework used is the Theory of Subjectivity, within a cultural-historical approach, together with its epistemological and methodological proposals, Qualitative Epistemology and the constructive-interpretative method. The main instruments were conversational dynamics and various interactive sessions, which have been expanded to the classroom context, since they generated valuable dialogical, social and relational context. The participant has become active, has gained her place in the classroom, has engaged in activities, and has thus significantly advanced in her learning. The outcomes achieved by the child point to the importance of creating everyday pedagogical strategy contexts which are less expositive and more dialogical, so new networks of relationships favour the coordination of operational processes of learning with processes of subjective development.
{"title":"Subjective development process as a path to school learning: the classroom as a dialogic relational context (El proceso de desarrollo subjetivo como un camino para el aprendizaje escolar: el aula como un contexto relacional-dialógico)","authors":"Andressa Martins-do-Carmo-de-Oliveira, Cristina Massot-Madeira-Coelho","doi":"10.1080/02109395.2019.1710803","DOIUrl":"https://doi.org/10.1080/02109395.2019.1710803","url":null,"abstract":"Abstract This paper aims to discuss the subjective development process of a child in the classroom, considering aspects that have facilitated school learning. A case study is presented of a second-year student in a public elementary school in Brazil, who, at the beginning of the research, had difficulties with socialization and learning. The theoretical framework used is the Theory of Subjectivity, within a cultural-historical approach, together with its epistemological and methodological proposals, Qualitative Epistemology and the constructive-interpretative method. The main instruments were conversational dynamics and various interactive sessions, which have been expanded to the classroom context, since they generated valuable dialogical, social and relational context. The participant has become active, has gained her place in the classroom, has engaged in activities, and has thus significantly advanced in her learning. The outcomes achieved by the child point to the importance of creating everyday pedagogical strategy contexts which are less expositive and more dialogical, so new networks of relationships favour the coordination of operational processes of learning with processes of subjective development.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"21 1","pages":"115 - 137"},"PeriodicalIF":0.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76732146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-02DOI: 10.1080/02109395.2020.1711644
Margaret Stroebe, Henk Schut
Dear authors and readers, Fundación Infancia y Aprendizaje and Taylor & Francis are happy to present Studies in Psychology as the new title for Estudios de Psicología. For the usual authors and readers of these pages, aside from this rather conspicuous difference, the journal will seem the same as always. For the new authors and readers, this unknown title may lead them to view this journal as a new, recent addition to the scholarly publication arena. Both views are right — each in their own way. To our new authors and readers, we present them our journal, and our background and project as a publisher. We hope to garner their interest and trust in Studies in Psychology both as an established, reliable source of the latest research in the field of psychology, and as an impactful, widespread outlet to publish their own research. To our usual authors and readers, we explain that there is more to this change than meets the eye. It is but another step in a process of deep transformation of our journal. A process which we hope will bring it to the forefront of global science, opening itself to a wider community, while maintaining its well-known, core values of proximity, quality, and reliability.
尊敬的作者和读者们，Fundación Infancia y Aprendizaje和Taylor & Francis很高兴将《心理学研究》作为Estudios de Psicología的新标题。对于这些页面的通常作者和读者来说，除了这种相当明显的差异之外，期刊似乎总是一样的。对于新的作者和读者来说，这个未知的标题可能会让他们把这本杂志看作是学术出版领域的新成员。这两种观点都是正确的——各有各的道理。对于我们的新作者和读者，我们向他们介绍我们的期刊，以及我们作为出版商的背景和项目。我们希望获得他们对《心理学研究》的兴趣和信任，它不仅是心理学领域最新研究的可靠来源，而且是一个有影响力的、广泛的发表自己研究的渠道。对于我们通常的作者和读者，我们解释说，这种变化比我们看到的要多得多。这不过是我们杂志深度转型过程中的又一步。我们希望这一进程将把它带到全球科学的前沿，向更广泛的社区开放，同时保持其众所周知的、接近、质量和可靠性的核心价值。
{"title":"Studies in Psychology: same journal, new title for a global science (Studies in Psychology: nuevo título de Estudios de Psicología para un ciencia global) ((Studies in Psychology: nuevo título de Estudios de Psicología para una ciencia global))","authors":"Margaret Stroebe, Henk Schut","doi":"10.1080/02109395.2020.1711644","DOIUrl":"https://doi.org/10.1080/02109395.2020.1711644","url":null,"abstract":"Dear authors and readers, Fundación Infancia y Aprendizaje and Taylor & Francis are happy to present Studies in Psychology as the new title for Estudios de Psicología. For the usual authors and readers of these pages, aside from this rather conspicuous difference, the journal will seem the same as always. For the new authors and readers, this unknown title may lead them to view this journal as a new, recent addition to the scholarly publication arena. Both views are right — each in their own way. To our new authors and readers, we present them our journal, and our background and project as a publisher. We hope to garner their interest and trust in Studies in Psychology both as an established, reliable source of the latest research in the field of psychology, and as an impactful, widespread outlet to publish their own research. To our usual authors and readers, we explain that there is more to this change than meets the eye. It is but another step in a process of deep transformation of our journal. A process which we hope will bring it to the forefront of global science, opening itself to a wider community, while maintaining its well-known, core values of proximity, quality, and reliability.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"11 1","pages":"1 - 8"},"PeriodicalIF":0.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79691996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1679456
David D. Preiss
Abstract This introduction to Studies in Psychology presents a collection of theoretical and empirical works covering various areas of research into the psychology of creativity. This issue contains five articles that present theories or review evidence regarding various approaches to creativity and three articles that are empirical reports. The articles cover a broad range of topics related to the psychology of creativity. Thus, this collection of articles highlights the fact that research into creativity expands our basic understanding of the functioning of the mind, has an impact on other related areas of psychological research and has an increasing number of applications.
{"title":"Recent advances in the psychology of creativity / Avances recientes en psicología de la creatividad","authors":"David D. Preiss","doi":"10.1080/02109395.2019.1679456","DOIUrl":"https://doi.org/10.1080/02109395.2019.1679456","url":null,"abstract":"Abstract This introduction to Studies in Psychology presents a collection of theoretical and empirical works covering various areas of research into the psychology of creativity. This issue contains five articles that present theories or review evidence regarding various approaches to creativity and three articles that are empirical reports. The articles cover a broad range of topics related to the psychology of creativity. Thus, this collection of articles highlights the fact that research into creativity expands our basic understanding of the functioning of the mind, has an impact on other related areas of psychological research and has an increasing number of applications.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"1 1","pages":"491 - 496"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91004703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1656462
T. Lubart, Baptiste Barbot, M. Besançon
Abstract Creative potential can be conceptualized as an ability to produce original ideas that have value in their context. This ability can be measured in three different ways, namely by examining (a) accomplishments or (b) ingredients (abilities and traits) underlying creativity or (c) through contextualized tasks that simulate real-world creative work. The Evaluation of Creative Potential (EPoC) Battery offers a contextualized measure of divergent-exploratory and convergent-integrative thinking processes applied in several content domains (visual art, verbal-literary, social, scientific, maths, music and body movement). The domain specificity of creative ability is represented by a profile of scores. Creative giftedness can be detected using this type of battery. The assessment of creative potential provides an opportunity for identification, orientation, individualized educational programmes and analyses of the effects of creativity training programmes.
{"title":"Creative potential: assessment issues and the EPoC Battery / Potencial creativo: temas de evaluación y batería EPoC","authors":"T. Lubart, Baptiste Barbot, M. Besançon","doi":"10.1080/02109395.2019.1656462","DOIUrl":"https://doi.org/10.1080/02109395.2019.1656462","url":null,"abstract":"Abstract Creative potential can be conceptualized as an ability to produce original ideas that have value in their context. This ability can be measured in three different ways, namely by examining (a) accomplishments or (b) ingredients (abilities and traits) underlying creativity or (c) through contextualized tasks that simulate real-world creative work. The Evaluation of Creative Potential (EPoC) Battery offers a contextualized measure of divergent-exploratory and convergent-integrative thinking processes applied in several content domains (visual art, verbal-literary, social, scientific, maths, music and body movement). The domain specificity of creative ability is represented by a profile of scores. Creative giftedness can be detected using this type of battery. The assessment of creative potential provides an opportunity for identification, orientation, individualized educational programmes and analyses of the effects of creativity training programmes.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"16 1","pages":"540 - 562"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83790240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1660059
Michela Cortini, A. Colleluori, Roberta Marzini, Teresa Di Fiore, Stefania Fantinelli
Abstract Creativity has been defined across time and fields highlighting different perspectives and variables, from the power of individual insight to creative intelligence, to the role played by mind wandering. After a brief literature review, the present paper presents an explorative study on the dialogue between individual and collective creativity in the fashion industry. The research design is inspired by mix-method research. The dataset is made up of in-depth interviews with 12 Italian stylists, focused on the creative processes. Data have been analysed both in qualitative terms (metaphors analysis) and in quantitative terms (automatic content analysis supported by T-Lab software). According to our results, the creativity processes involved in the fashion industry are mainly individual with a growing role played by teamwork. Stylists present themselves as psychologists in dialogue with their audience, so that the general public, in some sense, become an additional actor in the creative process.
{"title":"Creativity between individual insight and group support. An explorative study in the Italian fashion industry / La creatividad entre la introspección individual y el apoyo grupal. Un estudio exploratorio de la industria de la moda italiana","authors":"Michela Cortini, A. Colleluori, Roberta Marzini, Teresa Di Fiore, Stefania Fantinelli","doi":"10.1080/02109395.2019.1660059","DOIUrl":"https://doi.org/10.1080/02109395.2019.1660059","url":null,"abstract":"Abstract Creativity has been defined across time and fields highlighting different perspectives and variables, from the power of individual insight to creative intelligence, to the role played by mind wandering. After a brief literature review, the present paper presents an explorative study on the dialogue between individual and collective creativity in the fashion industry. The research design is inspired by mix-method research. The dataset is made up of in-depth interviews with 12 Italian stylists, focused on the creative processes. Data have been analysed both in qualitative terms (metaphors analysis) and in quantitative terms (automatic content analysis supported by T-Lab software). According to our results, the creativity processes involved in the fashion industry are mainly individual with a growing role played by teamwork. Stylists present themselves as psychologists in dialogue with their audience, so that the general public, in some sense, become an additional actor in the creative process.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"71 1","pages":"635 - 663"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87844002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1655219
J. Kaufman
Abstract This article analyses the Broadway musical The Mystery of Edwin Drood, by Rupert Holmes, as a case study through which to discuss and highlight modern creativity theories. The musical is viewed through the lens of the Five As, Four Cs, and many other person and product approaches.
{"title":"The Mystery of Edwin Drood: a case study in creativity theories / El Misterio de Edwin Drood: estudio de un caso en las teorías de la creatividad","authors":"J. Kaufman","doi":"10.1080/02109395.2019.1655219","DOIUrl":"https://doi.org/10.1080/02109395.2019.1655219","url":null,"abstract":"Abstract This article analyses the Broadway musical The Mystery of Edwin Drood, by Rupert Holmes, as a case study through which to discuss and highlight modern creativity theories. The musical is viewed through the lens of the Five As, Four Cs, and many other person and product approaches.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"2 1","pages":"526 - 539"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82558719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1656463
Calvin Yu, Jens F. Beckmann, Damian P. Birney
Abstract There exists a large body of research that has studied cognitive flexibility as an executive function assessed through shifting and set-switching tasks. This approach has been criticized as overly narrow and reductionist, thereby undermining the relevance of cognitive flexibility beyond tightly controlled cognitive tasks. In light of such limitations, we review the extant literature and reflect on the understanding of cognitive flexibility as (1) an cognitive approach to novelty processing and (2) as a conative disposition towards novelty. We present a theoretical model of cognitive flexibility as a meta-competency reflected in adaptive performance which emerges as a strategic response to novelty in dynamic environments. This meta-competency draws on a confluence of cognitive and conative variables that are actively and adaptively harnessed by an individual under specific circumstances.
{"title":"Cognitive flexibility as a meta-competency / Flexibilidad cognitiva como meta-competencia","authors":"Calvin Yu, Jens F. Beckmann, Damian P. Birney","doi":"10.1080/02109395.2019.1656463","DOIUrl":"https://doi.org/10.1080/02109395.2019.1656463","url":null,"abstract":"Abstract There exists a large body of research that has studied cognitive flexibility as an executive function assessed through shifting and set-switching tasks. This approach has been criticized as overly narrow and reductionist, thereby undermining the relevance of cognitive flexibility beyond tightly controlled cognitive tasks. In light of such limitations, we review the extant literature and reflect on the understanding of cognitive flexibility as (1) an cognitive approach to novelty processing and (2) as a conative disposition towards novelty. We present a theoretical model of cognitive flexibility as a meta-competency reflected in adaptive performance which emerges as a strategic response to novelty in dynamic environments. This meta-competency draws on a confluence of cognitive and conative variables that are actively and adaptively harnessed by an individual under specific circumstances.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"49 1","pages":"563 - 584"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91212943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1655220
P. Barraza, David D. Preiss, Marcela Pardo
Abstract The purpose of this study is to explore the development of creativity in Chilean kindergarten and school children. For this, we evaluated non-verbal divergent and convergent thinking skills in a sample of 320 Chilean kindergarten, second-, fourth- and sixth-grade school children. We found that kindergarten and second-grade children showed a lower performance in creative fluency and originality than fourth-grade and sixth-grade children. In addition, we found that kindergarten and second-grade children had a low performance in creative elaboration, which worsened in the fourth and sixth grades. We did not find differences between the different educational levels in convergent thinking skills. Our results contradict previous international studies that report a stable development of creativity throughout the first few years of schooling, with a transitory slump in the fourth or sixth grade, revealing an early slump of creative skills in Chilean children, which rebound after the fourth grade. We discuss the potential relationship between the academization and rigidization of Chilean early childhood education and the early slump in creativity.
{"title":"The development of creativity in Chilean kindergarten and school children / Desarrollo de la creatividad en párvulos y escolares chilenos","authors":"P. Barraza, David D. Preiss, Marcela Pardo","doi":"10.1080/02109395.2019.1655220","DOIUrl":"https://doi.org/10.1080/02109395.2019.1655220","url":null,"abstract":"Abstract The purpose of this study is to explore the development of creativity in Chilean kindergarten and school children. For this, we evaluated non-verbal divergent and convergent thinking skills in a sample of 320 Chilean kindergarten, second-, fourth- and sixth-grade school children. We found that kindergarten and second-grade children showed a lower performance in creative fluency and originality than fourth-grade and sixth-grade children. In addition, we found that kindergarten and second-grade children had a low performance in creative elaboration, which worsened in the fourth and sixth grades. We did not find differences between the different educational levels in convergent thinking skills. Our results contradict previous international studies that report a stable development of creativity throughout the first few years of schooling, with a transitory slump in the fourth or sixth grade, revealing an early slump of creative skills in Chilean children, which rebound after the fourth grade. We discuss the potential relationship between the academization and rigidization of Chilean early childhood education and the early slump in creativity.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"67 1","pages":"608 - 634"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74730497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1655218
R. Sternberg
Abstract The tall-poppy syndrome (TPS) is a pattern of behaviour whereby people who excel in some respect are cut down to size by those around them. People are often uncomfortable with those who excel and therefore, in effect, seek to put them in their place. I argue in this article that the TPS is, in some respects, getting worse, even in the creative professions. I suggest a number of reasons why this might be so and also what societies might do about it.
{"title":"Why the tall-poppy syndrome is becoming worse in the creative professions / Razones por las que el síndrome de la amapola alta es cada vez más acentuado en las profesiones creativas","authors":"R. Sternberg","doi":"10.1080/02109395.2019.1655218","DOIUrl":"https://doi.org/10.1080/02109395.2019.1655218","url":null,"abstract":"Abstract The tall-poppy syndrome (TPS) is a pattern of behaviour whereby people who excel in some respect are cut down to size by those around them. People are often uncomfortable with those who excel and therefore, in effect, seek to put them in their place. I argue in this article that the TPS is, in some respects, getting worse, even in the creative professions. I suggest a number of reasons why this might be so and also what societies might do about it.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"20 9 1","pages":"497 - 525"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73212652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-02DOI: 10.1080/02109395.2019.1679457
David Torres-Irribarra, Miguel Ibaceta, David D. Preiss
Abstract This article reports the results of an initial study whose purpose was to create a mind wandering scale in Spanish through documenting evidence of its validity. Then, it presents the results of a second study that develops correlation and regression analysis on the relationship between positive and negative mind wandering, mindfulness, metacognition and frequency of daydreaming. Positive mind wandering has a positive correlation with all the mindfulness facets and metacognition scales, with the exception of the Academic Difficulties scale. Negative mind wandering has a negative correlation with all the mindfulness facets and metacognition scales, with two exceptions: Observing, which is uncorrelated with Negative Mind Wandering, and Academic Difficulties, which correlates positively. Likewise, the study allowed a preliminary identification of how positive and negative mind wandering — as well as facets of mindfulness — predict different metacognition scales. Upon examination of interaction effects, three significant — negative — effects were detected between positive mind wandering and the frequency of daydreaming when predicting (i) Independent Thinking, (ii) Academic Self-efficacy and (iii) Metacognitive Strategies. This suggests that, for these three response variables, the positive effects associated with positive mind wandering decrease as the frequency of daydreaming increases.
{"title":"Positive and negative mind wandering: an assessment of their relationship with mindfulness and metacognition in university students / Divagación mental positiva y negativa: evaluando su relación con la atención plena y la metacognición en estudiantes universitarios","authors":"David Torres-Irribarra, Miguel Ibaceta, David D. Preiss","doi":"10.1080/02109395.2019.1679457","DOIUrl":"https://doi.org/10.1080/02109395.2019.1679457","url":null,"abstract":"Abstract This article reports the results of an initial study whose purpose was to create a mind wandering scale in Spanish through documenting evidence of its validity. Then, it presents the results of a second study that develops correlation and regression analysis on the relationship between positive and negative mind wandering, mindfulness, metacognition and frequency of daydreaming. Positive mind wandering has a positive correlation with all the mindfulness facets and metacognition scales, with the exception of the Academic Difficulties scale. Negative mind wandering has a negative correlation with all the mindfulness facets and metacognition scales, with two exceptions: Observing, which is uncorrelated with Negative Mind Wandering, and Academic Difficulties, which correlates positively. Likewise, the study allowed a preliminary identification of how positive and negative mind wandering — as well as facets of mindfulness — predict different metacognition scales. Upon examination of interaction effects, three significant — negative — effects were detected between positive mind wandering and the frequency of daydreaming when predicting (i) Independent Thinking, (ii) Academic Self-efficacy and (iii) Metacognitive Strategies. This suggests that, for these three response variables, the positive effects associated with positive mind wandering decrease as the frequency of daydreaming increases.","PeriodicalId":41002,"journal":{"name":"Studies in Psychology-Psikoloji Calismalari Dergisi","volume":"25 1","pages":"664 - 701"},"PeriodicalIF":0.3,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81214197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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