Psychology in Russia-State of the Art最新文献

Background: Studies of self-efficacy in sports have demonstrated its importance in performance. These have been of English-speaking and Latin American origin, mostly descriptive, qualitative, and relate it essentially to emotional variables; interventions reveal its sources and the way to improve it.

Objective: A meta-analysis and systematic review of self-efficacy studies in high- performance sports in 2015-2022.

Design: The PRISMA method and a flow diagram were used. The databases were SciELO, Dialnet, Redalyc, CORE, REBID, Science Research, Google Scholar, and PubMed. The dimensions of analysis were: descriptions of the articles; methodological approach, and characteristics of the self-efficacy measurements. The keywords "self-efficacy" and "sports," along with their translations into Spanish, were connected using the OR Boolean operator. The inclusion of "high performance" or "elite" was carefully considered to avoid unintended exclusions.

Results: Thirty-four articles were selected, with soccer and basketball being the most studied sports. Descriptive and correlational designs predominated: increasing relationships between two or more variables with self-efficacy, the studies that discussed interventions were the only ones that addressed longitudinal studies. In the measurements, those of general self-efficacy predominate according to the tasks faced by the athletes; individual self-efficacy is more highly valued; strength and generality are considered in the microanalyses.

Conclusion: Progress has been shown in studies of self-efficacy in high-performance sports. There remain opportunities for longitudinal studies, instruments with sport-specific indicators, analysis of levels and collective self-efficacy that will allow researchers to further explain the phenomenon.

Background: This study is based on the idea of unity between affect and intelligence. It explores how different types of intelligence (fluid, verbal, self-assessed, and emotional) contribute to emotional creativity and implicit theories of creativity and emotion.

Objective: To identify the contributions of various types of intelligence to emotional creativity and the implicit theories of creativity and emotion.

Design: Linear regression and mediation analyses were conducted on a sample of 244 students. These analyses aimed to uncover the relationships between different types of intelligence, emotional creativity, and related components of self-awareness (at the levels of self-assessment and implicit theories).

Results: The findings demonstrated the intricate connections between various forms of intelligence-fluid, crystallized, emotional, emotional creativity, and self-awareness components such as self-assessment of intelligence and creativity. Specifically, the impact of intelligence on emotional intelligence traits and emotional creativity was mediated by measures of self-esteem in intelligence and creativity. To test specific hypotheses, we conducted a series of regression analyses and developed two structural models. The first model included linear regression equations with each emotional creativity (EC) scale as the dependent variable and both types of intelligence, as well as self-assessments - SAI and SAC - as predictors. The second model demonstrated the mediation effect of implicit theories of emotions (ITE) in the influence of emotional intelligence (EI) on emotional creativity.

Conclusion: This study highlights the complexity of the interplay between different types of intelligence and emotional creativity. It reveals the mediating role of self-esteem in these relationships and underscores the distinct nature of emotional creativity domains. Additionally, it establishes the link between implicit theories of emotions and creativity, with emotional intelligence and self-esteem, offering valuable insights for further research.

Background: Fluid intelligence is an integral cognitive ability that involves solving new non-standard problems. It strongly predicts academic and professional achievement, whereas a low level of fluid intelligence is an important predictor of learning problems. Clinical studies of fluid intelligence are of interest for the development of training programs in various groups of children with special needs. This article presents a study on fluid intelligence in children with learning disabilities.

Objective: This study aimed to investigate characteristics of fluid intelligence and its relationships with other cognitive characteristics in children with learning disabilities.

Design: This study involved 93 children, divided into two groups: 55 typically developing children (control group) and 38 children with learning disabilities (clinical group). To assess intelligence characteristics, this study employed the Kaufman Assessment Battery for Children (KABC-II) and the Wechsler Intelligence Scale for Children Fifth Edition (WISC-V).

Results: A reduction was found in fluid intelligence, working memory, short-term memory, long-term memory, processing speed, visual-spatial abilities, and verbal abilities in the group of children with learning disabilities compared to the control group. In the clinical group, fluid intelligence was strongly associated with a greater number of cognitive parameters compared to the control group.

Conclusion: It is possible to assume that a close connection of fluid intelligence with the assessed cognitive characteristics in the group of children with learning disabilities may be due to general challenges in cognitive development.

Background: In the competitive world of emerging athletes, performance is crucial; in sports, it is essential. However, under the spotlight of competition, performance anxiety lurks as the unseen rival every athlete must conquer. Two important factors are fundamental to this dynamic-athletic identity and perceived coaching styles. Athletic identity becomes an athlete's armor, while the coaching styles catalyze transformation. Their alliance can either elevate performance or diminish it.

Objective: To investigate the relationship between athletic identity, perceived coaching styles, and performance anxiety among university athletes.

Design: Using a correlational research design, 353 university athletes (191 men, 162 women, aged 18-25, M= 20.8, SD= 1.78) were recruited through non-probability purposive sampling from various universities. The athletic identity measurement scale (AIMS), leadership scale for sports (LSS), and sport anxiety scale-2 (SAS-2) were used to measure the constructs; the athletes also completed a demographic information sheet and provided informed consent.

Results: The Pearson product moment correlation results indicated a signi" - cant negative correlation between athletic identity and performance anxiety, while perceived coaching styles were signi" cantly positively correlated with performance anxiety. The moderation analyses revealed that training and instruction, social support, democratic behavior, and positive feedback signi" cantly moderated the relationship between self-identity and performance anxiety. Additionally, training and instruction and autocratic behavior signi" cantly moderated the relationship between negative affectivity and performance anxiety.

Conclusion: This study underscores the importance of understanding the dynamics between athletic identity, perceived coaching styles, and performance anxiety to optimize athletic performance and reduce performance anxiety among university athletes.

Background: There has been a recent increase in research to empirically verify different personal and contextual variables that impact psychological adjustment indicators, but further research is still needed in the construction of explanatory models, especially for children.

Objective: This study aimed to analyze the role of self-esteem, self-efficacy, and family social support in resilience, and their effect on indicators of psychological adjustment, in children living in at-risk contexts.

Design: A sample of 450 participants (229 boys, 221 girls) aged 9 to 12 years, with a mean age of 1.70 (SD = .67), participated in the study. With the parents' consent, the children completed a questionnaire containing sociodemographic questions and seven scales for the measurement of each of the variables under study.

Results: Significant differences in the predictor variables were found according to the levels of resilience, but not with respect to gender, and the correlations between the variables were found to be significant. The proposed structural model was verified, which shows acceptable fit indices and highlights that family social support is related to resilience and psychological adjustment.

Conclusion: Personality characteristics and family social support, as personal and social variables, constitute protective factors during childhood in the context of psychosocial risk, suggesting that they must be taken into account when implementing programs to promote resilience and well-being.

Background: Because of the pandemic, it has been suggested that motivation and job performance may have declined in various professional groups, a phenomenon known as quiet quitting. This study focuses on understanding this issue and its broader effect within the educational sector.

Objective: This study analyses work motivation, work behavior, and psychic structure in a sample of university professors from Latin American and Caribbean countries.

Design: A total of 612 professors from Argentina, Bolivia, Ecuador, El Salvador, Honduras, Panama, Paraguay and Peru participated in the study. Of the total sample, 379 (61.93%) of them were female. A subset of nine questions from the Bochum Inventory of Personality and Skills (BIP; Arribas et al., 2006) was used as the research instrument. The evaluation employed a cross-sectional multivariate factorial design.

Results: The data revealed high overall scores and suggested a general profile of motivation, commitment and personal stability. Among the most salient results linked to years of teaching experience, statistically significant differences were observed between teachers at the beginning and end of their working careers compared to the scores obtained in the intermediate years of experience. The lowest scores derived from the majority of dependent variables were found among teachers with the least work experience. In contrast, teachers with more than 25 years of teaching experience presented the highest values in those constructs such as emotional stability and self-confidence. The area of subject matter which teachers taught (technical or humanistic) also significantly influenced the main variables evaluated.

Conclusion: The evaluated university teachers did not present problems in terms of work motivation, work behavior and psychological structure. In other words, overall, they do not align with the phenomenon described as quiet quitting. However, the first years of teaching experience may be the most challenging for teachers to navigate, a factor that institutions may want to consider.

Background: Emerging adulthood is a newly known developmental stage in humans, between late adolescence and fully-achieved adulthood. This stage is characterized by continued indecision and postponement of individuation; it also corresponds with a delay in identity actualization. Personal identity is related to the development of the individual across various aspects of life including the identification of long-term goals, career selection, friendship, and sexuality. Therefore, identity is understood to be an individual's perception of themselves and the conceptualization of their place within a social context. Identity development is expected to reach this critical stage between late adolescence and emerging adulthood, where specific factors may arise to hinder the realization of identity, potentially resulting in identity problems or identity distress. The latter considered a disorder within the DSM-III, and based on its diagnostic criteria, the Identity Distress Scale was created to measure the presence of identity distress.

Objective: First, to report evidence of validity and reliability of the IDS using exploratory and confirmatory factor analysis, internal consistency, and invariance testing according to the Identity Distress Scale across a sample of Ecuadorian emerging adults. Second, to report the scores of the Identity Distress Scale among the participants.

Design: The study employed a quantitative approach with a non-experimental, cross-sectional design, and an instrumental scope.

Results: The results reveal that the scale operates with a first-order two-factor model, demonstrating a good fit and internal consistency (χ²(df) = (34) 125.03, CFI= .97, TLI = = .95, SRMR = .07, RMSEA = .07, α = from .72 to .76, ω = from .66 to .73). Evidence of measurement invariance was found between males and females.

Conclusion: The IDS has adequate psychometric properties for its use in the Ecuadorian context.

Background: The standardized identification, psychoeducational assessment, and diagnosis of children at risk of reading comprehension (RC) difficulties is a highly specialized, time-consuming, and cumbersome process for teachers, psychologists, and researchers. Following the graph theory framework, text summaries, a ubiquitous RC measure used in schools, can be represented as networks of words (nodes) connected by arcs (TSGraphs). Do their resulting topological properties highlight individual variability in traditional reading/language comprehension measures?

Objective: The objective of this study was to determine whether there is a significant association between individual variability in the connectivity measures of the TSGraphs of selected texts produced using graph theory and individual variability in traditional standardized measures of reading and language comprehension in Cuban school-age children.

Design: Two correlational studies were conducted. Study 1 evaluated the association between the TSGraph properties and the reading comprehension of good and poor fifth-grade readers (N = 21). Study 2 evaluated the association between the TSGraph properties and language comprehension in sixth-grade children at risk of intellectual disability (IDr) and typically developing (TD) controls matched in age and gender (N = 42). Reading fluency, intellectual capacity, and vocabulary were controlled for in both studies.

Results: Study 1 showed a significant association between TSGraph density and reading comprehension in fifth graders after controlling for reading fluency. Study 2 found that density significantly covaried with language comprehension in sixth graders after controlling for intellectual capacity.

Conclusion: Topological measures of text summaries show promise for the assessment and characterization of reading and language comprehension. This is the first such study conducted on native Spanish speakers. Additional experimental studies in larger samples are required.

Background: Well-being is distinguished by its complex and multifaceted characteristics, integrating both objective and subjective components, so each person's point of view is relevant. In conducting research concerning well-being, it is important account for both age considerations and cultural variability. Additionally, the influence the COVID-19 pandemic should be considered given how it impacted the public including corresponding effects on peoples' perceptions of well-being.

Objective: The study's purpose was to analyze the meaning of psychological well-being from the perspective of late adolescents presiding in Colima, Mexico during the post-pandemic era.

Design: A non-experimental, cross-sectional and exploratory research design was used. The Natural Semantic Networks technique was used as the instrument of measurement, employing psychological well-being as the stimulus concept to study a sample of 112 high school students in late adolescence (92 women, 20 men, ages 17 to 21; average = 17.3). The Natural Semantic Networks research technique enabled the exploration of participants' subjective meanings associated with well-being.

Results: The analysis identified a set of primary categories of well-being defined by participants including: health, both physical and mental; low-arousal emotions, such as peace and serenity; positive affect like happiness; positive relationships, mainly with family; security; self-control; and self-acceptance.

Conclusion: This research highlights that no single theory fully captures adolescents' understanding of well-being. Crucial elements considered by the most important theories are missing from participants conceptual frameworks. Additionally, COVID-19 pandemic has affected adolescent perceptions of well-being, especially it its impact on mental health. Peace is also valued as relevant by participants, especially desirable in the midst of emotional turbulence. Results show the need for a more comprehensive perspective on well-being that incorporates specific dimensions of each age group within a cultural and temporal context.

Background: Developmental studies have shown that the home environment has a significantly influences subsequent academic performance by supporting the development of skills essential for the acquisition of competencies necessary for school life, including literacy skills. Children with limited early literacy proficiency often experience challenges in acquiring literacy skills. Family literacy promotes the development of skills necessary for their acquisition.

Objective: The aim of this study is to identify and categorize literacy practices conducted at home, examine the participation of parents and children in reading and writing activities, and explore mothers' beliefs on this subject.

Design: For the present study, interviews were conducted with 102 mothers of preschool children in a city in northwestern Mexico. The approach for this study is qualitative and constructivist.

Results: The study identified key dimensions: limiting environment, literacy interface, physical environment, interaction frequencies, and beliefs. These dimensions consistently highlight shared time as the main activity to promote reading and writing. However, the strategies deemed most relevant to language stimulation are primarily academic and place special emphasis on remediation and explicit teaching.

Conclusion: Despite expressing interest in developing activities to encourage reading and writing at an early age, these activities often fail to align with skills and developmental period of preschool children. The adult-centered and formal view of literacy practices in the home may be enhanced by educating the parents about their children's developmental stages and literacy needs.