International Journal of Psychological Research最新文献

Objective: This study developed and gained insight in an auditory Stroop test, implementable in cognitive hearing sciences.

Methods: An auditory Stroop test was developed and performed in 178 participants, aged between 18 and 69 years. This Auditory Stroop test consisted of two tests: Stroop-tones and Stroop-words whereby the pitch of pure-tones and spoken words (i.e., the words high and low) had to be identified by high or low, respectively. An interference score was calculated as a measure of verbal executive functioning. Regression models were conducted to examine the effect of age, sex, education, awakeness, hearing, as well as visual and verbal working memory, and processing speed on the auditory Stroop scores. Normative data were obtained per age decade.

Results: Compared to the visual counterparts, the auditory Stroop outcomes were better predicted by verbal working memory and processing speed. A trend was observed showing a decrease in performances with increasing age. No other participant-related variables had a significant relationship with the auditory Stroop test.

Conclusion: This auditory Stroop test was considered a good test for measuring executive functioning using auditory stimuli. Implementing this auditory Stroop test within cognitive hearing sciences will contribute to unravel the auditory-cognitive perspective of speech understanding.

Objective: The purposes of the meta-analysis were to evaluate the relationship between family hardiness and different dimensions of parent and family functioning in households experiencing adverse child or family life events and circumstances and determine if family hardiness had either or both stress-buffering and healthenhancing effects on parent and family functioning.

Method: Studies were included if the correlations between family hardiness and different dimensions of parental or family functioning were reported. The synthesis included 53 studies (N = 4418 participants) conducted in nine countries between 1992 and 2017.

Results: showed that family hardiness was related to less parental stress, anxiety/depression, and parenting burden/demands and positively related to parental global health, well-being, and parenting practices. Results also showed that family hardiness was negatively related to family stress and positively related to family life satisfaction, adaptation, and cohesion. The effects sizes between family hardiness and positive parent and family functioning indicators were larger than those for stress-buffering indicators. Child and family life events and child age moderated the relationship between family hardiness and family but not parental functioning.

Conclusion: The results are consistent with the hypothesis that family hardiness is an internal resource that simultaneously has stress-buffering and health-enhancing effects on parent and family functioning.

Objective: The main aim of this study is to analyse the acceptance of distorted beliefs about gender roles and violence against women in a sample of future teachers from Spain and Latin America.

Method: The methodology used has been quantitative, and the design is cross-sectional. The sampling was intentional and not probabilistic. The sample is composed of 2395 trainee teachers who studied at universities and higher education centers from Argentina, Chile, Colombia, El Salvador, Spain, and Mexico. Information was collected through a structured questionnaire that included the Inventory of Distorted Thoughts about Women and the Use of Violence-Revised (Echeburúa et al., 2016). The analysis used (chi-square, Student T, and ANOVA) made it possible to evaluate the influence of sex and country.

Results: The results show statistically significant differences among countries in the acceptance of distorted beliefs. Men, compared to women, tend to present more cognitive distortions about gender roles and intimate partner violence against women.

Conclusion: The education system is one of the main socialising agents, so teacher training in equality is essential to eliminate gender biases and contribute to the promotion of a society free of violence against women.

Introduction: Recent cases of unethical behavior in organizations indicate the need to carry out empirical research about it.

Objective: Determine the existence of a relationship between ethics and leadership, demanded by society and prescribed by various academic theories.Method: For this reason, through the conduction of non-experimental, cross-sectional, quantitative research, it is sought to make a process of falsification of the theoretical proposals in the context of a municipal mayoralty. In the development of the research, the responses of 219 leaders were satisfactorily received, answering questions from two psychometric instruments of wide recognition and academic validity, the Ethics Position Questionnaire and the Multifactor Leadership Questionnaire. They were carried out both through an exploratory data analysis and a confirmatory factor analysis, and a model of structural equations that tested the existence of a relation between the ethical position and the styles of leadership.

Results: It was also possible to identify the influence exerted by the different ethical positions in each one of the styles of leadership in a local public administration.

Conclusions: These findings facilitate the identification of ethical leadership models in local public organizations and contribute towards the empirical demonstration of the current discussion on the relationship between ethics and leadership in organizations.

Objective: To analyse the possible direct and interactive associations of sex, age and parenting styles with symptoms of depression and anxiety.

Methods: In this cross-sectional study, 710 students ranging from 8 to 13 years (mean age 10.8 years [ 0.75]), the most of them males (n = 422, 59.4%), completed three screening instruments: a parenting practices scale and two self-reports for evaluating anxiety and depressive symptoms. Two hierarchical multiple regression analyses were performed.

Results: Authoritative (38.6%) and neglectful (38%) parenting styles were predominant. Symptoms of depression -F (3, 706) = 3.12, p = .03- and anxiety -F (3, 706) = 2.83, p = .4- differed by parenting styles. Students with a neglectful parenting style reported significant lower generalized anxiety symptoms than those whose parents used authoritative parenting.

Clinical implications: Children ages 8 to 13 years-old with authoritative parenting style should be evaluated for possible presence of generalized anxiety symptoms.

Ample research has shown that the link between social skills and adolescent depression is significant. However, how the changes in different domains of social skills influence the change in depression from early to middle adolescence remains largely unknown. To address this gap in knowledge, the current research used longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1061) to examine the influences of the changes in cooperation, assertion, responsibility, and self-control on the change in depression from early to middle adolescence. Univariate latent growth modeling showed that, from early to middle adolescence, adolescents experience decreases in cooperation and assertion, increases in responsibility and depression, and stability in self-control. Multivariate latent growth modeling suggested that adolescents who had more increases in responsibility and self-control tended to experience a slower increase in depression from early to middle adolescence; while adolescents who had more decreases in cooperation and assertion tended to experience a faster increase in depression from early to middle adolescence. The results suggested that promoting adolescents social skills might be particularly salient for the prevention of adolescent depression.