Pub Date : 2024-09-01DOI: 10.1016/j.erap.2023.100909
Introduction
To explore the link between the personality predisposition of guilt and self-management behaviours, and from a contingent perspective, the boundary condition for the above relationship is also examined.
Objective
This article examines the relation of guilt-proneness to self-management behaviours and the moderating effects of a sense of belonging on the relationships between guilt-proneness and self-management behaviour.
Method
Data are collected from 368 employees from different organizations in Taiwan.
Results
The results of this study show that guilt-proneness is positively correlated with self-management behaviour. Furthermore, regression analyses indicate that sense of belonging plays a significant moderating role in the relationships between guilt-proneness and self-management behaviour.
Conclusion
Finally, based on the results, the implications and limitations of this study and the directions for future research are discussed.
{"title":"Guilt-proneness and self-management behaviour: The moderating role of sense of belonging","authors":"","doi":"10.1016/j.erap.2023.100909","DOIUrl":"10.1016/j.erap.2023.100909","url":null,"abstract":"<div><h3>Introduction</h3><p>To explore the link between the personality predisposition of guilt and self-management behaviours, and from a contingent perspective, the boundary condition for the above relationship is also examined.</p></div><div><h3>Objective</h3><p>This article examines the relation of guilt-proneness to self-management behaviours and the moderating effects of a sense of belonging on the relationships between guilt-proneness and self-management behaviour.</p></div><div><h3>Method</h3><p>Data are collected from 368 employees from different organizations in Taiwan.</p></div><div><h3>Results</h3><p>The results of this study show that guilt-proneness is positively correlated with self-management behaviour. Furthermore, regression analyses indicate that sense of belonging plays a significant moderating role in the relationships between guilt-proneness and self-management behaviour.</p></div><div><h3>Conclusion</h3><p>Finally, based on the results, the implications and limitations of this study and the directions for future research are discussed.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-01DOI: 10.1016/j.erap.2024.101012
Introduction
Trait authenticity has been defined as a dispositional individual difference, and it refers to people's experience of living in accordance with their true Self. Despite research conducted in working contexts has found that trait authenticity is related to people's work engagement, it is not clear if this association may be mediated by other variables.
Objective
Framing trait authenticity within the job demands-resources model, we hypothesized that trait authenticity allows the release of human full potential in terms of personal resources that, in turn, promote work engagement, especially in highly challenging work settings, such as educational ones.
Method
We administered a self-report questionnaire composed of several measurement scales to 446 teachers working in kindergartens, primary schools, and middle schools.
Results and conclusions
A moderated mediation analysis revealed that trait authenticity can promote teachers’ emergence of personal resources, which in turn enhances their work engagement. The study highlights that the role of trait authenticity and personal resources on work engagement acquires a particular salience when teachers face high (vs. low) challenge job demands (i.e., workload), that is when this reservoir of potential is needed the most.
{"title":"Trait authenticity as an “enzyme” for personal resources and work engagement: A study among teachers within the framework of the job demands-resources model","authors":"","doi":"10.1016/j.erap.2024.101012","DOIUrl":"10.1016/j.erap.2024.101012","url":null,"abstract":"<div><h3>Introduction</h3><p>Trait authenticity has been defined as a dispositional individual difference, and it refers to people's experience of living in accordance with their true Self. Despite research conducted in working contexts has found that trait authenticity is related to people's work engagement, it is not clear if this association may be mediated by other variables.</p></div><div><h3>Objective</h3><p>Framing trait authenticity within the job demands-resources model, we hypothesized that trait authenticity allows the release of human full potential in terms of personal resources that, in turn, promote work engagement, especially in highly challenging work settings, such as educational ones.</p></div><div><h3>Method</h3><p>We administered a self-report questionnaire composed of several measurement scales to 446 teachers working in kindergartens, primary schools, and middle schools.</p></div><div><h3>Results and conclusions</h3><p>A moderated mediation analysis revealed that trait authenticity can promote teachers’ emergence of personal resources, which in turn enhances their work engagement. The study highlights that the role of trait authenticity and personal resources on work engagement acquires a particular salience when teachers face high (vs. low) challenge job demands (i.e., workload), that is when this reservoir of potential is needed the most.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1162908824000434/pdfft?md5=f363d036f5c7c9cadcea8c204166a979&pid=1-s2.0-S1162908824000434-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Emotion regulation is thought to develop significantly during adolescence. However, there is no appropriate measure to cover the whole period, from early to late adolescents.
Objective
This study reports the validation of the CESAER-A, a measure of emotion regulation that specifically targets early to late adolescents in a context-specific (social interaction at school) and emotion-specific (anger, sadness, fear) approach.
Method
The CESEAR-A was administered to a sample of 1,527 adolescents (51% girls) aged between 11 and 19 (M = 13.97, SD = 2.19).
Results
Confirmatory factor analyses indicated that a three-factor model provided the best fit to the data, whatever the emotion considered. It consisted of inhibition, adaptive regulation and dysregulation. Measurement invariance was also established across gender and age groups (early, middle and late adolescents).
Conclusion
The CESEAR-A appears to be a relevant measure for transversal and longitudinal studies of emotion regulation over the full range of adolescence. We discuss its practical implications and make suggestions for future research on emotion regulation based on a context- and emotion-specific approach.
{"title":"The context- and emotion-specific assessment of emotion regulation in adolescents (CESAER-A): Validation in a sample of early to late adolescents","authors":"Cyrille Perchec, Camille Brisset, Lyda Lannegrand, Colette Sabatier","doi":"10.1016/j.erap.2023.100929","DOIUrl":"https://doi.org/10.1016/j.erap.2023.100929","url":null,"abstract":"<div><h3>Introduction</h3><p>Emotion regulation is thought to develop significantly during adolescence. However, there is no appropriate measure to cover the whole period, from early to late adolescents.</p></div><div><h3>Objective</h3><p>This study reports the validation of the CESAER-A, a measure of emotion regulation that specifically targets early to late adolescents in a context-specific (social interaction at school) and emotion-specific (anger, sadness, fear) approach.</p></div><div><h3>Method</h3><p>The CESEAR-A was administered to a sample of 1,527 adolescents (51% girls) aged between 11 and 19 (M<!--> <!-->=<!--> <!-->13.97, SD<!--> <!-->=<!--> <!-->2.19).</p></div><div><h3>Results</h3><p>Confirmatory factor analyses indicated that a three-factor model provided the best fit to the data, whatever the emotion considered. It consisted of inhibition, adaptive regulation and dysregulation. Measurement invariance was also established across gender and age groups (early, middle and late adolescents).</p></div><div><h3>Conclusion</h3><p>The CESEAR-A appears to be a relevant measure for transversal and longitudinal studies of emotion regulation over the full range of adolescence. We discuss its practical implications and make suggestions for future research on emotion regulation based on a context- and emotion-specific approach.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141607606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The presented research explored the impact of positive emotions on inferences production during reading comprehension in children of 9 to 11 years old.
Objective
Experiment 1 was designed to assess the validity of the emotional induction method used. The aim of Experiments 2 and 3 was to evaluate the influence of reader's positive emotional state on inferences production.
Method
The experiments consisted of inducing a positive emotion by a knitting session (versus neutral) then proposing a reading/comprehension task of narrative text in which the strength of the context underlying an inference was manipulated. Inferential abilities were assessed at two distinct stages of reading: when inferred concepts were activated during reading (Experiment 2) and after inferential processes were completed (Experiment 3).
Results
While the results indicate a beneficial impact of positive emotions on children's’ inferential abilities, they also show that it is not systematic. It depends on how the properties of textual material and the complexity of the task interact.
Conclusion
This study confirmed the importance of taking into account students’ emotional state during school activities.
{"title":"Induction émotionnelle positive et production d’inférences : étude chez des enfants de 9 à 11 ans","authors":"Frédéric Sonnier , Emeline Lussiana , Sabine Guéraud","doi":"10.1016/j.erap.2023.100942","DOIUrl":"https://doi.org/10.1016/j.erap.2023.100942","url":null,"abstract":"<div><h3>Introduction</h3><p>The presented research explored the impact of positive emotions on inferences production during reading comprehension in children of 9 to 11 years old.</p></div><div><h3>Objective</h3><p>Experiment 1 was designed to assess the validity of the emotional induction method used. The aim of Experiments 2 and 3 was to evaluate the influence of reader's positive emotional state on inferences production.</p></div><div><h3>Method</h3><p>The experiments consisted of inducing a positive emotion by a knitting session (versus neutral) then proposing a reading/comprehension task of narrative text in which the strength of the context underlying an inference was manipulated. Inferential abilities were assessed at two distinct stages of reading: when inferred concepts were activated during reading (Experiment 2) and after inferential processes were completed (Experiment 3).</p></div><div><h3>Results</h3><p>While the results indicate a beneficial impact of positive emotions on children's’ inferential abilities, they also show that it is not systematic. It depends on how the properties of textual material and the complexity of the task interact.</p></div><div><h3>Conclusion</h3><p>This study confirmed the importance of taking into account students’ emotional state during school activities.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-19DOI: 10.1016/j.erap.2023.100931
Voulgaridou Ioanna , Constantinos M. Kokkinos
Introduction
Personal cultural orientations are influenced by the range of cultural beliefs and values that university students encounter during this developmental period. Personal cultural orientations may be related to relational aggression, which is a form of adverse behaviour that inflicts harm or manipulates others, particularly within the context of close relationships or social groups. However, the association between relational aggression and personal cultural orientations has been a relatively understudied research area. Previous studies have mainly focused on exploring potential differences in relational aggression across distinct cultures.
Objective
This study aimed at examining the associations between five personal cultural orientations (i.e., power distance, uncertainty avoidance, collectivism, masculinity, and long-term orientation) and functions of relational aggression (i.e., proactive and reactive) by applying a person-centered approach.
Method
The sample consisted of 730 Greek University students, 547 (i.e., 74.9% of the sample) were females, aged from 18 to 62 years (M = 24.42, SD = 7.92), who completed an online survey.
Results
The results of a latent profile analysis identified three profiles of personal cultural orientations, namely Consensus-oriented moderates; Consensus-oriented egalitarians; and Rules-based competitors. The latter group has higher scores compared to the other groups on both proactive and reactive relational aggression.
Conclusion
The findings can have important implications in university settings, as distinct intervention strategies could be developed to target students based on their personal cultural orientations profile and their engagement in relational aggression.
{"title":"Relational aggression in Greek university students: A latent profile analysis of students’ cultural orientations","authors":"Voulgaridou Ioanna , Constantinos M. Kokkinos","doi":"10.1016/j.erap.2023.100931","DOIUrl":"https://doi.org/10.1016/j.erap.2023.100931","url":null,"abstract":"<div><h3>Introduction</h3><p>Personal cultural orientations are influenced by the range of cultural beliefs and values that university students encounter during this developmental period. Personal cultural orientations may be related to relational aggression, which is a form of adverse behaviour that inflicts harm or manipulates others, particularly within the context of close relationships or social groups. However, the association between relational aggression and personal cultural orientations has been a relatively understudied research area. Previous studies have mainly focused on exploring potential differences in relational aggression across distinct cultures.</p></div><div><h3>Objective</h3><p>This study aimed at examining the associations between five personal cultural orientations (i.e., power distance, uncertainty avoidance, collectivism, masculinity, and long-term orientation) and functions of relational aggression (i.e., proactive and reactive) by applying a person-centered approach.</p></div><div><h3>Method</h3><p>The sample consisted of 730 Greek University students, 547 (i.e., 74.9% of the sample) were females, aged from 18 to 62<!--> <!-->years (M<!--> <!-->=<!--> <!-->24.42, SD<!--> <!-->=<!--> <!-->7.92), who completed an online survey.</p></div><div><h3>Results</h3><p>The results of a latent profile analysis identified three profiles of personal cultural orientations, namely Consensus-oriented moderates; Consensus-oriented egalitarians; and Rules-based competitors. The latter group has higher scores compared to the other groups on both proactive and reactive relational aggression.</p></div><div><h3>Conclusion</h3><p>The findings can have important implications in university settings, as distinct intervention strategies could be developed to target students based on their personal cultural orientations profile and their engagement in relational aggression.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141429876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-19DOI: 10.1016/j.erap.2023.100930
Denis Hauw, Élise Marsollier, Fabienne Crettaz von Roten
Introduction
Current data on sport-related interpersonal violence do not always reflect the severity of the acts reported.
Objective
The aim of this study was to provide an accurate picture of experiences of interpersonal violence (IV) among French-speaking Swiss athletes and to identify potential risk factors such as gender, type of sport and performance level.
Method
In total, 287 respondents who had participated in organized sport before the age of 18 completed a French version of the Interpersonal Violence in Sport questionnaire.
Results
Results revealed that 87.5% of respondents reported psychological violence (15% serious psychological violence such as being often criticized about one's appearance), 37.7% physical violence (26% serious violence such as being hit at least once) and 32.8% sexual violence (7% serious violence such as being kissed against one's will). Perpetrators of psychological and sexual violence were mainly teammates (65%). In addition, female athletes appeared to be more likely to experience psychological and sexual violence, while male athletes were more likely to experience physical violence. Finally, team sport seemed to increase the risk of psychological and physical violence.
Conclusion
With a view to the strict regulation of Swiss sport and the protection of participants, discussions on sport-related violence and how to prevent it should be generalized so that all actors become aware of the extent of this problem.
{"title":"La violence interpersonnelle à l’encontre des jeunes sportifs européens : prévalence et gravité de la situation en Suisse romande","authors":"Denis Hauw, Élise Marsollier, Fabienne Crettaz von Roten","doi":"10.1016/j.erap.2023.100930","DOIUrl":"https://doi.org/10.1016/j.erap.2023.100930","url":null,"abstract":"<div><h3>Introduction</h3><p>Current data on sport-related interpersonal violence do not always reflect the severity of the acts reported.</p></div><div><h3>Objective</h3><p>The aim of this study was to provide an accurate picture of experiences of interpersonal violence (IV) among French-speaking Swiss athletes and to identify potential risk factors such as gender, type of sport and performance level.</p></div><div><h3>Method</h3><p>In total, 287 respondents who had participated in organized sport before the age of 18 completed a French version of the Interpersonal Violence in Sport questionnaire.</p></div><div><h3>Results</h3><p>Results revealed that 87.5% of respondents reported psychological violence (15% serious psychological violence such as being often criticized about one's appearance), 37.7% physical violence (26% serious violence such as being hit at least once) and 32.8% sexual violence (7% serious violence such as being kissed against one's will). Perpetrators of psychological and sexual violence were mainly teammates (65%). In addition, female athletes appeared to be more likely to experience psychological and sexual violence, while male athletes were more likely to experience physical violence. Finally, team sport seemed to increase the risk of psychological and physical violence.</p></div><div><h3>Conclusion</h3><p>With a view to the strict regulation of Swiss sport and the protection of participants, discussions on sport-related violence and how to prevent it should be generalized so that all actors become aware of the extent of this problem.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1162908823000634/pdfft?md5=bd1ab1c93f83c705f3a8b03dbb6b9ce0&pid=1-s2.0-S1162908823000634-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141429877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Failure to provide comfort and care to a romantic partner in a moment of need for support can result in feelings of betrayal and abandonment, and impact trust. This type of relationship trauma is referred to as an attachment injury, which can have negative psychological consequences for the injured partner and for some, it is more difficult to adjust. It appears that forgiveness favors reconciliation in couples who have experienced an attachment injury, whereas unforgiveness can prevent its resolution. But, are the reasons for forgiving or not forgiving a partner associated with adjustment to an attachment injury in injured partners?
Objectives
This mixed-methods (qualitative and quantitative) study aimed to (1) identify the reasons for forgiving and not forgiving an attachment injury and to organize these reasons into themes, and (2) examine the associations between the forgiveness and unforgiveness themes and the severity of injury-related stress symptoms.
Method
A total of 84 participants who forgave and 50 who did not forgive their partner provided reasons for their decision and completed a measure of injury-related stress symptoms. Data were analyzed using thematic content analysis and multiple regressions.
Results
Seven themes of reasons for forgiveness and eleven themes of reasons for unforgiveness were identified. The forgiveness theme Strong partner commitment to repairing the injury on the part of the injuring partner was associated with lower injury-related stress symptoms, whereas the forgiveness theme I understand my partner and/or the context in which the injury occurred was associated with higher injury-related stress symptoms. The themes of reasons for unforgiveness were not significantly associated with injury-related stress symptoms.
Conclusion
This study provides a foundation for the development of a psychosocial model of forgiveness and unforgiveness among partners who experienced an attachment injury in their romantic relationship.
{"title":"Understanding the severity of attachment injury-related stress symptoms via the reasons for forgiveness and unforgiveness identified by injured romantic partners","authors":"Leah M. Clement , Marie-France Lafontaine , Michelle Lonergan , Alexia Gignac , Katherine Péloquin","doi":"10.1016/j.erap.2023.100907","DOIUrl":"https://doi.org/10.1016/j.erap.2023.100907","url":null,"abstract":"<div><h3>Introduction</h3><p>Failure to provide comfort and care to a romantic partner in a moment of need for support can result in feelings of betrayal and abandonment, and impact trust. This type of relationship trauma is referred to as an attachment injury, which can have negative psychological consequences for the injured partner and for some, it is more difficult to adjust. It appears that forgiveness favors reconciliation in couples who have experienced an attachment injury, whereas unforgiveness can prevent its resolution. But, are the reasons for forgiving or not forgiving a partner associated with adjustment to an attachment injury in injured partners?</p></div><div><h3>Objectives</h3><p>This mixed-methods (qualitative and quantitative) study aimed to (1) identify the reasons for forgiving and not forgiving an attachment injury and to organize these reasons into themes, and (2) examine the associations between the forgiveness and unforgiveness themes and the severity of injury-related stress symptoms.</p></div><div><h3>Method</h3><p>A total of 84 participants who forgave and 50 who did not forgive their partner provided reasons for their decision and completed a measure of injury-related stress symptoms. Data were analyzed using thematic content analysis and multiple regressions.</p></div><div><h3>Results</h3><p>Seven themes of reasons for forgiveness and eleven themes of reasons for unforgiveness were identified. The forgiveness theme <em>Strong partner commitment to repairing the injury on the part of the injuring partner</em> was associated with lower injury-related stress symptoms, whereas the forgiveness theme <em>I understand my partner and/or the context in which the injury occurred</em> was associated with higher injury-related stress symptoms. The themes of reasons for unforgiveness were not significantly associated with injury-related stress symptoms.</p></div><div><h3>Conclusion</h3><p>This study provides a foundation for the development of a psychosocial model of forgiveness and unforgiveness among partners who experienced an attachment injury in their romantic relationship.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a need for research investigating factors accounting for binge eating (BE) and social media disorder (SMD) in adolescence.
Objective
Despite studies suggesting the role of both attachment and alexithymia in these disorders, there has been no investigation into the mediating role of alexithymia in the pathways linking the different types of attachment relationships to both BE and SMD.
Methods
A total of 423 Italian adolescents (32.2% males, Mage = 16.88) completed self-report questionnaires investigating attachment, alexithymia, binge eating, and social media disorder levels. Hypotheses were tested with Structural Equation Modelling including multigroup analyses.
Results
Almost all the variables showed relationships with each other. BE was explained by attachment to the mother and peers in both genders, but the mediating effect of alexithymia was significant only among girls. SMD was explained only by attachment to peers among boys but by attachment to the parents among girls. Moreover, among girls, the role of attachment to the father in SMD was fully mediated by alexithymia levels.
Conclusions
Attachment and alexithymia are two explaining variables associated with BE and SMD in adolescence. However, differentiating between attachment relationships appears crucial to reaching a nuanced understanding of the dynamics underlying both BE and SMD.
{"title":"Binge eating, social media disorder and attachment in adolescence: Gender differences in the mediating role of alexithymia","authors":"Cecilia Serena Pace, Stefania Muzi, Guyonne Rogier","doi":"10.1016/j.erap.2023.100936","DOIUrl":"https://doi.org/10.1016/j.erap.2023.100936","url":null,"abstract":"<div><h3>Introduction</h3><p>There is a need for research investigating factors accounting for binge eating (BE) and social media disorder (SMD) in adolescence.</p></div><div><h3>Objective</h3><p>Despite studies suggesting the role of both attachment and alexithymia in these disorders, there has been no investigation into the mediating role of alexithymia in the pathways linking the different types of attachment relationships to both BE and SMD.</p></div><div><h3>Methods</h3><p>A total of 423 Italian adolescents (32.2% males, <em>M</em><sub><em>age</em></sub> <!-->=<!--> <!-->16.88) completed self-report questionnaires investigating attachment, alexithymia, binge eating, and social media disorder levels. Hypotheses were tested with Structural Equation Modelling including multigroup analyses.</p></div><div><h3>Results</h3><p>Almost all the variables showed relationships with each other. BE was explained by attachment to the mother and peers in both genders, but the mediating effect of alexithymia was significant only among girls. SMD was explained only by attachment to peers among boys but by attachment to the parents among girls. Moreover, among girls, the role of attachment to the father in SMD was fully mediated by alexithymia levels.</p></div><div><h3>Conclusions</h3><p>Attachment and alexithymia are two explaining variables associated with BE and SMD in adolescence. However, differentiating between attachment relationships appears crucial to reaching a nuanced understanding of the dynamics underlying both BE and SMD.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1162908823000695/pdfft?md5=648e6742004ad75752f5252b1f28257f&pid=1-s2.0-S1162908823000695-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140543987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-11DOI: 10.1016/j.erap.2024.100986
L. Nadeau, O. Laverdière, V. Simard, T. Beaulieu-Tremblay
Introduction
Dream activity has been associated with individuals’ characteristics, such as attachment and emotional processing (Levin & Nielsen, 2009; McNamara et al., 2014). Relational schemas are frequent in dreams and could express early maladaptive schemas (EMS; Young et al., 2003). Sparse empirical studies suggest that attachment insecurity may be associated to dreams’ content, but none links attachment to EMS nor explore defense mechanisms as an index of affect regulation.
Objective
The goal of this study was to contrast profiles of early maladaptive schemas (EMS) in different dream types (recent, recurring, and disturbing) and to explore their associations to attachment and primitive defenses.
Method
An online questionnaire was completed by 217 participants in which dream narratives were collected. Participants also completed questionnaires to assess attachment insecurity and defenses maturity. Two judges coded narratives by using the Schema-Related Dream Coding System.
Results
Profile analyses revealed more frequent EMS in recurring and disturbing dreams, independently of attachment insecurities. Multiple regression analyses indicated that insecure attachment and primitive defenses are both associated with vulnerable representations in disturbing dreams.
Conclusion
Relational representations differ according to dream types. Moreover, those EMS are associated with core dimensions of psychological functioning. This study suggests ways to understand vulnerability representations expressed in dreams of individuals presenting relational and emotional difficulties.
{"title":"Attachment, defense mechanisms and early maladaptive schemas in dreams","authors":"L. Nadeau, O. Laverdière, V. Simard, T. Beaulieu-Tremblay","doi":"10.1016/j.erap.2024.100986","DOIUrl":"https://doi.org/10.1016/j.erap.2024.100986","url":null,"abstract":"<div><h3>Introduction</h3><p>Dream activity has been associated with individuals’ characteristics, such as attachment and emotional processing (<span>Levin & Nielsen, 2009</span>; McNamara et al., 2014). Relational schemas are frequent in dreams and could express early maladaptive schemas (EMS; <span>Young et al., 2003</span>). Sparse empirical studies suggest that attachment insecurity may be associated to dreams’ content, but none links attachment to EMS nor explore defense mechanisms as an index of affect regulation.</p></div><div><h3>Objective</h3><p>The goal of this study was to contrast profiles of early maladaptive schemas (EMS) in different dream types (recent, recurring, and disturbing) and to explore their associations to attachment and primitive defenses.</p></div><div><h3>Method</h3><p>An online questionnaire was completed by 217 participants in which dream narratives were collected. Participants also completed questionnaires to assess attachment insecurity and defenses maturity. Two judges coded narratives by using the Schema-Related Dream Coding System.</p></div><div><h3>Results</h3><p>Profile analyses revealed more frequent EMS in recurring and disturbing dreams, independently of attachment insecurities. Multiple regression analyses indicated that insecure attachment and primitive defenses are both associated with vulnerable representations in disturbing dreams.</p></div><div><h3>Conclusion</h3><p>Relational representations differ according to dream types. Moreover, those EMS are associated with core dimensions of psychological functioning. This study suggests ways to understand vulnerability representations expressed in dreams of individuals presenting relational and emotional difficulties.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140543988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-26DOI: 10.1016/j.erap.2023.100941
Marilou Chamberland, Samuel Rochette, Noémie Carbonneau, Marie-Pierre Gagnon-Girouard
Introduction
Previous studies underscore the lack of suitable assessment tools for disordered eating among individuals suffering from a gastrointestinal disorder.
Objective
The present study described the development and validation of the Eating Beliefs and Behaviors Questionnaire for individuals with Gastrointestinal Disorders (EBBQ-GID).
Method
The questionnaire was developed and administered online to 518 French-Canadian adults with a gastrointestinal disorder. The sample was randomly split to perform an exploratory and a confirmatory factor analysis.
Results
Results supported a 3-factor structure: Positive commitment (four items), Restrictive attitudes (three items), and Distrust in the diet (three items). Correlational analyses performed with measures of restrictive eating and binge eating supported the convergent validity of the questionnaire, especially for the Restrictive attitudes and the Distrust factors.
Conclusion
In addition to filling a gap in the literature, this 10-item questionnaire is a useful short tool that can assess and distinguish disordered eating from adaptive eating patterns in a context of gastrointestinal disorders.
{"title":"Development and Validation of the Eating Beliefs and Behaviors Questionnaire for Gastrointestinal Disorders (EBBQ-GID)","authors":"Marilou Chamberland, Samuel Rochette, Noémie Carbonneau, Marie-Pierre Gagnon-Girouard","doi":"10.1016/j.erap.2023.100941","DOIUrl":"https://doi.org/10.1016/j.erap.2023.100941","url":null,"abstract":"<div><h3>Introduction</h3><p>Previous studies underscore the lack of suitable assessment tools for disordered eating among individuals suffering from a gastrointestinal disorder.</p></div><div><h3>Objective</h3><p>The present study described the development and validation of the Eating Beliefs and Behaviors Questionnaire for individuals with Gastrointestinal Disorders (EBBQ-GID).</p></div><div><h3>Method</h3><p>The questionnaire was developed and administered online to 518 French-Canadian adults with a gastrointestinal disorder. The sample was randomly split to perform an exploratory and a confirmatory factor analysis.</p></div><div><h3>Results</h3><p>Results supported a 3-factor structure: Positive commitment (four items), Restrictive attitudes (three items), and Distrust in the diet (three items). Correlational analyses performed with measures of restrictive eating and binge eating supported the convergent validity of the questionnaire, especially for the Restrictive attitudes and the Distrust factors.</p></div><div><h3>Conclusion</h3><p>In addition to filling a gap in the literature, this 10-item questionnaire is a useful short tool that can assess and distinguish disordered eating from adaptive eating patterns in a context of gastrointestinal disorders.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140290433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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