Psicologia-Reflexao E Critica最新文献

Background: The role of parent support for adolescents has been validated in online learning. However, less attention has been paid to undergraduates.

Main body: The research used self-reported questionnaires to investigate the mediating effects of self-regulation in parent autonomy support and academic engagement (cognitive, behavioral, and emotional dimensions) within the online environment in the context of Chinese culture.

Objective: The present study recruited 1908 undergraduates in China.

Methods: The students completed measures of parent autonomy support, self-regulation and three sub-dimensions of academic engagement.

Results: The results indicated that parent autonomy support exerted a direct and significant effect on the three sub-dimensions of academic engagement in online learning. Self-regulation partially mediated the relations between parent autonomy support and three sub-dimensions of academic engagement.

Conclusion: These findings showed parents should autonomously support students to promote their cognitive, behavioral, and emotional engagement. Moreover, the partial mediation explained how parent autonomy support affected three sub-dimensions of academic engagement. Limitations and educational implications were also discussed.

Objective: Studies have demonstrated a morphological decomposition process in the initial stages of visual word recognition based on orthographically defined morphemes and independent of semantic and lexical information. The present study sought to investigate this phenomenon in adult Brazilian Portuguese-speaking readers.

Method: Participants performed a lexical decision task preceded by primes at two Stimulus Onset Asynchrony (SOA): 33 or 250 ms. The primes had one of the following relations with the target word: morphological (porteiro [DOORKEEPER]-PORTA [DOOR]), morpho-orthographic (cordeiro [LAMB]-CORDA [ROPE]), orthographic (abril [APRIL]-ABRIU [OPENED]), semantic (abelha [BEE]-MEL [HONEY]), or no relation (pessoa [PERSON]-DADO [DICE]).

Results: Priming effects were observed for the morphological and semantic conditions at both SOAs but not for the orthographic and morpho-orthographic conditions.

Conclusion: Our results suggest that semantic representations mediate morphological priming in Brazilian Portuguese since the early stages of visual word recognition.

Background: Previous studies have shown that the Gaming Disorder Test (GDT) and Gaming Disorder Scale for Adolescents (GADIS-A) have promising validity and reliability when assessing symptoms of gaming disorder among young adults. However, validity and reliability properties of the two scales have not been established among a Vietnamese population.

Objective: The present study translated the GDT and GADIS-A into Vietnamese and examined their factor structures, measurement invariance, convergent validity, concurrent validity, and divergent validity among university students.

Methods: A total of 610 young adults (mean age = 21.09 years; 63.4% females) were recruited using convenience sampling and who completed a paper-and-pencil survey between April and June 2023. All participants completed a demographic questionnaire, GDT, GADIS-A, and six standardized scales related to gaming disorder, social media addiction, smartphone addiction, and psychological distress. Confirmatory factor analysis (CFA), internal consistency testing, and Pearson's correlations were performed.

Results: CFA showed that the GDT had a one-factor structure and the GADIS-A had a two-factor structure. The internal consistency was excellent for both scales among this population. Moreover, both GDT and GADIS-A showed convergent, concurrent, and divergent validity with other standardized scales.

Conclusion: The Vietnamese versions of the GDT and GADIS-A have good psychometrics, which may be utilized in future research regarding gaming disorder among Vietnamese populations.

Background: The stress experienced by parents in fulfilling their parental role has consequences for couple dynamics, parent-child interactions, and the mental health of parents. However, studies on the psychometric properties of the PSI-SF, particularly among Latin American parents, are scarce. Therefore, this study aims to evaluate the psychometric properties of the Spanish version of the Parenting Stress Index-Short Form (PSI-SF).

Methods: The participants were Peruvian mothers and fathers with children in early childhood and primary education, with a mean age of 34.4 years (SD = 6.8). The sample was obtained in two phases: 130 participants for the Exploratory Factor Analysis (EFA) and 791 participants for the Confirmatory Factor Analysis (CFA).

Results: The study results show a modified three-factor structure of the PSI-SF scale, with adequate fit indices (GFI = .99, AGFI = .99, SRMR = .024, CFI = .98, TLI = .98, RMSEA = .074) and loadings above 0.40. Additionally, the three factors of the scale demonstrated high reliability, with Cronbach's alpha and McDonald's omega values for Parental Distress (α = .94; ω = .95), Parent-Child Dysfunctional Interaction (α = .97; ω = .97), and Difficult Child (α = .94; ω = .94). The scale was also found to be invariant with respect to gender.

Conclusion: In conclusion, the study results suggest that the modified PSI-SF has adequate psychometric properties and is invariant for assessing parental stress in Peruvian fathers and mothers with children in early childhood and primary education.

Background: The Self-Assessment Manikin (SAM), a pictorial scale for the measurement of pleasure and arousal dimensions of emotions, is one of the most applied tools in the emotion research field.

Objective: We present a detailed description of a remote method to collect affective ratings in response to pictures by using the SAM scale.

Methods: To empirically validate our remote method, we conducted a study using a digitized version of the SAM scale and delivered online didactic instructions that followed the normative rating procedure for the International Affective Picture System (IAPS) to the participants. We presented 70 pictures from the IAPS and an additional set of 22 food pictures to the participants.

Results: We found strong correlations between the ratings of IAPS pictures obtained in our sample and those reported by North American and Brazilian participants in previous in-person studies that applied the same pictures and methodology. We were also able to obtain an additional standardized set of food pictures.

Conclusion: The protocols described here may be useful for researchers interested in collecting remotely valid and reliable affecting ratings.

Background: With the fast-paced advancements of robot technology, human-robot interaction (HRI) has become increasingly popular and complex, and self-efficacy in HRI has received extensive attention. Despite its popularity, this topic remains understudied in China.

Objective: In order to provide a psychometrically sound instrument in China, this study aimed to translate and validate the Self-Efficacy in Human-Robot Interaction Scale (SE-HRI) in two Chinese adult samples (N1 = 300, N2 = 500).

Methods: The data was analyzed by SPSS 26.0 and Amos 24.0. Item analysis and exploratory factor analysis were conducted using Sample 1 data. Confirmatory factor analysis, criterion-related validity analysis, and reliability analysis were then performed using Sample 2 data.

Results: The results revealed that the Chinese SE-HRI scale consisted of 13 items in a two-factor model, suggesting a good model fit. Moreover, general self-efficacy and willingness to accept the use of artificial intelligence (AI) were both positively correlated with self-efficacy in HRI, while negative attitudes toward robots showed an inverse correlation, proving the Chinese SE-HRI scale exhibited excellent criterion-related validity.

Conclusion: The Chinese SE-HRI scale is a reliable assessment tool for evaluating self-efficacy in HRI in China. The study discussed implications and limitations, and suggested future directions.

Background: In daily life, people often follow others' gaze direction to infer their attention and mental state. This phenomenon is known as gaze following.

Objective: This study aimed to explore whether gaze following in different age groups is influenced by celebrity identity.

Methods: We recruited 70 participants, including 35 older adults and 35 young adults. The experimental materials consisted of three faces with different identity information (a political leader, a movie star, and an ordinary person). Each face had left and right gaze conditions. Targets and cues were presented with both longer and shorter stimulus onset asynchrony (SOA) conditions.

Results: Both older adults and young adults exhibited similar gaze following behaviors. Importantly, the celebrity effect on gaze following was observed in both groups, with stronger effects induced by the leader's and star's gazes compared to the ordinary person's gaze. Older adults showed a larger facilitation effect under the longer SOA condition compared to the shorter SOA, while no such SOA-related facilitation effect was found for young adults.

Conclusion: These findings suggest that older adults can integrate social information from others' faces (celebrity identity) into the process of gaze following as effectively as young adults.

Background: The reliability and validity of the traditional Chinese version of the Cancer Survivors' Self-Efficacy Scale (CS-SES-TC) has not been assessed.

Objective: To assess the psychometric properties of the Traditional Chinese version of the CS-SES-TC.

Methods: Participants were recruited from the outpatient departments of a hospital in Taiwan. A single questionnaire was administered to 300 genitourinary cancer survivors. The scales included in the initial questionnaire were the CS-SES-TC, the General Self-Efficacy Scale, the Center for Epidemiologic Studies Depression Scale (CES-D), and the Functional Assessment of Cancer Therapy-General scale (FACT-G). Data obtained from 300 survivors were used to confirm the structure through confirmatory factor analysis (CFA).

Results: The CFA results indicate that the 11-item CS-SES-TC is consistent with the original scale. Furthermore, it was identified as a unidimensional scale, with the model showing acceptable goodness-of-fit (CFI = 0.99, TLI = 0.97). The factor loading of each item in the CS-SES-TC was above 0.6 and had convergent validity. Based on multiple-group CFA testing, the change (ΔCFI) between the unconstrained and constrained models was ≤ 0.01, indicating that measurement invariance holds for gender. The participants' CS-SES-TC scores were positively correlated with their FACT-G scores and negatively correlated with their CES-D scores. The scales exhibited concurrent validity and discriminant validity. The CS-SES-TC had a Cronbach's α in the range of .97-.98.

Conclusion: The CS-SES-TC had acceptable reliability and validity. Healthcare workers can use this scale for ongoing assessment of the cancer-related self-efficacy of cancer survivors.

Background: Psychological assessment in school settings involves a range of complexities and ethical dilemmas that practitioners must navigate carefully. This paper provides a comprehensive review of common issues faced by school psychologists during assessments, discussing best practices and ethical guidelines based on codes from various professional organizations.

Methods: We examine the entire assessment process, from pre-assessment considerations like informed consent and instrument selection to post-assessment practices involving results communication and confidentiality. Key ethical concerns addressed include fairness in assessment, cultural and linguistic appropriateness of testing materials, and issues surrounding informed consent.

Results: Specific challenges discussed include selecting appropriate assessment instruments that reflect the diverse needs and backgrounds of students, ensuring fairness and removing bias in testing, and effectively communicating results to various stakeholders while maintaining confidentiality. We emphasize the importance of multi-source, multi-method assessment approaches and the critical role of ongoing professional development in ethical practice.

Conclusion: By adhering to established ethical standards and best practices, school psychologists can effectively support the educational and developmental needs of students. This paper outlines actionable recommendations and ethical considerations to help practitioners enhance the accuracy, fairness, and impact of their assessments in educational settings.

Background: Anxiety and mood disorders are the main cause of illness in people under the age of 25, accounting for 45% of the global disease burden, whereas 4.6% of teenagers aged 15 to 19 are predicted to experience anxiety. Pakistan country, with a population of 200 million, has the worst mental health indicators and fewer than 500 psychiatrists. Despite the existence of various treatments for anxiety, this goes unrecognized and untreated. Due to a lack of awareness, evaluation, prevention, and interventional programs related to being implemented among adolescents in Pakistan, there is a rise in mental health issues in the earlier years of life. It calls for a critical need for indigenous, evidence-based interventions. The present study aimed to evaluate the feasibility of cognitive behavioral therapy (CBT)-based interventions to reduce anxiety symptoms among school children in Pakistan.

Methods: This study was a pre-post design, two-arm, single-blinded, feasibility, randomized controlled trial. Thirty-four participants (experimental group, n = 17; control group, n = 17) were recruited from four semi-government schools in Rawalpindi with a mean age of 15 (M = 15, SD = 0.73). Two instruments Beck Anxiety Inventory for Youth (BAI-Y II) and BASC-3 Behavioural and Emotional Screening System Student (BESS-SF) were used to assess the severity of symptoms. Participants in the intervention arm received eight-group therapy CBT sessions. A two-way factorial analysis was used to examine the efficacy of CBT in reducing symptom severity.

Results: This study's findings showed that in comparison to the wait-list control group, CBT successfully improved anxiety symptoms among school children while enhancing their social skills.

Conclusion: This study will help improve the treatment for anxiety in Pakistan by prioritizing school-based intervention and group-based CBT intervention.

Trial registration: The trial has been registered at the American Economic Association's registry for randomized controlled trials.

Rct id: AEARCTR-0009551 . Registered 2022-07-04.