Psicologia-Reflexao E Critica最新文献

Background: The increasing proportion of older adults globally poses challenges to mental well-being, as aging is often accompanied by a decline in positive emotional experiences (PEE) and life satisfaction (LS). While previous studies have explored the relationship between basic psychological needs satisfaction (BPNS) and mental health in older adults, the role of life satisfaction as a mediating factor in the relationship between BPNS and daily emotional well-being remains underexplored.

Objective: This study aims to investigate the relationship between BPNS and PEE among older adults and to examine the mediating role of LS. By employing the Experience Sampling Method (ESM) through a mobile application, the study provides real-time data on the emotional experiences of older adults.

Methods: The study recruited 33 older adults (mean age = 63.24 years, SD = 5.92) who reported their daily emotional states through a mobile application three times a day for nine days. A total of 811 valid records were collected. Positive emotional experiences were assessed at the experience level, while BPNS and LS were assessed at the individual level. Data were analyzed using Hierarchical Linear Modeling (HLM) to examine the mediating effect of LS between BPNS and PEE.

Results: Results revealed that LS significantly mediated the relationship between BPNS and PEE. Older adults with higher BPNS reported higher LS, which in turn enhanced their daily PEE. This finding supports the hypothesis that BPNS positively influences PEE through improved LS.

Implications: The study highlights the importance of fostering BPNS to improve LS and daily positive emotions among older adults. The use of mobile applications to capture dynamic emotional states offers a practical and scalable approach for psychological research, particularly in aging populations. Further interventions could focus on enhancing BPNS to promote emotional well-being in older adults.

Background: Given the fact that grandparents share the responsibility for child-rearing in contemporary China, limited research has explored the relationship between grandparents' involvement and grandchildren's resilience in the three-generation family (a child lives with parents and one or more grandparents). The purpose of this study was to examine the relationship between grandparents' involvement and young children's resilience, as well as the mediating roles of mother's parenting stress and family strength in this association.

Methods: The study surveyed 919 mothers of children aged 3-5 years in Chinese three-generation families to report their children's resilience, grandparents' involvement, mother's parenting stress, and family strengths.

Results: The findings revealed a positive association between grandparents' involvement and young children's resilience. This relationship was partially mediated by mother's parenting stress and family strengths independently, as well as sequentially through the pathway from mother's parenting stress to family strengths.

Conclusions: Grandparents' involvement may help to relieve perceived mother's parenting stress and enhance family strengths, thereby, indirectly affect young children's resilience. These findings highlight the potential positive impact of grandparents' involvement on young children's resilience and offer a novel perspective for family counseling.

Background: Academic procrastination, defined as the intentional delay of important tasks, is a frequent phenomenon among university students and is associated with low performance, stress, and anxiety. The Tuckman Academic Procrastination Scale (TPS) is a widely used psychometric tool to assess this behavior. Although it has been validated in several countries, there is no empirical evidence regarding its validity and reliability in the Ecuadorian context, which limits its use for assessment and intervention.

Objective: To psychometrically validate the Ecuadorian version of the TPS (TPS-E) in university students, assessing its factor structure, reliability, and cultural adequacy for measuring academic procrastination.

Methods: An instrumental design was used with a non-probabilistic sample of 1,007 students (39.9% women; M_age = 21.88; SD = 3.69) from a private Ecuadorian university. The Spanish adaptation (Argentinean) was linguistically reviewed and applied using a 16-item Likert-type scale. Confirmatory Factor Analysis (CFA) with the DWLS estimator on a polychoric correlation matrix was conducted, evaluating CFI, RMSEA, and SRMR indices. Internal consistency was estimated using Cronbach's alpha and McDonald's omega.

Results: The initial unidimensional model (16 items) showed acceptable fit (CFI = 0.975; RMSEA = 0.078; SRMR = 0.061), but item 16 presented a very low factor loading (0.050; p = 0.231). After removing it, the 15-item model showed improved fit (CFI = 0.980; RMSEA = 0.055; SRMR = 0.057) and all factor loadings exceeded 0.500, except for item 7 (0.084; p = 0.033), which was retained for theoretical relevance. Internal consistency was high (α = 0.87; ω = 0.88; CR = 0.89; AVE = 0.62).

Conclusion: The 15-item TPS-E showed adequate psychometric properties in Ecuadorian university students, being a reliable and valid instrument for assessing academic procrastination in this context. Its use in research and intervention is recommended, and future adaptations should explore convergent validity and potential cultural differences affecting specific items.

Introduction: Academic misconduct remains a pervasive issue in higher education institutions, undermining both academic integrity and the quality of the educational environment. Existing research primarily focuses on describing the forms and frequency of violations.

Objective: This study evaluated the effectiveness of an educational intervention designed to modify students' attitudes and behaviors regarding academic integrity.

Methods: The study implemented a controlled experimental design with pre-test and post-test measurements. The participants were 400 undergraduate students from a Chinese university (202 males and 198 females, mean age = 21 years), who were assigned to either an experimental or control group. The six-month intervention was an educational program comprising lectures, role-playing exercises, discussions, and interactive workshops. The scale of academic dishonesty developed by Rawwas and Isakson was used to measure aspects such as acceptance of cheating, unfair advantages, data fabrication, and disregard for dishonest practices.

Results: The analysis revealed statistically significant improvements across all categories among students in the experimental group after completing the program. No significant changes were observed in the control group.

Conclusion: The findings confirm the efficacy of structured educational programs in reducing the propensity for academic misconduct. This study provides empirical evidence useful for universities seeking to implement ethical standards and foster a culture of academic integrity.

Background: Positive development in sports (PDS) is a theoretical framework emphasizing human potential development in sports participation. Despite theoretical advancements, operationalizing PDS remains challenging, given the scarcity of instruments that translate theoretical models into practical applications in sports.

Objective: This systematic review aimed to identify measurement instruments for assessing positive development in sports, their theoretical foundations, and validity evidence supporting their use.

Methods: This study follows COSMIN guidelines and includes a comprehensive search across MEDLINE, PubMed PMC, PsycINFO, AgeLine, SPORTDiscus, CINAHL, Web of Science, and Scopus databases. The search strategy refined with expert input yielded 702 records, with 41 meeting inclusion criteria (i.e., peer-reviewed original studies focused on the development, adaptation, or validation of measurement instruments assessing positive development in sports or related constructs). Screening was performed by two researchers in a double-blind process, with conflicts resolved by a third researcher. Data extracted included sample characteristics, theoretical underpinnings, and psychometric properties.

Results: Most instruments were grounded in Positive Youth Development theories and Basic Psychological Needs. Internal structure validity and internal consistency were the primary types of evidence reported, with Cronbach's alpha widely used. Despite recognition that human potential can be developed across the lifespan, instruments primarily targeted youth in sports contexts, with limited tools for older cohorts, revealing a significant gap. Most instruments originated in high-income countries, such as those in North America and Europe, underscoring the need for adaptations of theories and tools for low- and middle-income regions.

Conclusions: Underrepresentation of diverse populations with regards to race, ethnicity, and gender, absence of interpretative norms, and limited focus on older cohorts were critical limitations. Addressing these gaps can enhance PDS instruments' inclusivity and applicability, ultimately fostering more inclusive and impactful sports practices. Furthermore, the results indicate the need to develop instruments rooted in robust PDS theoretical models alongside theoretical revisions to better represent diverse populations and people from middle- and low-income countries, in addition to the adequate adaptation of instruments.

Introduction: Food addiction is characterized by repeated and uncontrolled consumption of food, usually ultra-processed foods.

Objective: To investigate the impact of sociodemographic, health, lifestyle, and dietary factors on food addiction symptoms.

Methods: A total of 512 university students (both sexes, aged between 18 and 35 years) provided information on completion that included the variables include family income, physical activity, psychiatric and physical disorders, and alcohol, drug, and tobacco use. They also shared dietary information such as main meal types and whether they added salt to food. Food addiction symptoms were assessed using the Yale Food Addiction Scale 2.0. We used a multiple linear regression model was used to investigate predicted changes in the number of food addiction symptoms.

Results: The model hadshowed an adjusted R² adjusted of 0.167 (and p < 0.001). Female sex (B = 0.506; p = < 0.,0401), low family income (from low to moderate: B = -0.803, p = 0.,002; and from low to high: B = -0.732, p = 0.024), physical (p = 0,046) and psychiatric disorders (B = 1.062, p < = 0.001,08), practice of physical activity (B = -0.682, p = 0.009) and be in current dieting (B = 1.498, p < 0.001) predicted morea use of tobacco and derivatives (p = 0,020) food addiction symptoms. (p = 0,018) (p = 0,025) consumes less than five meals a day (p < 0,001).

Conclusion: Food addiction symptoms were found to be a multifactorial phenomenon, associated with sociodemographic and economic status, diet, exercise, and mental health. The limitations of this study of this study includewere its cross-sectional design, lack ofno dietary consumption data, sample convenience sampling-based, self-selection bias, and simplification ed collection of dietary concerns.

Background: Problematic social media use has been linked to increased loneliness among university students, yet the mechanisms underlying this relationship remain unclear.

Objective: The study examines the mediating roles of self-esteem and positive childhood experiences in the relationship between problematic social media use and loneliness among university students.

Methods: A total of 464 university students aged 18 to 28 years (M = 22.71, SD = 2.71; 58% women) participated in the study. Data were collected via an online survey using standardized measures of positive childhood experiences, social media addiction, self-esteem, and loneliness.

Results: The findings revealed a significant positive relationship between problematic social media use and loneliness, as well as significant negative associations between problematic social media use and both self-esteem and positive childhood experiences. Mediation analyses indicated that problematic social media use significantly predicted loneliness, accounting for 6% of its variance, while the combined influence of problematic social media use, self-esteem, and positive childhood experiences explained 37% of the variance in loneliness. Notably, both self-esteem and positive childhood experiences partially mediated the relationship between problematic social media use and loneliness.

Conclusion: This study provides important evidence for designing and implementing interventions that aim to enhance self-esteem and foster positive childhood experiences to mitigate the negative effects of problematic social media use on loneliness.

Background: Public safety professionals are frequently exposed to unique stressors and traumas in their work, which can have significant impacts on their mental well-being. However, the stigma surrounding mental health within their professional circles often deters them from seeking help when necessary. Understanding the nature and extent of this stigma is essential for developing targeted interventions to overcome barriers to help-seeking.

Objective: This study aims to evaluate the psychometric properties of the Perception of Stigmatization by Others for Seeking Help Scale (PSOSH) and the Self-Stigma of Seeking Help Scale (SSOSH) among public safety professionals.

Method: A total of 11,335 public safety agents from various organizations across all federal units of Brazil participated in the study, completing the PSOSH, SSOSH, and a sociodemographic questionnaire. Exploratory and confirmatory factor analyses, as well as item response theory's graded response model, were conducted to examine the psychometric properties of the measures.

Results: The validity evidence suggests one-factor structures for both instruments, with acceptable reliability coefficients. While the PSOSH demonstrated adequate psychometric properties, including good factor loadings, communalities, fit indices, reliability coefficients, and discrimination and difficulty parameters, the SSOSH yielded some results that raise questions about its psychometric properties.

Conclusion: The PSOSH exhibits satisfactory psychometric quality for application in public safety contexts in Brazil. However, further investigation is needed to establish the psychometric parameters of the SSOSH more robustly.

Background: The measurements of metacognition through performance-based tasks are better predictors of academic performance than those based on self-report tests, but evidence on the prediction of academic performance by standardized performance-based metacognition tests is scarce. The reason is that there are few tests of this nature with psychometric evidence of validity and reliability. Only a single study with Honduran university students compared the prediction of academic performance by a standardized performance-based test, and a self-report test in which both measure cognition regulation, a metacognitive construct. The results indicated that only the standardized performance-based test predicts academic performance, and the measures of these tests are not correlated.

Objective: Two hypotheses are investigated in this article: (1) performance-based metacognitive tests predict academic performance better than self-report metacognitive tests; (2) there is a null correlation between measures of cognition regulation from performance-based standardized tests and self-report tests.

Method: A sample of 264 university students and graduates from Brazil, with an average age of 21.1 years, is used in the study. The majority are female, from private institutions, and enrolled in humanities and social sciences courses. The Meta-Text was used as the standardized performance-based test, and the self-report test was the Metacognitive Self-Regulation Scale of the Motivated Strategies for Learning Questionnaire (MSLQ). The predictors were cognition regulation, measured by both tests, and judgment, measured by the Meta-Text. The outcome was the overall score on the National High School Exam, a large-scale educational assessment for university admission.

Results: Only the regulation of cognition measured by Meta-Text predicts academic performance (β = 0.47, CI 95% [0.36, 0.58]). The correlations between the test measures were null (r = .002, p = .974).

Conclusion: The evidence corroborated both hypotheses and raises doubts about the quality of self-report tests for measuring cognition regulation. It also indicates that standardized performance-based tests have a similar predictive capacity to tasks that require performance. This result is promising because standardized tests are easy to apply and correct, allowing studies to be carried out on large samples, while performance-based tasks require a complex process, only feasible in studies on small samples.

Background: The Clinical Outcomes in Routine Evaluation (CORE) system is widely used to assess psychological well-being and clinical symptoms across various settings, but most studies on its psychometric properties have focused on clinical populations and the 34-item version, leaving a gap in understanding the performance of shorter versions and its applicability in non-help-seeking samples.

Objective: This study investigates the acceptability, reliability, and score distributions of various forms within the CORE system among a non-help-seeking Spanish population.

Methods: Data from 1667 participants were analyzed, with a mean age of 37.16 years and a predominance of women (59.1%). The majority had higher education (53.1%), and over half were employed at the time of the study.

Results: Acceptability was high, with low item omission rates (<0.1%) across all forms during both initial and retest assessments. Internal consistency was strong, with Cronbach's alpha and McDonald's Omega exceeding 0.80 for all forms. Test-retest reliability showed correlations above 0.59 for all scores, with no significant differences between assessment intervals. Score distributions were compared by gender, age, and education, revealing significant differences between gender and education but not for age.

Conclusion: The study provides key reference data for the CORE system in Spain, supporting outcome comparisons in non-help-seeking samples. Despite an overrepresentation of highly educated individuals, it offers crucial insights into its psychometric properties and score distributions. The findings highlight potential applications of these distributions and underscore the need for further research into the psychometric performance of individual CORE forms.