Pub Date : 2023-10-16DOI: 10.1080/14330237.2023.2245222
Jing Li, Tingting Gao, Yinghua Ye
AbstractInformation overload is a pervasive phenomenon in the information age and has a negative impact on personal psychological experiences and behavioural performance. The relationship between WeChat information overload and sleep quality was examined, as well as the mediating effects of social fatigue and irrational procrastination. A total of 1 899 Chinese college students (females = 45.8%; mean age = 20.26 years, SD = 1.70) were selected for study. They completed the Information Overload Scale, Social Fatigue Scale, Irrational Procrastination Scale, and Pittsburgh Sleep Quality Index. Path analysis results show a significantly positive correlation between information overload and sleep quality and the mediating role of irrational procrastination in this relationship. Social fatigue and irrational procrastination play a chain-mediating role in the link between information overload and sleep quality. This suggests that information overload has an impact on sleep quality through social fatigue and irrational procrastination. Student mental health counselling services should consider information overload and sleep deprivation indicators for support interventions.Keywords: information overloadsleep qualitysocial fatigueirrational procrastinationWeChatcollege students AcknowledgementsFunding was provided by the National Educational Science Planning Project’s “Study on the Connotations, Influencing Factors and Promotion Paths of Academic Innovation Ability of Chinese Doctoral Students in the New Era” (Grant No. BIA220096).Declaration of competing interestNone. Table 5. Indirect effect of Bootstrap (95% CI)Display TableData availabilityThe data support the findings of this study are available from the corresponding author, upon reasonable request.
{"title":"How college students’ social media information overload affects sleep quality: The mediating effect of social fatigue and irrational procrastination","authors":"Jing Li, Tingting Gao, Yinghua Ye","doi":"10.1080/14330237.2023.2245222","DOIUrl":"https://doi.org/10.1080/14330237.2023.2245222","url":null,"abstract":"AbstractInformation overload is a pervasive phenomenon in the information age and has a negative impact on personal psychological experiences and behavioural performance. The relationship between WeChat information overload and sleep quality was examined, as well as the mediating effects of social fatigue and irrational procrastination. A total of 1 899 Chinese college students (females = 45.8%; mean age = 20.26 years, SD = 1.70) were selected for study. They completed the Information Overload Scale, Social Fatigue Scale, Irrational Procrastination Scale, and Pittsburgh Sleep Quality Index. Path analysis results show a significantly positive correlation between information overload and sleep quality and the mediating role of irrational procrastination in this relationship. Social fatigue and irrational procrastination play a chain-mediating role in the link between information overload and sleep quality. This suggests that information overload has an impact on sleep quality through social fatigue and irrational procrastination. Student mental health counselling services should consider information overload and sleep deprivation indicators for support interventions.Keywords: information overloadsleep qualitysocial fatigueirrational procrastinationWeChatcollege students AcknowledgementsFunding was provided by the National Educational Science Planning Project’s “Study on the Connotations, Influencing Factors and Promotion Paths of Academic Innovation Ability of Chinese Doctoral Students in the New Era” (Grant No. BIA220096).Declaration of competing interestNone. Table 5. Indirect effect of Bootstrap (95% CI)Display TableData availabilityThe data support the findings of this study are available from the corresponding author, upon reasonable request.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114697","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 : 2023-10-16DOI: 10.1080/14330237.2023.2244795
Qingsen He, Wen Liu, Lingxia Liu, Shan Cao
AbstractThe present study aimed to investigate the influence of emotional support and frustration on the relationship between servant leadership and clinical nurses’ work engagement. The survey sample consists of 1 127 clinical nurses from six hospitals in China (female = 1 081; average age = 32.78 years, SD = 6.40 years). The results indicate that servant leadership can predict higher clinical nurses’ work engagement. Furthermore, emotional support and frustration mediated the relationship between servant leadership and clinical nurses’ work engagement. Additionally, frustration mediated the relationship between emotional support and clinical nurses’ work engagement. The research results provide evidence on the internal mechanism of the impact of servant leadership and clinical nurses’ work engagement.Keywords: servant leadershipwork engagementemotional supportfrustration AcknowledgementsAcknowledgement is made of the Ministry of Education Industry Education Collaborative Education Project (202101237022), Key Project of Higher Education Teaching Reform Research and Practice in Henan Province (2021SJGLX179), Project of Higher Education Teaching Reform Research and Practice in Henan Province (2021SJGLX175Y), and the Education Research Project of the Teaching Guidance Committee for Integrated Traditional Chinese and Western Medicine Majors in Higher Education Institutions of the Ministry of Education (2022-YB02).
{"title":"Servant leadership and clinical nurses’ work engagement: The mediating role of emotional support and frustration","authors":"Qingsen He, Wen Liu, Lingxia Liu, Shan Cao","doi":"10.1080/14330237.2023.2244795","DOIUrl":"https://doi.org/10.1080/14330237.2023.2244795","url":null,"abstract":"AbstractThe present study aimed to investigate the influence of emotional support and frustration on the relationship between servant leadership and clinical nurses’ work engagement. The survey sample consists of 1 127 clinical nurses from six hospitals in China (female = 1 081; average age = 32.78 years, SD = 6.40 years). The results indicate that servant leadership can predict higher clinical nurses’ work engagement. Furthermore, emotional support and frustration mediated the relationship between servant leadership and clinical nurses’ work engagement. Additionally, frustration mediated the relationship between emotional support and clinical nurses’ work engagement. The research results provide evidence on the internal mechanism of the impact of servant leadership and clinical nurses’ work engagement.Keywords: servant leadershipwork engagementemotional supportfrustration AcknowledgementsAcknowledgement is made of the Ministry of Education Industry Education Collaborative Education Project (202101237022), Key Project of Higher Education Teaching Reform Research and Practice in Henan Province (2021SJGLX179), Project of Higher Education Teaching Reform Research and Practice in Henan Province (2021SJGLX175Y), and the Education Research Project of the Teaching Guidance Committee for Integrated Traditional Chinese and Western Medicine Majors in Higher Education Institutions of the Ministry of Education (2022-YB02).","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114700","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 : 2023-10-16DOI: 10.1080/14330237.2023.2245231
Henry D. Mason, Barend J. van Wyk
AbstractThis qualitative study explored the resilient learning experiences of 68 first-year university students (female = 36.76%, age range = 18–23 years). Data were collected using narrative sketches. Interpretative phenomenological analysis revealed three themes: the wish, peaks and valleys, and from bitter to better. The wish theme pointed to students’ resilience motivated by their desired futures and aspirational goals. The peaks and valleys theme gave voice to the challenges that students experience and the strategies (personal strengths and support structures) used to cope with stressors and flourish. The theme bitter to better indicated that students drew on internal (e.g. hope and sense of coherence) and external (e.g. student development and support programmes) resources as they navigated the university experience. The findings highlight students’ positive future orientations and resilient learning as a crucial resource for student counselling services to support student well-being.Keywords: engineering studentshoperesiliencesalutogenesisstudent development and supportlearning experiences
{"title":"Resilient learning experiences of university students: Exploring positive future orientations","authors":"Henry D. Mason, Barend J. van Wyk","doi":"10.1080/14330237.2023.2245231","DOIUrl":"https://doi.org/10.1080/14330237.2023.2245231","url":null,"abstract":"AbstractThis qualitative study explored the resilient learning experiences of 68 first-year university students (female = 36.76%, age range = 18–23 years). Data were collected using narrative sketches. Interpretative phenomenological analysis revealed three themes: the wish, peaks and valleys, and from bitter to better. The wish theme pointed to students’ resilience motivated by their desired futures and aspirational goals. The peaks and valleys theme gave voice to the challenges that students experience and the strategies (personal strengths and support structures) used to cope with stressors and flourish. The theme bitter to better indicated that students drew on internal (e.g. hope and sense of coherence) and external (e.g. student development and support programmes) resources as they navigated the university experience. The findings highlight students’ positive future orientations and resilient learning as a crucial resource for student counselling services to support student well-being.Keywords: engineering studentshoperesiliencesalutogenesisstudent development and supportlearning experiences","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113114","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 : 2023-10-16DOI: 10.1080/14330237.2023.2246274
Yuxiang Luan, Guolong Zhao, Liang Xu, Bo Ren
AbstractThis meta-analysis aimed to clarify the relationship between perceived organisational support and core self-evaluations and strengths use and task performance outcomes utilising a cross-temporal versus time-lagged research design. Drawing on the random effects model, this study combined 44 effect sizes from 23 independent studies (including 8 313 samples). The results indicated that strengths use is positively related to core self-evaluations (CSE) (ρ = 0.40) and perceived organisational support for strengths use (POSSU) (ρ = 0.47), task performance (ρ = 0.45), organisational citizenship behaviour (OCB) (ρ = 0.37), positive affect (ρ = 0.51), work engagement (ρ = 0.53), and self-efficacy (ρ = 0) organisational design (cross-temporal versus time-lagged) does not significantly moderate the relationships of interest. The findings imply that utilising the strengths of employees is essential for effective human resource management and employees’ career development.Keywords: strengths usemeta-analysisantecedentsoutcomesworkplacetask performance
{"title":"Strengths use in the workplace: A meta-analysis","authors":"Yuxiang Luan, Guolong Zhao, Liang Xu, Bo Ren","doi":"10.1080/14330237.2023.2246274","DOIUrl":"https://doi.org/10.1080/14330237.2023.2246274","url":null,"abstract":"AbstractThis meta-analysis aimed to clarify the relationship between perceived organisational support and core self-evaluations and strengths use and task performance outcomes utilising a cross-temporal versus time-lagged research design. Drawing on the random effects model, this study combined 44 effect sizes from 23 independent studies (including 8 313 samples). The results indicated that strengths use is positively related to core self-evaluations (CSE) (ρ = 0.40) and perceived organisational support for strengths use (POSSU) (ρ = 0.47), task performance (ρ = 0.45), organisational citizenship behaviour (OCB) (ρ = 0.37), positive affect (ρ = 0.51), work engagement (ρ = 0.53), and self-efficacy (ρ = 0) organisational design (cross-temporal versus time-lagged) does not significantly moderate the relationships of interest. The findings imply that utilising the strengths of employees is essential for effective human resource management and employees’ career development.Keywords: strengths usemeta-analysisantecedentsoutcomesworkplacetask performance","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142495","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 : 2023-10-16DOI: 10.1080/14330237.2023.2258009
Edwin Simbarashe Mpofu, Maximus Monaheng Sefotho
AbstractSocial network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held by the school were analysed for context. Descriptive analysis of the data yielded four peer social statuses of popular (40%), accepted (30%), rejected (10%), and neglected (20%). Reasons for popularity included being good-mannered and possessing good socialising habits, as well as being outstanding in class. Boys who held positions of authority like class monitor and shared readily were popular. Girls’ social statuses were explained by good socialising habits and sharing available resources with others. Boys’ key popularity attributes were mathematical skills, as they would help the less able in class. Popular girls were also good at mathematics and socialising. The findings validate the view that social networking is significant to the prediction of social well-being among middle primary school pupils, and important for the children’s school engagement, or overall school adjustment.Keywords: homophilysocial networkschool adjustmentpupil friendshipsgenderZimbabwe
{"title":"Homophilic social networks and school adjustment among primary school pupils: Results and implications from a Zimbabwean study","authors":"Edwin Simbarashe Mpofu, Maximus Monaheng Sefotho","doi":"10.1080/14330237.2023.2258009","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258009","url":null,"abstract":"AbstractSocial network patterns were explored among Zimbabwean rural school pupils to determine their peer preferences and statuses. Participants were 173 school pupils attending grades 4–6 in a rural school in Zimbabwe (76 boys; 97 girls; age range 9 years to 12 years). The pupils completed a peer social statuses nomination measure, and a subsample of them participated in a brief interview to elaborate on their nominations. In addition, documents held by the school were analysed for context. Descriptive analysis of the data yielded four peer social statuses of popular (40%), accepted (30%), rejected (10%), and neglected (20%). Reasons for popularity included being good-mannered and possessing good socialising habits, as well as being outstanding in class. Boys who held positions of authority like class monitor and shared readily were popular. Girls’ social statuses were explained by good socialising habits and sharing available resources with others. Boys’ key popularity attributes were mathematical skills, as they would help the less able in class. Popular girls were also good at mathematics and socialising. The findings validate the view that social networking is significant to the prediction of social well-being among middle primary school pupils, and important for the children’s school engagement, or overall school adjustment.Keywords: homophilysocial networkschool adjustmentpupil friendshipsgenderZimbabwe","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142749","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 : 2023-10-16DOI: 10.1080/14330237.2023.2244336
Gabriel C. Kanu, Ijeoma C. Odinko, Ikechukwu V. N. Ujoatuonu
AbstractThis study examined the roles of psychological empowerment and gender in the relationship between pay satisfaction and work–life balance among bank employees. In total, 393 Nigerian bank employees participated in the study (female (49.36%; mean age = 32.07, SD = 6.93 years). Hayes Macro PROCESS analysis results showed that pay satisfaction was positively related to work–life balance. Pay satisfaction was associated with higher psychological empowerment. Psychological empowerment was associated with higher work–life balance. Psychological empowerment fully mediated the relationship between pay satisfaction and work–life balance. Gender did not affect work–life balance or moderate the link between pay satisfaction and work–life balance. The study findings suggest that psychological empowerment enhances the relationship between pay satisfaction and employees’ work–life balance in the banking sector. By implication, banking sector human resource managers should leverage employee psychological empowerment as a resource for work– life balance across gender and pay scales.Keywords: bank employeesgenderemployee well-being and retentionjob satisfactionpay satisfactionpsychological empowermentwork-life balance Data availabilityThe authors confirm that the data supporting the findings of this study are available and will be provided by the corresponding author if required.Additional informationFundingThe research was self-funded.
{"title":"Pay satisfaction and work–life balance among Nigerian bank employees: The roles of psychological empowerment and gender","authors":"Gabriel C. Kanu, Ijeoma C. Odinko, Ikechukwu V. N. Ujoatuonu","doi":"10.1080/14330237.2023.2244336","DOIUrl":"https://doi.org/10.1080/14330237.2023.2244336","url":null,"abstract":"AbstractThis study examined the roles of psychological empowerment and gender in the relationship between pay satisfaction and work–life balance among bank employees. In total, 393 Nigerian bank employees participated in the study (female (49.36%; mean age = 32.07, SD = 6.93 years). Hayes Macro PROCESS analysis results showed that pay satisfaction was positively related to work–life balance. Pay satisfaction was associated with higher psychological empowerment. Psychological empowerment was associated with higher work–life balance. Psychological empowerment fully mediated the relationship between pay satisfaction and work–life balance. Gender did not affect work–life balance or moderate the link between pay satisfaction and work–life balance. The study findings suggest that psychological empowerment enhances the relationship between pay satisfaction and employees’ work–life balance in the banking sector. By implication, banking sector human resource managers should leverage employee psychological empowerment as a resource for work– life balance across gender and pay scales.Keywords: bank employeesgenderemployee well-being and retentionjob satisfactionpay satisfactionpsychological empowermentwork-life balance Data availabilityThe authors confirm that the data supporting the findings of this study are available and will be provided by the corresponding author if required.Additional informationFundingThe research was self-funded.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142463","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 : 2023-10-16DOI: 10.1080/14330237.2023.2246277
Hao Yao, Qing Yu
AbstractThis study examined the relationship between graduate student challenge-hindrance scientific research stress and creativity and the mediating role of creative self-efficacy in that relationship. Participants were 1 210 Chinese graduate students from a large university in Jiangsu, Zhejiang, and Shanghai (females = 57.1%; humanities = 22.2%, social sciences = 45.9%, science, agriculture, and medicine = 21.9%; doctoral = 38.3%; mean age = 25.50 years). Using structural equation modelling and the bootstrap method, the results showed that challenge scientific research stress had a direct positive effect on graduate students’ creativity, while hindrance scientific research stress had a direct negative predictive effect on graduate students’ creativity, but to a lesser extent. Creative self-efficacy partially mediated the relationship between graduate student challenge scientific research stress and creativity, strengthening the relationship. Also, creative self-efficacy fully mediated in hindrance scientific research stress on graduate student creativity. These results are related to the differences in graduate students’ experiences of efficacy during individual perceptions of different stressors. The results of this study are consistent with social cognitive theory. These findings suggest a need for research managers to give graduate students suitable and challenging research tasks, a supportive research environment, resources, and material rewards for success.Keywords: challenge-hindrance scientific research stressgraduate studentcreativitycreative self-efficacystressorssocial cognitive theory Data availability statementResearch data will be available on request, subject to participant consent and after completing all necessary documentation. The data presented in this study are available on request from Hao Yao (yaohao@tongji.edu.cn).Informed consentInformed consent was obtained from all individual participants included in this study.Ethical approvalAll procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee.Additional informationFundingThis research was funded by the National Education Sciences Planning of China, grant number BEA210114.
摘要本研究探讨了研究生挑战-阻碍型科研压力与创造力的关系，以及创造性自我效能感在这一关系中的中介作用。研究对象为来自江浙沪某大型大学的1210名中国研究生(女性占57.1%;人文科学22.2%，社会科学45.9%，科学、农业、医学21.9%;博士= 38.3%;平均年龄25.50岁)。运用结构方程建模和自举法，研究结果表明，挑战性科研压力对研究生创造力有直接的正向影响，而阻碍性科研压力对研究生创造力有直接的负向预测作用，但影响程度较低。创造性自我效能感在研究生挑战、科研压力与创造力的关系中起到部分中介作用，强化了这种关系。创造性自我效能感在阻碍科研压力对研究生创造力的影响中起中介作用。这些结果与研究生在个体感知不同压力源时效能体验的差异有关。本研究的结果与社会认知理论一致。这些发现表明，研究管理者需要为研究生提供合适的、具有挑战性的研究任务、支持性的研究环境、资源和物质奖励。关键词:挑战-障碍科研压力研究生创造力创造性自我效能感压力压力社会认知理论数据可得性声明在参与者同意并完成所有必要文件后，研究数据将应要求提供。本研究中提供的数据可从Hao Yao (yaohao@tongji.edu.cn)获取。知情同意本研究的所有参与者均获得了知情同意。伦理批准在涉及人类受试者的研究中执行的所有程序都符合机构和/或国家研究委员会的伦理标准。本研究由国家教育科学计划资助，批准号:BEA210114。
{"title":"Graduate student challenge-hindrance scientific research stress and creativity: Mediating effect of creative self-efficacy","authors":"Hao Yao, Qing Yu","doi":"10.1080/14330237.2023.2246277","DOIUrl":"https://doi.org/10.1080/14330237.2023.2246277","url":null,"abstract":"AbstractThis study examined the relationship between graduate student challenge-hindrance scientific research stress and creativity and the mediating role of creative self-efficacy in that relationship. Participants were 1 210 Chinese graduate students from a large university in Jiangsu, Zhejiang, and Shanghai (females = 57.1%; humanities = 22.2%, social sciences = 45.9%, science, agriculture, and medicine = 21.9%; doctoral = 38.3%; mean age = 25.50 years). Using structural equation modelling and the bootstrap method, the results showed that challenge scientific research stress had a direct positive effect on graduate students’ creativity, while hindrance scientific research stress had a direct negative predictive effect on graduate students’ creativity, but to a lesser extent. Creative self-efficacy partially mediated the relationship between graduate student challenge scientific research stress and creativity, strengthening the relationship. Also, creative self-efficacy fully mediated in hindrance scientific research stress on graduate student creativity. These results are related to the differences in graduate students’ experiences of efficacy during individual perceptions of different stressors. The results of this study are consistent with social cognitive theory. These findings suggest a need for research managers to give graduate students suitable and challenging research tasks, a supportive research environment, resources, and material rewards for success.Keywords: challenge-hindrance scientific research stressgraduate studentcreativitycreative self-efficacystressorssocial cognitive theory Data availability statementResearch data will be available on request, subject to participant consent and after completing all necessary documentation. The data presented in this study are available on request from Hao Yao (yaohao@tongji.edu.cn).Informed consentInformed consent was obtained from all individual participants included in this study.Ethical approvalAll procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee.Additional informationFundingThis research was funded by the National Education Sciences Planning of China, grant number BEA210114.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142618","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 : 2023-09-03DOI: 10.1080/14330237.2023.2258010
Junjie Qiu, Jibo Li
AbstractAn experimental investigation was conducted on whether and how temporal expectation influences visual processing in moving objects, while also considering the role of attention control. Data on reaction times were collected as outcome measures from two behavioural experiments. In experiment 1, participants (n = 36) were asked to monitor the movement of an object until its disappearance and respond quickly when it reappeared. The trajectory of an object before its disappearance generates expectations regarding the position and/or timing of its subsequent reappearance. Results revealed that all states of expectation significantly shortened reaction times compared with no expectation. In experiment 2, participants (n = 34) performed the same reaction time task while simultaneously engaging in a working memory task, which comprised memorising a string of characters. Results indicated that there is no difference in reaction times between the only temporal expectation and no expectation. Taken together, these results provide evidence to suggest that participants could predict the location and/or timing of target onset based on rhythmic moving objects, and that a secondary cognitive task impaired temporal expectation. These findings support the temporal expectation hypothesis regarding moving objects requiring attentional control resources.Keywords: attention controlrhythmic temporal expectationspatial expectationdual-task paradigmmotion Additional informationFundingThe research was funded by the Guangdong Philosophy and Social Science Project (GD22YJY07), and Youth Innovative Talents Project in 31 Colleges and Universities in Guangdong Province (2021WQNCX041), and the Special Fund for the Doctoral Program of Lingnan Normal University (ZL1911).
{"title":"Spatiotemporal expectations of apparent motion and the effect of attentional control","authors":"Junjie Qiu, Jibo Li","doi":"10.1080/14330237.2023.2258010","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258010","url":null,"abstract":"AbstractAn experimental investigation was conducted on whether and how temporal expectation influences visual processing in moving objects, while also considering the role of attention control. Data on reaction times were collected as outcome measures from two behavioural experiments. In experiment 1, participants (n = 36) were asked to monitor the movement of an object until its disappearance and respond quickly when it reappeared. The trajectory of an object before its disappearance generates expectations regarding the position and/or timing of its subsequent reappearance. Results revealed that all states of expectation significantly shortened reaction times compared with no expectation. In experiment 2, participants (n = 34) performed the same reaction time task while simultaneously engaging in a working memory task, which comprised memorising a string of characters. Results indicated that there is no difference in reaction times between the only temporal expectation and no expectation. Taken together, these results provide evidence to suggest that participants could predict the location and/or timing of target onset based on rhythmic moving objects, and that a secondary cognitive task impaired temporal expectation. These findings support the temporal expectation hypothesis regarding moving objects requiring attentional control resources.Keywords: attention controlrhythmic temporal expectationspatial expectationdual-task paradigmmotion Additional informationFundingThe research was funded by the Guangdong Philosophy and Social Science Project (GD22YJY07), and Youth Innovative Talents Project in 31 Colleges and Universities in Guangdong Province (2021WQNCX041), and the Special Fund for the Doctoral Program of Lingnan Normal University (ZL1911).","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949185","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 : 2023-09-03DOI: 10.1080/14330237.2023.2258001
Shihaam Solomon, Marieta du Plessis
AbstractTemporary academic appointments are increasingly prevalent in higher education institutions across the globe. The lived experiences of temporary academic staff within South African higher education institutions were explored. Twenty-six temporary academic staff (females = 69%, black = 75%, white = 25%, other = none) participated in semi-structured interviews on their lived employment experiences. Six themes emerged from the thematic analysis: (1) negotiating desire versus despair; (2) living in limbo, (3) stunted career growth, (4) disillusionment and emotions of exploitation, (5) marginalised as an outsider, and (6) dehumanised work experience. The temporary academics stated a desire for fair human resource support, recognition, and being valued for their contribution to the academy similar to their permanent/full-time counterparts. These findings indicate that employment precarity for temporary academics should be addressed with employment practices and policies to improve their quality of work life.Keywords: precarious employmenttemporary contract academic staffSouth African higher educationlived experiencedecent workSustainable Development Goal 8 (SDG8) Data availability statementThe data that support the findings of this article are available upon request from the corresponding author.
{"title":"Temporary academics in South African higher education institutions: Their lived precarity experiences","authors":"Shihaam Solomon, Marieta du Plessis","doi":"10.1080/14330237.2023.2258001","DOIUrl":"https://doi.org/10.1080/14330237.2023.2258001","url":null,"abstract":"AbstractTemporary academic appointments are increasingly prevalent in higher education institutions across the globe. The lived experiences of temporary academic staff within South African higher education institutions were explored. Twenty-six temporary academic staff (females = 69%, black = 75%, white = 25%, other = none) participated in semi-structured interviews on their lived employment experiences. Six themes emerged from the thematic analysis: (1) negotiating desire versus despair; (2) living in limbo, (3) stunted career growth, (4) disillusionment and emotions of exploitation, (5) marginalised as an outsider, and (6) dehumanised work experience. The temporary academics stated a desire for fair human resource support, recognition, and being valued for their contribution to the academy similar to their permanent/full-time counterparts. These findings indicate that employment precarity for temporary academics should be addressed with employment practices and policies to improve their quality of work life.Keywords: precarious employmenttemporary contract academic staffSouth African higher educationlived experiencedecent workSustainable Development Goal 8 (SDG8) Data availability statementThe data that support the findings of this article are available upon request from the corresponding author.","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949349","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 : 2023-09-03DOI: 10.1080/14330237.2023.2257450
Xinli Zhai, Li Zhang, Lingyuan Li, Lin Yang, Pingzhi Ye
AbstractThis study explored the relationship between objective career success and subjective well-being in kindergarten teachers and the mediating role of professional identity in that relationship. The study sample comprised 5 385 kindergarten teachers from Guangdong province, China (females = 99.1%, 0-1 years of experience = 15.2%, 2-5 years of experience = 34.4%, 6-10 years of experience = 25.3%, 11-15 years of experience = 12.6%, >16 years of experience = 12.6%; mean years of experience = 5.75). The teachers completed the following measures: the Life Satisfaction Scale (LSS), Emotional Satisfaction Scale (ESS), Objective Career Success (OCS), and Professional Identity Scale (PIS). Regression and mediation analysis were utilised for the data analysis. Results indicate that objective career success predicts subjective well-being to be higher with higher levels of objective career success of male teachers. Professional identity plays a mediating role between objective career success and subjective well-being. It is also associated with increasing levels of subjective well-being, particularly among females and those with more experience. Our findings suggest a need to provide professional development space for kindergarten teachers, strengthening the links between their objective career success and work-life satisfaction.Keywords: kindergarten teachersobjective career successsubjective well-beingprofessional identitymediating roleteachers
{"title":"Kindergarten teachers’ objective career success and subjective well-being: The mediating role of professional identity","authors":"Xinli Zhai, Li Zhang, Lingyuan Li, Lin Yang, Pingzhi Ye","doi":"10.1080/14330237.2023.2257450","DOIUrl":"https://doi.org/10.1080/14330237.2023.2257450","url":null,"abstract":"AbstractThis study explored the relationship between objective career success and subjective well-being in kindergarten teachers and the mediating role of professional identity in that relationship. The study sample comprised 5 385 kindergarten teachers from Guangdong province, China (females = 99.1%, 0-1 years of experience = 15.2%, 2-5 years of experience = 34.4%, 6-10 years of experience = 25.3%, 11-15 years of experience = 12.6%, >16 years of experience = 12.6%; mean years of experience = 5.75). The teachers completed the following measures: the Life Satisfaction Scale (LSS), Emotional Satisfaction Scale (ESS), Objective Career Success (OCS), and Professional Identity Scale (PIS). Regression and mediation analysis were utilised for the data analysis. Results indicate that objective career success predicts subjective well-being to be higher with higher levels of objective career success of male teachers. Professional identity plays a mediating role between objective career success and subjective well-being. It is also associated with increasing levels of subjective well-being, particularly among females and those with more experience. Our findings suggest a need to provide professional development space for kindergarten teachers, strengthening the links between their objective career success and work-life satisfaction.Keywords: kindergarten teachersobjective career successsubjective well-beingprofessional identitymediating roleteachers","PeriodicalId":46959,"journal":{"name":"Journal of Psychology in Africa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134949352","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：