Europes Journal of Psychology最新文献

Burnout syndrome has recently been recognized as a public health problem, widely observed in educational settings. In this study, we aimed to examine the role played by contextual variables, including job (in)stability and teachers' personal characteristics, in predicting factors associated with teacher burnout, using a convenience sample of 137 Italian primary school teachers (94.2% female, Age: M = 47.17, SD = 8.88). The findings from the hierarchical regression analyses showed that both trait emotional intelligence (EI) and trait anxiety predicted emotional exhaustion and lack of personal accomplishment in relation to work, with EI having a negative association and anxiety having a positive association with both. As for contextual variables, job instability positively predicted low personal accomplishment, whereas teachers' working experience predicted emotional exhaustion. We discuss these results in light of the current working environment experienced by Italian teachers, which includes a high percentage of fixed-term workers. Moreover, we examine the implications for research and interventions related to trait EI as a protective factor that might prevent the onset of chronic professional burnout among teachers and increase teachers' effectiveness and, therefore, pupils' well-being, resulting in positive educational outcomes.

Past research has examined the beneficial effects of contact focusing mainly on the affective dimension of intergroup relationships. Limited research has examined cognitive dimensions, in particular considering at the same time minority and majority group perspectives. This study tested whether contact in a work context relates differentially to the perception of interethnic conflict in Italian (n = 67) and immigrant (n = 40, all male) blue-collar coworkers with the potential mediation of reciprocal stereotypical content (competence and warmth dimensions), interethnic attitudes, perceived discrimination, and whether organizational identification amplifies the effect of contact. Multigroup path analysis revealed that the two stereotype dimensions, warmth and competence, mediate the relationship between interethnic contact and perceived discrimination for Italians, and between organizational identification and perceived conflict for immigrants. Results highlighted an asymmetrical effect of contact on perceived conflict, detrimental and direct for immigrant workers, beneficial and mediate via the outgroup cognitive image for the Italian workers. Findings suggest that a superordinate identity, in terms of organizational identification, may be effective in reducing conflict at the workplace for majority members, whilst a personalized strategy seems to be more suitable for minority members. The theoretical and practical implications of these findings are discussed along with the acculturation perspective.

The aim of the presented research was to define the differences between information technology (IT) professionals (ITP) and non-professionals (NP) in the way of understanding artificial intelligence (AI). The research was designed in the tradition of categorization research. In an online study participants were asked to make typicality and familiarity judgments for 50 AI exemplars. Two types of analyses were carried out, which made it possible to identify and compare the hierarchy of AI designates (graded structure) and the dimensions of their groupings. We have found that "invisible AI" exemplars were highly rated by ITP, but "visible AI" by NP. Expert knowledge allows ITP to systematize AI exemplars based on both structural and functional elements. On the other hand, laymen indicate the functions that AI-driven products perform, rather than their structures. For ITP, they are primarily algorithmic systems, while for NP they are systems that emulate the functions of living organisms.

The State-Trait Cheerfulness Inventory (STCI) assesses latent traits and states of cheerfulness, seriousness, and bad mood to represent the temperamental basis of humor. The present study (1) tested the generalizability of the three-factor model in both state and trait versions of the STCI across European Canadian (N = 489) and first generation Chinese Canadian (N = 147) participants completing the English version of the STCI and (2) compared latent mean differences. Results indicated the confirmatory factor analyses of the three-factor model for European White participants born in Canada and Chinese participants born in China showed adequate fit for both trait and state measures. Furthermore, substantial equivalence of factor model parameters and partial scalar invariance were found for both the state and trait STCI measures. In examining latent mean differences, European White Canadian participants reported significantly higher trait cheerfulness, z = 3.30, p < .001, d = 0.84, and lower trait bad mood z = 3.25, p < .01, d = 0.80 compared to the Chinese Canadian groups. European White Canadian participants reported significantly lower state bad mood, z = 3.59, p < .001, d = 1.15, compared to the Chinese Canadian groups. Limitations and future directions based on study findings are discussed.

Religious and spiritual experiences often form significant elements of people's narratives about their faith and lives, but the impact of these experiences is often neglected in academic studies. This study investigated the connections between perceived experiences of God and beliefs in the lives of five members of a Baptist church in Britain, using data from semi-structured interviews. Interpretative phenomenological analysis (IPA) was used to explore the data and develop 11 recurrent sub-themes, organized into two super-ordinate themes: "Knowing God" and "Living in the World." There were idiosyncratic differences between the experiences of the participants, but they all perceived God communicating with them and attributed certain events to God's influence. These experiences developed real and meaningful relationships with God, and the participants' faith affected every aspect of their lives, shaping their actions, beliefs and daily lived experiences. The participants' diverse experiences and beliefs created mutually supporting meaning systems (or worldviews) that were much stronger than the individual elements that contributed to them. God was an intrinsic part of the participants' social reality, and their lived experiences cannot be adequately understood without appreciating the influence of this central aspect of their lives. These findings show the importance of taking a holistic and idiographic perspective when studying religiosity and spirituality. The study also demonstrates IPA is a useful and effective tool for studying lived experiences of religiosity and spirituality and supports its broader use to investigate such phenomena.

Entrepreneurship education has become a major focus of interest for researchers and national policy makers to encourage students to pursue entrepreneurial careers. The research on entrepreneurship education-entrepreneurial intentions (EIs) has yielded mixed results, and indicates the need to focus on antecedents of EI. More precisely, the aim of this paper was to examine antecedents of students' EI in French entrepreneurship education programs. Participants were 460 French university undergraduates. Structural equation modeling results revealed that students' Psychological Capital (PsyCap) had a significant positive relationship with perceived learning from the program and a significant negative relationship with negative emotions related to entrepreneurial actions. They also show that PsyCap indirectly enhanced EI. More precisely, students with high PsyCap learned more from the program in terms of perceived skills and knowledge and in turn had a higher EI. Moreover, students with high PsyCap had less entrepreneurial action-related doubt, fear and aversion, which also increased EI. This decrease in negative emotions can be explained notably by what students perceived they had learned from the program. This article concludes with the implications of these findings for future research and practical applications.

We provide a theoretical framework for what it means to be self-connected and propose that self-connection is an important potential contributor to a person's well-being. We define self-connection as consisting of three components: 1) an awareness of oneself, 2) an acceptance of oneself based on this awareness, and 3) an alignment of one's behavior with this awareness. First, we position the concept within the broader self literature and provide the empirical context for our proposed definition of self-connection. We next compare and contrast self-connection to related constructs, including mindfulness and authenticity. Following, we discuss some of the potential relationships between self-connection and various aspects of mental health and well-being. Finally, we provide initial recommendations for future research, including potential ways to promote self-connection. In all, we present this theory to provide researchers with a framework for understanding self-connection so that they can utilize this concept to better support the efforts of researchers and practitioners alike to increase individuals' well-being in various contexts.

The current daily diary study examined the moderating impact of attachment style on the association between excessive reassurance seeking (ERS) behavior and trust in romantic dyads. A sample of 110 heterosexual couples completed measures of attachment, ERS, and relationship trust. In line with prior research, an anxious attachment style was associated with higher daily ERS, and an avoidant attachment style with lower daily ERS. Lower levels of trust were also associated with greater daily ERS. Moreover, analyses remained significant while controlling for symptoms of depression. This study extended the literature by demonstrating that for women with an anxious attachment style, and men with an avoidant attachment style, ERS was related to lower next day trust. In contrast, the partners of men with an avoidant attachment style, who also engaged in ERS, reported higher levels of next day trust. This study was also the first to examine how individual attachment styles influenced the perception of, and reactions to, ERS. Women with an anxious attachment style liked when their male partners engaged in ERS, as illustrated by higher levels of reported trust. These results support the idea that attachment styles play an important role in determining whether or not ERS leads to negative interpersonal consequences. They also suggest that it is the combination of relationship insecurities and ERS that leads to negative interpersonal consequences.

Bullying in higher education (HE) has been relatively under-researched; despite its likely prevalence and impact on student wellbeing there is scant understanding of students' lived experiences of bullying. We conducted online and physical focus groups with UK HE students (40 undergraduates from 17 UK universities, mean age: 22), exploring their perceptions and experiences of bullying at university. Thematic analysis was used to identify key issues, specifically 1) the importance of a power imbalance and perpetuation of existing systemic inequality in a HE context; 2) bullying in HE is motivated by attainment of social and personal gains; 3) the tactics used to bully in HE resemble those seen in other contexts, but may be more nuanced; 4) bullying can be minimised and justified within HE, leading to its continued prevalence. We conclude that HE bullying shares features in common with school and workplace bullying, and with sexual harassment. However, further research is needed to accurately define and conceptualise bullying in this unique context. HE providers should consider attending to issues of power and inequality within their bullying and harassment policies. They should also ensure there is clear information and guidance to prevent and reduce bullying in universities.

The present study was based on the rejection-identification model regarding migrants acculturation. Personal perceived discrimination, acculturation attitudes, self-construal, and psychological well-being were examined simultaneously in Albanian and Indian immigrants residing in Greece (N = 233). It was hypothesized that perceived discrimination would be related negatively to immigrants' psychological well-being, both directly and indirectly. A positive relationship was expected between perceived discrimination and separation and a negative relationship between discrimination and integration, or assimilation. It was, also, expected a positive relationship of perceived discrimination to interdependent self-construal and a negative relationship to independent self-construal. Furthermore, it was examined the mediating role of separation in the association of perceived discrimination with psychological well-being and the moderating role of interdependent self-construal in the association of perceived discrimination with psychological well-being. According to the results, perceived discrimination was positively related to separation and negatively to integration, but was related neither to independent nor to interdependent self-construal. Perceived discrimination was, also, positively related to depression directly and indirectly. Fewer depressive symptoms were reported by those immigrants who face discrimination but also select separation. Immigrants with high levels of interdependence, also, do seem to be protected from depression and anxiety. The interpretation of these findings signifies that, when immigrants who perceive discrimination choose separation from the host country, they may reduce their depression feelings, by fitting into relationships with in-group members. Interdependence and the perception of immigrants self as a social unit, also, may act protectively for their psychological well-being, enhancing the identification with the in-group, as well.