Journal of Psychology最新文献

Women in emerging adulthood face increased challenges. Positive Life Orientation (PLO) and Coping have proved essential for successfully adapting individuals to developmental challenges affecting mental health. Using a quantitative, cross-sectional methodology, the study aims to (i) analyze the primary sources of stress of emerging adult women and the coping strategies most used; (ii) analyze the levels of well-being and psychological distress; (iii) analyze the role of PLO and coping strategies in predicting well-being and psychological distress. A total of 240 emerging women aged between 18 and 25 years participated in the study. PLO was measured using the Positivity Scale, coping using the Brief Cope, well-being using the Mental Health Continuum Scale, and psychological distress using The Anxiety, Depression, and Stress Scale. Studies constituted the primary stress factor, followed by interpersonal relationships and work. The most used coping strategies were planning, active coping, acceptance, positive reframing, self-distraction, emotional and instrumental support, and venting. Women presented moderate levels of anxiety, mild levels of stress, and mild to moderate levels of depression. All well-being scores were lower than the reference means for the Portuguese population. Results from hierarchical multiple linear regressions show the predictive role of PLO and coping strategies in well-being and psychological distress. PLO is a positive predictor of all dimensions of well-being and a negative predictor of depression. Active coping strategies predict higher levels of well-being and lower levels of psychological distress, mainly depression. In other directions, avoidance strategies predict lower psychological distress and higher well-being levels. Results highlight PLOs and coping strategies' crucial role in promoting emerging adult flourishing.

Prior work has documented that parental psychological and behavioral control have varying impacts on self-regulation skills and social-academic outcomes in early adolescence, with effects differing across cultures. The present study explores the role of psychological and behavioral control in predicting adjustment difficulties and academic self-confidence through self-regulatory skills among early adolescents in Turkiye using data from mothers and their children (N = 295, N_girls=145, M_age=12.14 years). The results yielded that parental behavioral control, but not psychological control, predicts self-regulation of adolescents, which, in turn, predicts adjustment and academic self-efficacy. Our results underscore the pivotal role of parental knowledge and monitoring, mainly through behavioral control strategies, in fostering psychological adjustment and academic self-efficacy in the Turkish cultural context. The discussion delves into the potential culture-specific effects of psychological control and the universal influence of behavioral control during early adolescence.

Cinematherapy is an innovative therapeutic approach that leverages the emotional and psychological impact of films to aid in the treatment of depression. This article delves into the theoretical underpinnings of cinematherapy, its applications in managing depressive symptoms, and the potential benefits it offers to individuals struggling with depression. By integrating cinematic elements such as narrative, character development, and emotional engagement, cinematherapy facilitates emotional processing, insight, and healing within therapeutic contexts. This article examines how cinematherapy can complement traditional therapeutic modalities, providing a unique and engaging means of addressing depressive symptoms. The future of cinematherapy in treating depression lies in the utilization of digital technologies, including virtual reality and artificial intelligence, to create personalized and immersive therapeutic experiences. This article underscores the promise of cinematherapy as a valuable tool in mental health care, offering a novel approach to fostering emotional well-being and alleviating depression.

Machiavellianism is a personality trait that denotes cunning, manipulative ability, and a desire to gain power by any possible means. Machiavellianism is a subclinical form of psychopathy that has an impact on individual health, professional settings and social order. Machiavellians are more at risk of developing anxiety and depression; however, the underpinning mechanism has not been studied clearly. To avoid major mental health illnesses, it is critical to understand the psychological reasons, brain areas involved, and biochemical substrates for the development of Machiavellianism. This review will address the psychological, clinical and neural correlations of Machiavellianism, its impact on society, and highlight loopholes in comprehending the development of Machiavellianism.

Previous studies have shown that self-compassion can alleviate posttraumatic stress symptoms (PTSS) and promote posttraumatic growth (PTG). However, only a few studies explored the dual effects of its positive and negative components on PTSS and PTG. Also, the emotional mechanisms between self-compassion and PTSS/PTG remain unclear. Thus, with the three-wave longitudinal design, we examined the mediating role of trauma-related shame and guilt between self-compassion and PTSS/PTG among traumatized Chinese college students. 782 Chinese college students (467 females; M_age = 18.98, SD = 1.37) who had experienced traumatic events within the previous six months of the initial assessment were included in the study. In the direct effect model, compassionate self-responding (CSR) negatively predicted PTSS and positively predicted PTG. In contrast, uncompassionate self-responding (USR) positively predicted both PTSS and PTG. In the indirect model, CSR negatively predicted PTSS through trauma-related shame and guilt, but also negatively predicted PTG through trauma-related guilt. USR positively predicted PTSS through trauma-related shame and guilt and positively predicted PTG through trauma-related guilt. Thus, CSR can benefit posttraumatic college students by alleviating PTSS and promoting PTG, and USR may also have an adaptive side. Still, we should focus on the maladaptive and adaptive sides of trauma-related emotions in the intervention of posttraumatic college students.

The effects of creativity on well-being have been supported by many studies, but the mechanisms involved have not been fully studied. This study used the Creative Conceptual Behavioral Scale, the Well-Being Scale, and the Meaning of Life Questionnaire to survey 1124 college students, in order to explore the mechanism of creativity's influence on well-being from the perspective of meaning in life. The results showed that: (1) There was a bipartite positive correlation between creativity, well-being and meaning of life; and (2) meaning in life played a partial mediating role between creativity and well-being, that is to say, creativity not only directedly influenced well-being but also indirectedly influenced well-being through meaning in life. This study reveals the effect of creativity on well-being and its mechanism theoretically, which has certain practical reference value for the education of meaning in life for college students.

Although previous studies have found that mindfulness positively predicts eudaimonic well-being, the underlying mechanism remains to be explored and verified from a theoretical perspective. By integrating self-determination theory and the mindfulness reperceiving model, this study explored the mediating roles of decentering, intrinsic goals, and autonomous motivation in the relationship between mindfulness and eudaimonic well-being among 497 undergraduate students aged 17 to 30 (359 females and 138 males). Structural equation modeling analyses showed that decentering, intrinsic goals, and autonomous motivation mediated the relationship between mindfulness and eudaimonic well-being. Moreover, mindfulness was linked to eudaimonic well-being through the sequential pathways of "decentering → intrinsic goals" and "decentering → autonomous motivation." These findings deepen our insights into how mindfulness is linked to eudaimonic well-being from a self-regulation perspective and provide a reference for the targeted application of mindfulness training to enhance eudaimonic well-being.

Research in the educational and organizational fields theoretically suggests that individuals' implicit beliefs are deeply connected with their performance. This study provides insight into the emotional mechanism that connects employees' mindsets regarding growth (growth vs. fixed mindset) and stress (stress-is-enhancing vs. stress-is-debilitating mindset) to job performance. We hypothesized that employees with a stress-as-enhancing and a growth-oriented mindset (T1) would experience more positive affect (T2), increasing their job performance (T3). We tested these hypotheses using three-wave survey data from a sample of employees in various occupations. Our results showed that employees with a growth mindset and those who viewed stress as an experience that enhances learning, vitality, and productivity experienced more positive emotions one month later. The data also showed that performance was significantly predicted by growth mindset both directly and indirectly, while stress mindset was linked only to positive affect.

This study investigated the relationships between familial factors in terms of parental autonomy support and parental support and Vocational Education and Training (VET) students' learning motivation, learning approaches, and cognitive flexibility. In this cross-sectional study, a convenient sample of 557 VET students (males = 56.7% and females = 43.35; mean age = 18.41 and SD = 0.85) from ten vocational schools in Bangkok areas, Thailand, responded to a questionnaire of adapted scales on familial factors (i.e., parental autonomy support and parental support), learning motivation (i.e., intrinsic motivation, extrinsic motivation, and utility value), learning approaches (i.e., deep learning approaches and surface learning approaches), and cognitive flexibility (i.e., alternatives). Structural equation analyses revealed that parental autonomy support had indirect relationship with alternatives via learning motivation and deep learning approaches, whereas parental support had both direct and indirect association with alternatives through learning motivation and deep learning approaches. Surface learning approaches were not found to significantly predict alternatives. These findings suggest that a familial context that stresses autonomy support and helpful support from parents can motivate VET students to learn and adopt deep approaches to learning, which in turn encourages the development of their cognitive flexibility.

In recent years, there has been a growing interest in collective psychology ownership in different disciplines. However, and in contrast to a feeling of personal ownership ("mine"), the theoretical thinking about a sense of collective ownership ("ours") is limited. This article proposes that the social identity perspective (social identity theory and self-categorization theory) provides a coherent framework for understanding and examining collective psychological ownership toward various targets of ownership and in a range of settings. It is argued that research on collective ownership will be enhanced by more fully considering the implications of this perspective, which include (a) the importance of the group self and self-stereotyping, (b) developing ingroup consensus and shared understandings, (c) the role of sociotropic threat and group identification, and (d) the importance of the sociocultural context. These implications have not been fully considered in the literature but indicate that the social identity perspective offers the possibility for theoretically integrating and empirically examining collective psychological ownership.